EXPLANATORY NOTE

Orientation: physical culture and sports

PEDAGOGICAL EXPECTABILITY:

All educational material of the program is designed for consistent and gradual expansion of theoretical knowledge, practical skills and abilities. The formation of skills of individual running technique, therefore, it is given a significant place in the program. Physical training is aimed at developing the physical abilities of the body.

The program includes normative and methodological parts and contains scientifically based recommendations on the construction, content, organization and implementation of the training process at various stages of long-term training of middle and long-distance runners and runners.

The purpose of the program: to form the physical culture of the student's personality, to instill interest in athletics in particular and sports in general.

The program material is part of an integral system of long-term sports training and involves the solution of the following main tasks:

Promoting harmonious physical development, versatile physical and technical readiness and strengthening the health of students;

Training of runners for medium and long distances, highly qualified runners - the reserve of the Russian national team;

Education of strong-willed, disciplined, with a high level of social activity and responsibility of young athletes;

Training of instructors and referees in athletics. The main criteria for fulfilling program requirements are:

At the training stage:

The state of health and the level of physical development of those involved;

Increasing the level of preparedness in accordance with the individual characteristics of those involved;

Fulfillment of volumes of training loads stipulated by the program requirements;

Mastering the theoretical section of the program.

Regulatory part
Young athletes from the age of 11 are enrolled in the groups of the training stage. The data of medical examinations, indicators of fulfillment of control standards and the best sports results of the season are entered into the individual card of the athlete. Classes are held 39 weeks in the academic year, 3 times a week for 3 academic hours.

Class mode:

Tuesday from 15:00 to 17:15.

Thursday from 17:30 to 19:45.

Saturday from 15:00 to 17:15.

Occupancy of the study group and mode of training work

2.1. Organizational and methodological instructions
Control standards for runners for medium and long distances UTG of the year of study.

	Running 60m s / x, s	Standing long jump, cm	Triple jump from a place, cm	Run 300 m, s	Run 2000 m, min.	Run 3000 m, min
Youths	9,5	190	590	50,0	-	12,00
Girls	10,0	170	560	53,5	8,00	-

Dynamics of sports results in the long-term training of runners for medium and long distances

When planning sports results, a well-known measure should be observed: firstly, to establish an “upper” limit, beyond which an unacceptably forced training lies, and secondly, a certain “lower” limit, beyond which the increase in sports results is unacceptably slow in relation to the planned result. . At the same time, it is necessary to take into account the fact that, starting jogging and walking at the age of 13-14, the most capable athletes should achieve the first great successes (fulfillment of the MS standard) after 5-6 years, and the highest achievements - after 8-10 years of specialized training. preparation.

2.2. Age features of the physical development of young athletes

In the long-term training process, one should take into account the age-related features of the development of the body, in particular, such patterns as the non-simultaneity (heterochronism) of the development of physical qualities and functions of the body.

The training stage covers the age of 12-15 years. This age is characterized by the maximum growth rate of body length, along with a sharp increase in the total mass of muscles, their strength also increases, especially at 13-14 years old.

In accordance with the age development of the body of young athletes, when planning and organizing a long-term training process, it is necessary to take into account pubertal processes and the specific timing of the sensitive phases of development of a particular physical quality. Based on the generalization of the data, it is possible to identify their approximate age limit.

Sensitive periods have significant individual fluctuations associated with the onset of biological maturity. The greatest increase in all qualities occurs during puberty at the age of 12-15 years for boys and 11-13 years for girls.
2.3. Basic means and methods of physical and technical training of young runners for medium, long distances and runners.
The rational structure of training loads is one of the main links that determine the effectiveness of the training of young athletes, since training influences form a certain level of physical and functional fitness. As you know, the physical training of runners and walkers is conditionally divided into general and special. Means of general physical training (GPP) include preparatory and general developmental exercises. Preparatory exercises are gymnastic exercises without objects for the muscles of the shoulder girdle, arms, trunk and legs and are aimed at developing and maintaining flexibility and mobility in the joints, at relaxing muscles. These exercises are applied selectively locally to a specific muscle group throughout the entire yearly cycle. General developmental exercises include exercises on gymnastic equipment, with weights, various types of jumping and throwing (stuffed balls, cores, stones, etc.), other sports, outdoor and sports games. The largest amount of OFP funds falls on the preparatory period. From year to year, as sportsmanship grows, their share in the total volume of training loads decreases.

Means of special physical training (SFP) include running and walking in all their varieties (running and walking at a uniform and variable pace; hurdling; repetitive and interval running and walking; running and walking uphill, on snow, sand, etc.). d.).

The special means of training runners and walkers also include jumping and speed-strength exercises, which are similar in structure to running and walking. These exercises are aimed at developing the muscles that carry the main load when running and walking.

Below is a set of exercises:

Running or walking with high hips and arm movements, as in running;

Running or walking with accentuated foot repulsion and slight forward movement;

mincing running or walking with relaxation of the shoulder girdle;

Jumping from foot to foot;

Jumping on one leg;

Special exercises of the hurdler;

Local speed-strength exercises for the musculoskeletal system of runners and walkers, performed on simulators;

Special exercises for flexibility.

In addition to these exercises, exercises of a game and speed-strength nature can be included in the exercises (with pulling the hip up and down with resistance, jumping over barriers on both legs, walking lunges, with weights, jumping from a small height, jumping forward and up, various sports and mobile games).

A special speed-strength load has a beneficial effect on the musculoskeletal system of runners and walkers, intensifies its adaptation to long-term cyclic endurance work, which, in turn, contributes to the efficiency and economy of movement technique during running and walking.

The dynamics of training and competitive loads in the long-term training process is characterized by a significant increase in volumes performed by runners for medium and long distances.

According to the nature of their energy supply at the training stage and the stage of sports improvement, it is advisable to divide training loads into three types of different intensity, performed, respectively, in aerobic, mixed aerobic-anaerobic and anaerobic modes. Training loads in these zones have their own biochemical, physiological and pedagogical features and depend on the length and speed of overcoming the distance. The boundary between the aerobic and mixed load zones is the anaerobic exchange threshold (ANOT), while the heart rate approximately corresponds to 170 ± 5 bpm. With an increase in the age and fitness of an athlete, the heart rate in ANOT decreases, and the speed of running and walking should increase. The boundary between the mixed and anaerobic load zones in running is the critical speed (CS), at which the runner's body reaches the level of maximum oxygen consumption (MOC). This corresponds to a heart rate of 185±10 bpm. As the age increases, the running CV increases, and the heart rate decreases, which characterizes the success of the training process. Table 6 shows the range of running speed in TAN and CV in runners, which can serve to determine the boundaries between intensity zones.

Dynamics of indicators of ANSP and CS of runners for medium and long distances.

The role of competitive loads changes significantly depending on the stage of long-term preparation. As young runners grow in skill, the number of competitions increases and their nature changes. Competitive loads become one of the main means of special physical training and constitute an integral part of the specific training process. At the same time, the number of main competitions is determined by the approved calendar plan and it is practically impossible to overestimate it. The greatest variability is possible in the number of control competitions, mainly at adjacent distances.
Permissible volumes of running loads for runners for medium and long distances.

No. p / p	Educational and training stage, 1 year of study	Total running volume. km	Running volume in aerobic mode, km	Running volume in aerobic-anaerobic running mode, km	Running volume in anaerobic mode, km
1	Youths	1600-1800	1400-1600	140-150	50-70
2	Girls	1500-1700	1600-1800	100-120	40-50

2.4. Technical and tactical training of young runners for medium and long distances.

As you know, the leading factors that determine sports results in middle and long distance running and walking are physical and functional fitness, but technical and tactical fitness is also of great importance in sports achievements, especially for runners.

Running is a simple and natural movement, so children master this exercise before they come to the sports section. If we consider running as one of the track and field disciplines, then the correct execution of this simple exercise requires some preparation, since the main gross errors in its long-term performance appear due to poor physical and functional fitness or due to the inability to perform elementary movements of the arms and legs, i.e. due to lack of proper motor skill.
Technical training
Running for medium distances in technique has its own characteristics: the average competitive speed is lower than when running for short distances; the step is shorter, the torso is more straightened; the knee of the fly leg does not rise so high; unsharp straightening of the jogging leg; arm movements are not so energetic, their angle of flexion in the elbow joint is more acute; breathing is free, rhythmic and deeper.

Good distance running technique is characterized by the following main features: the torso is slightly tilted forward; shoulders are slightly turned; in the lower back there is a slight natural deflection, which ensures the removal of the pelvis forward; the head is held straight, the chin is lowered, the muscles of the face and neck are not tense. This position of the head and torso helps to relieve excessive muscle tension, improves their work.

While running and walking, it is necessary to monitor the preservation of free rhythmic movement. The frequency and depth of breathing is closely related to the pace of movement. An increase in the speed of movement corresponds to an increase in the frequency of breathing. The rhythm of breathing during running and walking depends on the individual characteristics of the athlete. Particular attention should be paid to exhalation.
Footwork while running. The main element in running is the moment of repulsion, since the speed of running depends on the power of the effort, the angle of repulsion and the frequency of steps.

The repulsion should be directed only forward and strictly coordinated with the inclination of the torso. Along with the large muscles of the thigh, lower leg and foot, small muscles of the foot and fingers are included in the work during repulsion, ensuring full extension of the leg. With a slight forward torso, a good repulsion is obtained when the leg is fully extended. Active repulsion is facilitated by the swing of the free leg, directed forward and upward, and the final moment of repulsion coincides with the end of the swing movement and the beginning of active reduction of the hips. In this position, the push leg is almost completely extended. Thanks to the repulsion and swing, the body moves into an unsupported position used by the runner for a short-term relative rest. The leg, finishing the push, relaxes, the shin, under the action of inertial forces, somewhat “overwhelms” upwards and, bending at the knee joint, stretches forward behind the thigh. At the moment of active adduction of the hips, when the leg in front begins to lower, its lower leg is somewhat carried forward and the landing occurs on the front of the foot. This allows the runner to momentum quickly pass the vertical moment, in which the back leg continues to move forward and the lower leg is pressed even more against the thigh. This "folding" of the fly leg at the moment of the vertical contributes to some rest and the rapid lowering of the other leg.

The leg is placed on the track slightly bent at the knee joint, which reduces the braking effect at the time of its setting and contributes to a more uniform and smooth run. When running, the feet should be placed in one straight line with a slight turn of the toe inward.

Hand work while running. The movements of the arms in running are rhythmically combined with the movements of the legs. Hands, while maintaining balance, contribute to a decrease or increase in the frequency of steps. During the run, the athlete's arms should be bent at the elbow joints, approximately at a right angle, the hands should be freely clenched into a fist. The movements of the hands are soft and smooth, directed forward and upward to the chin and back somewhat to the side. When moving backwards, the hands should not extend beyond the torso. The amplitude of the movement of the hands depends on the speed of running: the greater the speed of running, the higher the pace and the wider the movements of the hands.

When running along a turn, the athlete tilts his torso slightly to the left, makes more sweeping movements with his right hand in the direction of the turn, puts his right leg with the foot turned inward.

Finish and stop after the run. Finishing acceleration, i.e., running on the last segment of the distance, is characterized by an increase in the frequency of steps, more energetic work of the hands and a slight increase in the torso forward. After crossing the finish line, the runner must not stop abruptly. He needs to switch to a slow run and then to walking.

The improvement of running technique continues at the stage of initial sports specialization, the main task is to create an idea of ​​the technique of running for medium and long distances. For this, the following means are used: an explanation of the main points of running at the stadium and in the track and field arena; distribution of forces and running speed in different areas depending on the length of the distance; demonstration of running on a straight distance by a coach or a qualified runner, showing and analyzing films and posters on running technique.

To improve running in a straight line with a uniform and variable speed, the following are used: repeated accelerations of 50-60-meter segments at a distance (it is necessary to monitor the smooth increase in running speed); when running again, the trainees must maintain the gained speed, but if tension occurs in the movements, the running speed should be reduced; switching from slow running to fast running on a distance occurs on command; in the process of improving the running technique when running over a distance, accelerations of 30-40 m should be performed with the inclusion of “free running”.
When working on running technique, it is necessary to observe the basic requirements: straightness of the direction of running; full extension of the pushing leg in combination with the extension of the thigh of the fly leg; quick and soft setting of the foot on the ground from the forefoot; free and energetic work of the hands; straight position of the body and head. In the process of improving running technique, attention should be paid to the correct implementation of these basic elements. In the process of improving running technique, attention should be paid to the correct implementation of these basic elements. In table. 15 shows the most common mistakes at this stage in the technique of distance running and exercises are recommended to eliminate them.
Mistakes while running and recommendations for their correction.

No. p / p	Mistakes	Troubleshooting Exercises	Guidelines
1	Non-straightness of distance running	Running along a narrow path, "path" 20-25 cm wide; line running	look ahead
2	Insufficient straightening of the pushing leg	jumping run	Running on segments 60-80 m
3	Insufficiently high hip lift	Running on the track with high hips through medicine balls spaced at a distance of 80-100 cm or any objects	The length of the segments is 50-60 m. The exercise should be performed in the form of a competition on two parallel tracks. It is necessary to ensure that the trainees do not squat on the supporting leg and do not lean the body back. The exercise can be performed without objects on the track.
4	Tightness of the shoulder girdle (insufficient “twisting” along the axis of the shoulders and the axis of the pelvis)	Running in the “hands behind the back” position or on the belt (this position forces the shoulder to move forward in time with the movements of the pelvis and legs)	Counter movement of the axis of the pelvis and shoulders. The length of the segments is 60-80 m.

tactical training
In competitions of any level, in order to succeed, you need to know tactics and use them depending on the situation. The tactics of running for medium and long distances, in race walking, primarily depends on the goal set before the competition. There are three goals:

1. Showing the planned result;

2. Winning a competition or being among the winners;

At the training stage and at the beginning of the stage of sports improvement, the first goal is set before the majority of athletes. As sports achievements grow, athletes are faced with the need to achieve victory in order to enter the next stage of the competition or enter the national team (of various levels, scales). For highly skilled athletes in most competitions, the third goal is set.

Depending on the objective circumstances, tactical plans and schedules for running and walking can be different and are determined by such factors as: the state of sports form; well-being; competition formula; the composition of the race; tactics used by the main rivals, their level of preparedness.

In middle and long-distance running competitions, the most common are two tactics: running for the result and running for the win.

In the first variant the planned running speed is maintained throughout the distance. With this tactic, the run takes place at a uniform and relatively high speed.

In the second case it is necessary to withstand the high pace of running offered by the rivals and save strength for the decisive finishing acceleration. With such a run, the athlete usually chooses a place immediately behind the leader and closely monitors all competitors, preparing to take a maneuver at any moment: increase speed, get out of the environment, etc. It is especially important to ensure that there is always free space on the right that the runner needs for maneuver, since even experienced athletes often fall into the "box" and lose this opportunity. As a result, the runner has to wait until the leading group stretches and “windows” appear in it.

Regardless of the tactics chosen, it should be remembered that you need to start running from the start as quickly as possible. Acceleration in the first meters allows you to quickly gain the required speed and then maintain it. A runner who started running slowly will find it difficult to reach the required speed and catch up with the leaders at a distance. A quick start makes it possible to get out of a large group, to avoid a collision. With a large number of participants in the race, one should not strive to take a place at the curb at the beginning of the run, which can lead to getting into the "box".

Having outlined a sports result, you should draw up a running schedule, which is especially necessary for leadership tactics. When running for a win, the running schedule is not of primary importance, since success depends on increasing speed at the finish line.

To fulfill the standards of II and III sports categories, as a rule, the running schedule is drawn up with a gradual decrease in speed.

To achieve the I sports category, the standard of a candidate for a master of sports and a master of sports, the running schedule is characterized by a fast start, relatively uniform speed in the middle of the distance and a fast finish.
3. Planning of long-term training of young runners for medium and long distances.
Planning the training of young runners for medium and long distances is carried out taking into account the following methodological provisions:

Traditional periodization of young athletes training;

Proper distribution of tasks in the annual cycle and multi-year plan;

Compliance of fixed assets and methods of preparation with the tasks of the current year;

Dynamics of physical and functional readiness;

The main principles of the distribution of training and competitive loads in the annual cycle.

The planning of the annual training cycle for young runners and runners at the stages of initial and advanced specialized training is carried out according to a "double" cycle. Each preparatory and competitive periods are divided into two stages: in the first case - general preparatory (basic) and special preparatory, in the second - early competitive and main competitions.

The annual training cycle ends with a transitional period.

The preparatory period begins in September, in accordance with the beginning of the school year in a comprehensive school, the summer competitive period ends in mid-July, and then - 6 weeks of a health-improving and sports camp. Athletes at the stage of sports improvement, as a rule, compete until the end of September, then the transition period (3 weeks), and the beginning of the preparatory period falls on October.
4. Program material for practical exercises
4.1. Typical weekly cycles for the preparation of runners for medium and long distances at the training stage and the stage of sports improvement
In the process of long-term training of young runners for medium and long distances, weekly cycles developed for a certain stage of annual training can be used. The sequence of application of the recommended microcycles is reflected in the plans-schemes for preparing students of the educational and training stage and the stage of sports improvement.

In this regard, the distribution of typical microcycles by periods and stages of the annual cycle is of particular importance. According to modern concepts, a 52-week yearly cycle should include 28-30 weeks for training, 18-20 weeks for participation in competitions, 4 weeks for a transition period.

According to the nature and direction of work, weekly microcycles are divided into:

1. Retractor- at the beginning of the preparatory period or after an injury or illness. A characteristic feature of this microcycle is a long run in a continuous mode with aerobic energy supply of work. Pulse up to 150 bpm. The volume of running in the cycle is from 35 to 50 km.

2. Developing- in the main preparatory period in order to achieve deep adaptive changes in the athlete's body. The load in this microcycle is also performed in a continuous mode, however, the proportion of running in a mixed mode increases, i.e. when running with a heart rate of 151-170 bpm. The volume of running in a weekly microcycle can be from 50 to 60 km.

3. Speed-strength training- is used, as a rule, at the spring stage of training to strengthen the musculoskeletal system. The emphasis in this microcycle is on jumping and running uphill in various combinations with running downhill and relaxation exercises. It must be remembered that at a young age the musculoskeletal system is not yet ready for hard work, so jumping and running should be done in a soft mode and on the appropriate ground. The volume of the total run is 40-45 km.

4. Unloading- it is used in the preparatory period after intense training, in the competitive period - after responsible starts. In this microcycle, the load is planned only in aerobic mode. Heart rate not higher than 150 bpm. Running volume - 35-40 km.

5. Stabilizing, or intensive - is most often used in the competitive period. Run up to 50 km.

6. Pre-competition- is used in the last weeks before the competition, its purpose is to smoothly lead the athlete to the main start. The volume and intensity in the microcycle decreases. At the same time, one intensive training session can be carried out 5-6 days before the start. The volume of running in the microcycle is 25-30 km.

7. Competitive- applied, as a rule, between two competitions with a duration between them of at least 2 weeks.
6. Pedagogical control
6.1. Regulatory requirements
Admission to the training stage of runners for medium, long distances and runners and transfer by year of study is carried out when the regulatory requirements for physical training and physical fitness are met, and at the stage of sports improvement, requirements for sports preparedness are added.
6.2. Organization and guidelines for testing
Comprehensive pedagogical control allows you to objectively assess the preparedness of a young athlete. The frequency of testing may be different and depends on the features of the construction of the annual cycle. For young runners for medium, long distances and runners, it is advisable to conduct at least 3-4 stages of testing per year. The purpose of these tests is to determine the initial level of physical fitness and its dynamics in the process of training and competitive influences.

To determine the initial state of the young athlete at the beginning of the preparatory period (September-October), the first test is carried out. The purpose of the second and third tests is to determine the effectiveness of the applied loads at the end of the preparatory (December) and winter competitive periods (March). According to the results of these tests, depending on the degree of achievement of one or another control standard, the training loads are corrected.

Current testing is carried out 1-1.5 weeks before the start of the main competitions, its purpose is to determine the level of development of basic physical qualities and their compliance with control standards that ensure the implementation of planned sports results.

The assessment of the physical fitness of young runners for medium, long distances and runners is carried out according to the results of testing on the basis of a set of control exercises.

7. Biomedical control
The main tasks of medical and biological control are the following:

1. Determination of the state of health and the level of the functional state of young athletes for running for medium, long distances and walking;

2. Systematic monitoring of changes in the state of physical and functional fitness, occurring under the influence of regular classes, and the determination of individual load norms.

Control over the state of health of a young athlete is carried out by a doctor of the children's and youth sports school and specialists of the medical and sports dispensary.

In-depth medical examination athletes take place twice a year, at the end of the preparatory and competitive periods.

current control is carried out according to a predetermined plan, either after the athlete has started training after suffering an illness, or at the request of the coach.

The doctor and the coach analyze the training loads and find their optimal dosage in accordance with the state of the athlete's body.

Often engaged in the same passport age can correspond to five biological stages of development of the body:

Stage 1 - children's (puerile), prepubertal, characterized by the absence of secondary sexual characteristics;

Stage 2 - the beginning of puberty, the stage of activation of the pituitary gland, there is an acceleration in the growth of the body in length, secondary sexual characteristics appear: in girls - the initial development of the mammary glands, pubic hair, in boys - an increase in testicles, pubic hair;

3rd stage - the stage of activation of gonadotropic hormones, steroid hormones begin to be produced: testosterone, estrogen, secondary sexual characteristics continue to develop; this is the period of greatest growth in length of all parts of the body;

4th stage - the stage of active steroidogenesis, i.e. the production of steroid hormones, the development of secondary sexual characteristics is completed, body growth in length slows down;

5th stage - completion of pubertal processes, gradual transition to adulthood (juvenile phase).

Biological age largely determines the performance of the whole organism, its individual systems. So, in the first phase - high children's working capacity: a decrease in working capacity in the III and IV phases, the restoration of working capacity and its further development - in the V phase.

Control over the state of health and tolerance of training and competitive loads allows you to take the necessary therapeutic and preventive measures in a timely manner. It should be noted the need for conscious participation in the self-control of the athlete himself. In this regard, it is necessary to familiarize the young athlete with a description of the signs of fatigue and an assessment of well-being.

The results of medical examinations of athletes are recorded in the protocols, and on their basis a conclusion is given on the tolerance of the training load; it is indicated what impact the lesson has, whether the load corresponds to the period of preparation; an assessment of the level of functionality is given; adjustments to training plans
8. Educational work and psychological preparation
The upbringing of a young athlete should be a complex process, conditionally it can be represented as consisting of three components:

Education of ideological conviction and universal morality;

Education of volitional qualities and psychological preparation;

Education of special professional skills and behavior at competitions necessary to achieve the highest sports results in the chosen form of athletics.

The upbringing of a young athlete is carried out in the family, general education and sports schools. In addition, the formation of ideology is influenced by the media: cinema, television, radio, newspapers and magazines.

The coach in the process of long-term training must take into account all the factors of influence on the trainees and find his place in the educational process. Gradually, especially with the growth of sports results, the influence of the coach on young athletes becomes more and more, and during this period he can solve the most difficult problems of education, often difficult for the school team and family. Therefore, the personal qualities of a coach, his positive example play an important role in shaping the human qualities of a young athlete.

Of great importance in the education system is theoretical knowledge, which gradually introduces young athletes into the world of elite sports, into stories about outstanding domestic runners and fast walkers.

Such stories contribute to the education of patriotic and international beliefs.

In the future, theoretical knowledge can be devoted to critical analysis of performances at competitions, training sessions, and testing.
Psychological preparation
One of the factors of psychological preparation is planning and accounting. It often happens that athletes do not keep training diaries. Most often, these athletes have a vague idea about the annual plan for training and performance in competitions, about control standards, the dynamics of the training load in the annual cycle, for what period they plan to achieve the best results, etc. But without the athlete knowing exactly the goals and objectives of training it is difficult to require a conscious attitude towards it, it is difficult to provide a sufficiently strong motivation for training sessions, including loads that increase in volume and intensity.

One of the main tasks of the coach is to reveal to the athlete the essence of the relationship between the magnitude of the achievement and the measure of contribution to training, to make it obvious to the athlete and to educate in him aspirations that would be expressed in sports diligence.

All means of psychological preparation can be divided into two main groups:

1. Verbal - lectures, conversations, ideomotor, autogenic and psychoregulatory training;

2. Complex - all kinds of sports and psychological and pedagogical exercises.

Methods of psychological preparation are divided into conjugated ones, which include general psychological and pedagogical methods, methods of modeling and programming of competitive and training activities, and special methods, including stimulation of activity in extreme conditions, methods of mental regulation, ideo-motor representations, methods of suggestion and persuasion.

In the training process and in competitions, an athlete has to overcome difficulties that are due to the individual psychological characteristics of his personality. They arise in the mind of an athlete in the form of appropriate thoughts, feelings, experiences and psychological states, due to the need to act in certain conditions and cannot be understood in isolation from them.

To develop the ability to overcome the objective difficulties associated with fatigue and the accompanying severe functional state, it is necessary to simulate these conditions during training. To do this, you need to include in the training separate additional tasks with pronounced fatigue. Practice in any weather. Participating in competitions, a young athlete has the most favorable opportunity to learn to overcome developing fatigue by willpower.

If the difficulties encountered in competition cannot be simulated in training, then the athlete must have a clear idea of ​​\u200b\u200bit and know how to act when they occur.

The fight against subjective difficulties involves targeted actions to strengthen the self-confidence of young runners and runners, which is formed on the basis of knowledge of their physical and functional capabilities, strengths and weaknesses of preparedness. For a correct assessment of one's capabilities, a systematic analysis of the results of the work done, sporting achievements, conditions that ensure the achievement of appropriate success, and the reasons that led to its failure is necessary.

Completion of difficult training tasks and mastering complex exercises cause positive emotional experiences in a young athlete, a sense of satisfaction, and give confidence in their strength. Therefore, it is important that young athletes who doubt their abilities complete a certain stage of training with pronounced positive indicators.
9. Theoretical training

Theoretical training of young athletes is carried out in the form of conversations, lectures, seminars, directly in sports training, organically linked with physical, technical, tactical, moral and volitional as an element of practical training. Below is a curriculum of theoretical classes for students of the Youth Sports School and SDUShOR, specializing in running for medium and long distances. Theoretical classes have a certain target orientation: to develop in students the ability to use the acquired knowledge in practice in the conditions of training sessions and competitions. Athletes of older groups should be given tasks for independent study of literature to deepen their special knowledge.

10. Restorative means and activities in the long-term training of young runners and walkers
Long-term training of runners and walkers is associated with a constant increase in training and competitive loads. It is impossible to carry out large-scale and intensive loads and maintain high performance without the use of restorative measures.

Under the conditions of applying heavy loads, the consistency and orientation of various restorative means acquires great importance in the training process. For young runners, pedagogical means are the main ones - this is the rational planning of training loads in macro-, meso- and microcycles; individual classes; rest days.

Of particular importance for runners and walkers is the planning of cyclic loads related to the compensatory zone (heart rate up to 130-140 bpm), which should be at least 20-30% of the total training loads. Of the additional funds that stimulate the restoration of working capacity, it is recommended to systematically use a balanced diet, hygienic shower, bath, massage, steam bath, sauna, swimming, etc.

At the training stage, pedagogical means of restoring the working capacity of young runners are of the greatest importance. Of the additional funds - the systematic use of a hygienic shower, as well as hardening water procedures. Vitaminization should be carried out taking into account age and seasonal characteristics, as well as the amount of vitamins entering the diet. In terms of psychological recovery, frequent change of training means is recommended.

Shower, with a gradual increase in water temperature;

Baths with various extracts;

Massage and self-massage;

Finnish sauna, steam bath;

Swimming in the pool;

Of the psychological means of recovery, the use of autogenic training, the organization of cultural leisure, the creation of good living conditions, etc. are recommended.

The effectiveness of restorative means largely depends on the direction, volume and intensity of the previous load. So, after performing a large amount of work, it is more expedient to use means of general influence - a bath in combination with water procedures and massage, contrast baths. After a special load, the most effective means are local massage, local heating.

The complex use of various restorative means in full is necessary after large training loads and in the competitive period. In other cases, separate local remedies should be used at the beginning or during the training session. At the end of classes with small and medium loads, it is sufficient to use ordinary water hygiene procedures. The use in this case of a full range of restorative means reduces the training effect.

The use of restorative means is an integral part of the training process.

Creating a positive emotional background is important for optimizing recovery processes. There are a number of methods based on external peripheral reactions that allow the athlete to achieve varying degrees of relaxation or tension, while changing his internal emotional and physiological state. The main part of the work on creating a positive emotional background falls on the coach, who must create a friendly and friendly atmosphere, take into account the psychological compatibility of young athletes.
11. Instructor and referee practice.
Knowledge and skills of students of the 1st year of study of the training stage in instructor and referee practice

Literature
1. Running for medium and long distances: Training system / F.P. Suslov, Yu.A. Popov, V.N. Kulakov, S.A. Tikhonov; Ed. V.V. Kuznetsova. - M .: Physical culture and sport, 1982.-176 p.

2. Volkov L.V. Training and education of a young athlete. - Kyiv: Zdorov, I, 1984.-144 p.

3. Zotov V.P. Restoration of working capacity in sports, - Kiev: Zdorov, I, 1990, - 60 p.

4. Ivochkin V.V. Normative requirements and planning of long-term training of young middle-distance runners.-M.: VNIIFU, 203.- 86-89 p.

5. Athletics (middle-distance running): Program for Youth Sports School (normative part) / Comp.: Yu.G. Travin, V.V. Ivochkin.-M.: Soviet Sport, 1989.-12 p.

6. Mayfat S.P., Malafeeva S.N. Control over physical fitness in youth.-Ekaterinburg, 2003.-131 p.

7. Matveev L.P. basics of sports training. -M.: Physical culture and sport, 1997.-271 p.

8. Nabatnikova M.Ya., Ivochkin V.V. Methods of control over the special preparedness of middle-distance runners // Theory and practice of physical culture.-1976.-№ 10.-16-19 p.

9. Ozolin N.G., Travin Yu.G. Pedagogical foundations of the methodology for teaching track and field exercises.-M., 1998.-79 p.

10. Theoretical training of young athletes: A guide for coaches of the Youth Sports School / Ed. Yu.F. Kuramshina, Yu.F. Builina.-M.: Fizkultura i sport, 1981.-192 p.

11. Travin Yu.G., Karmanov V.D. Means and methods for restoring the health of middle-distance runners.- M .: GTSOLIFK, 1981.-36 p.

12. Travin Yu.G., Fruktov A.L., Chernov S.S. Development and current state of the training system in running and race walking.-M.: GTSOLIFK, 1981.-38 p.

Explanatory note

Introduction

Explanatory note

Introduction

Relevance of the program

· Norms of Sanitary and Epidemiological Requirements for Institutions of Additional Education for Children.

Purpose and objectives of the program

Target: creation of conditions for the development in children of an emotionally positive attitude towards Russian traditional culture, the formation and development of the foundations of the child's artistic culture through folk arts and crafts, the development of creative abilities.

Tasks

Educational:

expand the stock of knowledge of children about the diversity of forms;

relativity, proportionality, color science;

To acquaint with the techniques of arts and crafts;

Learn how to use different tools

acquaint with folk crafts;

Developing:

development of creative imagination;

· development of figurative thinking;

· formation of labor skills;

development of fine motor skills;

development of interest in folk art.

Educational:

education of aesthetic attitude to the world around;

education of a value attitude to one's own work, the work of other people;

nurture respect for native culture;

· fostering good feelings and respect for the environment.

1.3. Changes made to the additional general education program and their rationale

In accordance with the fact that students recruited for training have formed a sufficient level of basic skills and abilities for doing arts and crafts, laid down in this general education program, including the ability to handle scissors, the ability to properly hold a brush, pencil, knowledge of basic flowers, simple geometric shapes. The work program of the first year of study is built according to the educational and thematic planning of the additional general education program.

Name of sections and topics of classes	Content
1. Introductory lesson	Theory: Conversation about the types of visual activity. Practice: Drawing the hero of your favorite fairy tale.
2. Plot application from colored paper.	Theory: A story about forest animals - hedgehogs. Practice: Application on the patterns of a hedgehog and an autumn leaf.
3. Subject testoplasty.	Theory: A conversation about pets that are beneficial to humans. Practice: Coloring the background of the template, decorating the “fur coat” of the lamb with curls from salt dough.
4. Heel on fabric.	Theory: A story about the holiday "Pokrov", a story about the traditions of making printed scarves. Practice: Stamping a multi-piece fabric with raw potato dies.
5. Painting the silhouette of a matryoshka.	Theory: A story about the history of the emergence of nesting dolls, painting options. Practice: Painting a nesting doll silhouette
6. Subject application from colored paper.	Theory: A conversation about preparing a person for the winter - canning. Practice: Coloring the background of the jar, making an application that imitates the harvesting of cucumbers and tomatoes.
7. Subject molding.	Theory: A conversation about autumn. Her signs. Reading a poem. Practice: Sculpting autumn leaves from colored dough. Cutting out various types of leaves according to patterns.
8. Drawing on stencils.	Theory: A conversation about autumn. About different types of trees. Practice: Making vase and leaf templates, drawing using templates.
9. Subject application	Theory: A conversation about fabric. Its manufacture and purpose. Story about the traditions of patchwork sewing. Practice: Drawing up a pattern of multi-colored squares. "Sewing" the squares together.
10. Object molding.	Theory: A conversation about the traditions of Russian tea drinking. Practice: Plane modeling of a samovar and small details of the composition.
11. Painting on fabric.	Theory: A story about traditional painted carpets. Practice: Painting a piece of fabric with characteristic elements.
12. Application with plasticine.	Theory: Conversation about birds. Their appearance, lifestyle. Practice: Making patterns of birds, decorating with elements from plasticine, beads, beads, rhinestones.
13. Ural-Siberian painting.	Theory: A story about the traditions of the Ural-Siberian painting, characteristic features. Practice: Drawing birds and flowers in the technique of the Ural-Siberian painting.
14. Rag doll.	Theory: A story about the history of folk dolls, their meaning. Practice: Making a spin doll.
15. Subject application.	Theory: Conversation about animals. Practice: Application of animals from simple geometric shapes of different sizes.
16. Subject drawing.	Theory: A story about the life of owls. Talk about their appearance. Practice: Step by step drawing an owl on a branch at night.
17. Modeling Dymkovo toys from clay.	Theory: A story about the fishing of Dymkovo toys. Practice: Modeling a horse out of clay.
18. Work in mixed media based on Gorodets painting.	Theory. A story about the Gorodets industry. Practice: Making an application with the image of a Gorodets horse using painting elements.
19. Painting of a Dymkovo clay toy.	Theory: Repetition of the theme of the Dymkovo toy. Demonstration of patterns characteristic of painting. Practice: Painting a Dymkovo horse.
20. Drawing based on the fairy tale "Ryaba Hen"	Theory: A brief retelling of the fairy tale "Gingerbread Man", a joint search for the moral of the fairy tale. Practice: Drawing the plot "kolobok and fox".
21. Plot modeling.	Theory: A conversation about a forest animal - a bear. Poll about fairy tales in which the bear is found. Practice: Modeling a bear surrounded by trees.
22. Application with threads. imitation lace.	Theory: A story about the craft of lace making. Practice: Making an appliqué using threads.
23. Subject drawing.	Theory. A conversation about a fairy-tale hero - the Firebird. Question about the knowledge of fairy tales in which it occurs. Practice: Gouache painting of the Firebird in the night sky.
24. Sculpting animals.	Theory: Conversation about pets. What benefits does a cat bring in village houses. Practice: Modeling a cat figurine from plasticine, for his favorite pastime.
25. Plot application.	Theory: Conversation about birds - bullfinches. A story about their way of life, a conversation about the distinguishing features from other birds. Practice: Making an applique with the image of a bullfinch from corrugated paper balls.
26. Drawing, portrait.	Theory: A conversation about the genre - a portrait, a story about the rules for constructing a drawing of a human face. Practice: Drawing a portrait of mom with her favorite colors.
27. Object molding.	Theory: A conversation about fish, their lifestyle, structure. Poll about a fairy tale where the fish is the main character. Practice: Modeling a fish from colored salt dough using large beads and beads.
28. Craft from threads.	Theory: A story about the stages of wool processing. A conversation about the use of wool in human life. Practice: Making crafts from woolen threads "hat".
29. Zhostovo painting. tray	Theory: The story of the Zhostovo fishery. Practice: Painting on cardboard with a silhouette of a tray.
30. Clay modeling.	Theory: A story about the history of the emergence of pottery, its purpose. Practice: Sculpting a jug out of clay using the tourniquet technique.
31. Mezen painting.	Theory: A story about the Mezen painting, the traditions of its execution. Consideration of the elements characteristic of this type of painting. Practice: Depiction of the plot using the image of a crane, typical for the Mezen painting.
32. Plot application.	Theory: Conversation city. What is the difference between a city and a village? Practice: Performing the application of multi-storey buildings in the snow.
33. Object molding.	Theory: A conversation about snowmen, the stages of his modeling from snow. Practice: Modeling a snowman from salt dough.
34. Subject drawing.	Theory: A story about the tradition of making lubok, its purpose, plots. Practice: Making a picture imitating Russian popular print.
35. Crafts from a walnut shell.	Theory: Talk about various natural materials that can be used for crafts. Practice: Making figures of a bear, a turtle, a mouse from a walnut shell.
36. Rag doll for Christmas.	Theory: A story about Christmas. Practice: Making a ragdoll "angel"
37. Gzhel painting.	Theory: A story about the Gzhel craft, the traditions of painting. Practice: Painting silhouettes of teapots and cups.
38. Plot modeling.	Theory: A story about making flour, dough. Reading proverbs about bread. Practice: Sculpting a bun on the window.
39. Fabric appliqué.	Theory: Repetition of the patchwork theme. Practice: Theory: Repetition of the patchwork theme. Practice: Group work from scraps of fabric: a tree with flowers, leaves and birds.
40. Painting a paper silhouette of a Dymkovo toy	Theory: repetition of the theme dedicated to the Dymkovo toy. Practice: painting a paper silhouette of a lady.
41. Subject modeling.	Theory: A conversation about a forest animal - a hare. A story about the changes in its color in different periods of the year. Practice: Modeling a gray and white bunny.
42. Work in mixed media.	Theory: A story about the seeds of various plants. Practice: Decorating a glass jar with plasticine and various types of seeds and cereals.
43. Spot painting.	Theory: A conversation about the ornament, its types and purpose. Practice: Making an ornament on paper using gouache and cotton swabs.
44. Crafts from natural material.	Theory: repetition of the theme of using natural materials in the work. Practice: Making an owl and a hedgehog from pine cones and plasticine.
45. Plot modeling.	Theory: A conversation about trees in the winter season. Practice: Modeling the silhouettes of trees from salt dough against a dark background, decorating them with sparkles - sparkling snow.
46. ​​Subject drawing of animals.	Theory: A story about an inhabitant of the North Pole - a polar bear, his way of life. Practice: Gouache painting of a polar bear in its natural environment.
47. Postcard for February 23.	Theory: The story of the holiday on February 23. Practice: Making a postcard for the holiday.
48. Testoplasty.	Theory: A conversation about the face, parts of the face, the emotions they reflect. Practice: Sculpting faces of funny little men from salt dough.
49. Subject application.	Theory: Repetition of the topic of wool, its application in human life. Practice: Making silhouettes of mittens, decorating them with the same pattern.
50. Work in the technique of scratching.	Theory: A story about the scratching technique. A story about space, the first manned flight into space. Demonstration of works made in this technique. Practice: Making work in the considered technique with the image of space objects.
51. Thread doll.	Theory: A story about the traditions of making spring dolls - martinichek. Practice: Making thread pupae.
52. Object molding.	Theory: Talk about elephants, their appearance. Practice: Plane molding of an elephant from plasticine, its decoration.
53. Corrugated paper craft.	Theory: Conversation about birds. Practice: Making a bird from colored corrugated paper.
54. Object molding.	Theory: The story of the Magpie holiday. Practice: Making larks from salt dough using seeds and cereals to decorate
55. Gorodets painting, flower element.	Theory: A story about Gorodets painting, the traditions of its implementation. Consideration of the stages of the implementation of the elements: chamomile, rose, grass.
56. Subject molding.	Theory: A conversation about marine life - turtles, their appearance, lifestyle. Practice: Modeling a turtle from plasticine, decorating its shell with a pattern of beads, cereals.
57. Application in mixed media.	Theory: A story about the type of needlework - weaving. Practice: Making a thread applique that imitates a woven track with a fringe.
58. Drawing tropical animals.	Practice: A conversation about tropical animals - monkeys, their appearance. Practice: Gouache painting of a monkey on a vine.
59. Postcard for March 8.	Theory: A conversation about the holiday of March 8. Practice: Making three-dimensional flowers using the applique technique.
60. Flower painting.	Theory: Repetition of the theme dedicated to the Ural-Siberian painting. Repetition of the stages of the execution of the "flower" element. Practice: Painting a flat wooden blank with flowers made in the technique of Ural-Siberian painting.
61. Subject molding.	Theory: A conversation about tropical birds - parrots, their types and distinctive features. Practice: Plane modeling of a parrot from plasticine.
62. Subject application.	Theory: Talk about the sun. Talk about its meaning. Practice: Making a semi-volumetric application of the sun.
63. Subject drawing.	Theory: The story of the first spring flowers. Practice: Drawing a clearing with the first spring flowers.
64. Plane modeling with plasticine.	Theory: A story about flowers, their meaning, structure. Practice: performing a planar application with plasticine of various colors.
65. Painting a wooden blank.	Theory: A story about the traditions of celebrating Easter. Practice: Painting a flat piece of wood in the shape of an egg.
66. Application with plasticine.	Theory: A conversation about the fairy tale "Rocked Hen". Practice: Performing a planar application of plasticine chicken ripples.
67. Subject drawing in the technique of scratching.	Theory: A conversation about the celebration of May 9th. A story about the great feat of our grandfathers and great-grandfathers. Practice: The image of fireworks against the background of the night sky in the technique of scratching.
68. Object molding from plasticine.	Theory: A story about butterflies. Talk about their appearance. Practice: Performing a planar application from plasticine plaits, depicting a butterfly.
69. Work in mixed media.	Theory: A conversation about the spring flowering of trees. Reading a poem about spring. Practice: Perform mixed media work on a disposable paper plate. The trunk is drawn with gouache, foliage and flowers are balls of corrugated paper.
70. Subject drawing.	Theory: A brief retelling of the fairy tale "Gingerbread Man", a joint search for morality. Practice: Drawing the plot of the kolobok with a fox.
71. Object molding.	Theory: A story about the type of needlework - knitting and the result of its application. Practice: Modeling baskets and balls of wool from plasticine.
72. Crafts from disposable plates.	Theory: Conversation about animals. Practice: Making silhouettes of animals from whole and cut disposable plates, painting them with gouache.
73. Khokhloma painting.	Theory: A story about Khokhloma painting, its distinctive features. Practice: Working out the element - "grass", painting a flat wooden blank. Image of a rooster in red and black paint on a gold background.
74. Narrative testoplasty.	Theory: Repetition of the theme of birds Practice: Plane modeling from colored salt dough, the image of a branch and birds on it.
75. Subject application.	Theory: A conversation about dandelions, Changing their appearance. Practice: Making an application from ordinary colored and corrugated paper using a piece of plasticine.
76. Reporting exhibition.	Practice: design of works, installation of the exhibition.

Bibliography

1. Extracurricular work for work. Working with different materials: A guide for teachers / comp. A.M. Gusakov. - M .: Young Guard, 1981.

2. Gusakova A. M. Application. - M .: Education, 1987.

3. Kuzin V. S. Methods of teaching arts and crafts at school. - M .: Education, 1987.

4. Mititello K. Application: technique and art. – M.: EKSMO, 2003.

5. Our hands are not for boredom. Crafts / translation from English. L.Ya. Galperstein. - M: Rosmen, 1998.

6. Fundamentals of aesthetic education / Ed. N. A. Kumaeva. - M: Enlightenment, 1986.

7. Salt dough: Jewelry, souvenirs, crafts. – M.: EKSMO, 2004.

8. Chayanova G. N. Salty dough. – M.: Bustard Plus, 2005.

9. Shebkilin I. K., Romanina V. I., Kaganova I. I. Application work in primary classes. – M.: Enlightenment, 1983.

Applications

Application No. 1

Safety precautions for children when working with piercing, cutting tools and devices (needles, knives, scissors, stacks, toothpicks, etc.)

1. General safety requirements

1.1. Students who have studied the safety rules and the rules for using scissors are allowed to work with stabbing, cutting tools and devices.

1.2. In the classroom, perform only the work assigned by the teacher.

1.3. Before starting work, you must make sure that the tools and fixtures are in good condition.

1.4. Replacement of tools and devices is made by the teacher.

1.5. Do not clean, lubricate or repair the equipment while it is in operation.

1.6. Store hand tools in bags or special boxes with space for each tool.

Safety requirements before starting work

2.1. Before starting work, listen to the safety briefing of the teacher.

2.2. Prepare the workplace, tools, fixtures. Keep them in good condition at all times.

2.3. Tidy up work clothes: fasten buttons, apron.

2.4. Check for sufficient lighting in the workplace.

Safety requirements in emergency situations

4.1. If an accident occurs or the worker feels unwell, then you should stop work, save the situation at the scene, if this does not threaten others, inform the teacher about what happened.

4.2. In the event of a power outage, inform the teacher, who must disconnect the electrical equipment from the network (socket) and leave the room.

4.3. If the room is flooded with water, in the event of a fire, inform the teacher and leave the room.

Application No. 2

Ten-point scale for assessing the degree of learning of students
10-ball. scale	Theoretical evaluation parameters	Practical assessment parameters
1 point Very weak		I attended the classes, listened, watched.
2 points Weak	Distinguishes any phenomenon, action or object from their counterparts in a situation, upon visual presentation, but cannot explain the distinctive features.	It is difficult to repeat the practiced educational action for the teacher
3 points	I remember most of the educational information, but cannot explain the properties, signs of the phenomenon.	Performs actions, makes mistakes, but does not notice them.
4 points	Knows the material studied, applies it in practice, but finds it difficult to explain anything with the help of the concepts studied.	Performs educational tasks, actions are not in full. Acts mechanically, without deep understanding.
5 points missing Good	Explains in detail, comments on certain provisions of the learned theory or its section, aspect.	Clearly performs educational tasks, actions, but poorly structures its activities, organizes its actions.
6 points good	Without much difficulty, he answers most questions on the content of theoretical knowledge, demonstrating awareness of the acquired concepts, signs, strives for independent conclusions, generalizations.	Performs tasks, actions according to the model, shows the skills of purposefully organized activity, shows independence.
7 points very good	Clearly and logically presents the theoretical material, clearly sees the connection between theoretical knowledge and practice.	Consistently performs almost all educational tasks, actions. In the simplest cases, he applies knowledge in practice, develops skills in practical activities.
8 points excellent	Demonstrates a complete understanding of the essence of the studied theory and its main components, applies it in practice easily, without difficulty.	Performs a variety of practical tasks, sometimes making minor mistakes, which he himself is able to correct with little (without detailed explanations) support from the teacher.
9 points	Easily performs a variety of creative tasks at the level of transfer, based on acquired skills and abilities.	He meets with optimism difficulties in educational activities, seeks to find various options for overcoming difficulties, using the teacher's support to a minimum.
10 points excellent	Capable of proactive behavior in problematic creative situations that go beyond the requirements of educational activities.	Originally, non-standard applies the acquired knowledge in practice. Forming independently new skills on the basis of previously acquired knowledge and formed skills.

Explanatory note

Introduction

Explanatory note

Introduction

Childhood is the most important milestone in the formation of a child's personality, because it is not a preparation for life, but life itself in all its original manifestations. Childhood includes unique age periods for the formation of many personal qualities that will never be repeated again, and not using them leads to impoverishment and deformation of the child's personality. The expansion of the zone of proximal development contributes to the development of the child's abilities, and one of the favorable factors is visual activity.

In our time, during the period of political and economic instability, the demand for a creative person who is able to think outside the box in a constantly changing environment has especially increased. Modern life in all its manifestations is becoming more diverse and complex; the further it goes, the more it requires from a person not stereotyped, habitual actions, consecrated by centuries-old traditions, but mobility of thinking, quick orientation, and a creative approach to solving large and small problems. The development of this contributes to visual activity.

Fine art forms and develops the child in many ways, affects his spiritual world as a whole. It develops the eye and fingers, deepens and directs emotions, excites fantasy, makes thought work, broadens horizons, and forms moral principles.

A child developed by art differs from an aesthetically undeveloped child in that his sense organs are more sensitive and “intelligent”. His eyes, literally, see in things much more significant than an undeveloped eye. In this regard, the fine arts participate not only in the development of artistic, but also the universal abilities of a person, and, in particular, a child. In addition, finger work develops coordination of movements, speech, and this is important for a child. In drawing, applications are much easier to narrate. Drawing or doing applied art, the child reflects and organizes his knowledge about the world, realizes himself in it. Thus, drawing or sculpting is as necessary for a child as talking.

The development of modern society in Russia expands and deepens the requirements for the aesthetic education of children. In this regard, art is becoming an increasingly subtle and effective means of shaping the younger generation, a promising pedagogical task is to increase the effectiveness of the educational and cognitive impact of teaching art on the development and formation of the child's personality. The cognitive and educational functions of art are organically linked. The specificity of art as a means of education lies in the fact that art educates through artistic images expressed in a concrete sensual form. It is through the creation of an artistic image that the cognition of that aspect of reality takes place, which contains the phenomena of life in connection with the attitude of a person towards them, his ideological, aesthetic, moral assessment.

At present, the role of the social environment in the development of the personality of a preschool child has increased, in the development of social experience by him through communication with adults and peers in the process of familiarization with art and artistic creativity. There is a need to expand the contacts of preschoolers with the outside world, to identify means, methods and techniques of influence aimed at humanizing the pedagogical process. For teachers and parents, it becomes important to understand the mental state of the child, to create a positive emotional climate.

The favorable position of a preschooler in the system of social relations will contribute to the possibilities of his self-expression and self-affirmation. An important role is given to art, artistic and aesthetic education, the traditions of folk pedagogy, which are the basis of the socialization of the child's personality.

The additional educational program "Children's Art Workshop" was created for implementation with children of four to seven years old in the association "Art Studio" Zvezdochki ", which was created at the Center for Additional Education" Scarlet Sails ".

Relevance of the program

For many years there was a narrowly pragmatic approach to visual activity, acquaintance with art. Classes were not associated with versatile social development, education of self-identity in children, that is, finding out what "I myself", "My group", "My family" are. The transition to a developmental model of education, the use of individually oriented learning helps to raise a child as an independent, responsible, critically thinking person who can find his place in a large or small team. The spatial and temporal coexistence of different types of activities provides an opportunity for children to unite according to their interests, to be active in planning the upcoming work and free to choose. This also creates a diverse motivation for the child's creative visual activity, expands the possibilities for using the results of his creativity, allows you to build training and education on an integrative basis, and develop the emotional sphere. Under these conditions, the problem of visual activity associated with the development of social experience by the child acquires special significance.

Recently, much has been said about the positive psychological impact of the fine arts. According to my observations, while drawing, modeling, children are distracted from the surrounding reality, completely immersed in the creative process. This contributes to their psychological relaxation, during which the child's health is restored.

Pedagogical expediency

This additional educational program solves the main idea of ​​the integrated harmonious development of preschool children. The teaching methods used in the classroom and the content component of the program fully meet the age characteristics of children. An individual approach allows, even within the framework of a group form of classes, to reveal and develop the creative abilities of preschoolers, to reveal a new wonderful world for them, to feel like an artist, a creator. The indispensable development of fine motor skills of the hands, which occurs during classes, has a beneficial effect on the intellectual development of the child.

This program is based on the experience of teachers involved in teaching arts and crafts and fine arts to preschool children: Komarova T.S., Lykova I.A., Khalezova N.B., Allayarova I.E.

In addition, the program is based on the Law of the Russian Federation "On Education", regulatory documents and guidelines for additional education at the federal and municipal levels, including:

charter of the Center for Additional Education "Scarlet Sails"

Municipal educational institution
additional education for children
Center for extracurricular activities "Origins" of the city of Yaroslavl

Artistic and aesthetic direction
Additional educational program
in arts and crafts
children's creative association "Souvenir"

1. Explanatory note
1.1. The focus of additional educational
programs
1.2. Relevance and pedagogical expediency
1.3. Goals and objectives of additional educational
programs
1.4. Distinctive features of the additional
educational program
1.5. Substantiation of the authorship of additional
educational program
1.6. The subjective component of the additional
educational program
1.7. Principles of organization of the educational process
1.8. The duration of the educational process
1.9. Expected results following implementation
additional educational program
1.10. Form for summarizing the implementation of additional
educational program

2. Educational and thematic plan

4. Methodological support

Bibliographic list
Applications

1. EXPLANATORY NOTE

1.1. The focus of the additional educational program

According to the priority directions of development of the educational system of the Russian Federation, those additional educational programs that enable students to express themselves in socially significant practical activities are in demand. The upbringing of a creative personality should be accompanied by the formation of not only knowledge, skills and abilities, but, above all, the development of creative potential and the ability to gain knowledge from one's own experience. One of the tools for successfully solving this problem is the use of activities related to arts and crafts in the educational practice of UDOD, which should contribute to the development of the creative individuality of students.

An additional educational program on arts and crafts of the children's association "Souvenir" is designed to solve the above problem and is developed in accordance with:

Approximate requirements for programs of additional education for children (attachment to the letter of the Ministry of Education and Science of Russia dated December 11, 2006 No. 06-1844);

Modern educational technologies, subject to a student-centered approach in the upbringing, development and education of children, taking into account the preservation of interest in this type of activity.

Additional educational program has artistic and aesthetic orientation, which has a number of unique opportunities for recognition, development of general and creative abilities, for enriching the inner world of students.

The additional educational program should contribute to:

The emergence of interest among students in arts and crafts;

development of their creative activity.

The program is based on the idea of ​​development:

Cognitive and creative spheres of students;

Their ability to think figuratively (and sometimes non-standard) and practically reproduce their idea by means of arts and crafts.

The program is designed for 1 year of study and is a kind of basic (invariant) course of study at the MOU DOD CVR "Origins" in the field of arts and crafts. An additional educational program allows students to acquire a general cultural level of development in the field of applied art. The program provides for an initial familiarization level of mastering the skills of working with various materials:

Natural materials (eggshell);

Paper, cardboard and foil;

plastic materials;

Fibrous materials, fabric and leather;

Salt dough.

1.2. Relevance and pedagogical expediency of additional educational program

The relevance of the additional educational program is to create conditions for the development and education of students through their practical creative and applied activities.

Relevance additional educational program is associated with the use of an integrated teaching method aimed at developing in interconnection and interaction:

General abilities (ability to learn and work);

Creative abilities (imagination, creativity of thinking, artistic perception, etc.).

The developmental nature of training is focused on:

Development of fantasy, imagination, memory, observation;

Development of associative and figurative thinking of students.

Pedagogical expediency additional educational program is to create a special developmental environment for identifying and developing the general and creative abilities of students, which can contribute not only to their familiarization with creativity, and not only to arts and crafts, but also to reveal the best human qualities.

1.3. Goals and objectives of the additional educational program

Purpose of the program- create conditions for identifying and developing the creative abilities of students through acquaintance and involving them in classes in arts and crafts.

Educational tasks:

To teach students certain techniques, techniques and technologies for making crafts from various materials;

Contribute to the formation of knowledge and skills in the field of applied art.

Development tasks:

Develop creative abilities (fantasy, imaginative thinking, artistic and aesthetic taste, etc.);

To develop in students an interest in the knowledge of the world around them, to satisfy curiosity.

Educational tasks:

To form students' personal qualities (responsibility, diligence, diligence, accuracy, etc.) through arts and crafts;

To form a culture of work among students.

1.4. Distinctive features of the additional educational program

An additional educational program on arts and crafts was created in 2005. For 8 years of implementation, some adjustments have been made to it: in the educational and thematic plan, in the content, methodological support related to the improvement of the educational process. In 2007, the program received an approving review as an author's. During this time, the form of association of children for arts and crafts has changed: the children's creative association "Souvenir" or the club "Sudarushka" (app. 1).

Among the most significant distinctive features programs can be distinguished:

Complexity -

a combination of several thematic blocks, the development of each of which involves working with a specific type of materials (natural, plastic, textile, etc.), and their interchangeability (the ability to chronologically swap places);

Succession -

complementarity of the techniques and technologies used for the use of various materials, involving their combination and joint use;

Not imitation, but creativity -

mastering the techniques and techniques of arts and crafts not at the level of repetition and copying, but at the level of the creative approach and the author's intention of the students.

Despite the fact that this additional educational program was created on the basis of an analysis of a number of programs of an artistic and aesthetic orientation, the author takes the liberty of suggesting that it is precisely the author's version of planning educational activities in the children's creative association "Souvenir".

Firstly, the program is an author's development, since the programs of other teachers of additional education are not involved in its writing. The study of currently available programs was carried out only for the purpose of analyzing the areas of arts and crafts used in the additional education of children. The analysis showed that most of the programs are built according to the block principle, where each teacher offers his own combination of blocks and, accordingly, the materials used in the work. The author of this program not only proposed his own version of a set of thematic blocks, but also built them according to the principle “from simple to complex”: from creating planar mosaics from shells, dry leaves, paper, etc. to complex volumetric products using the papier-mâché technique.

Secondly, the program is adapted with elements of authorship, as the author tried to develop his personal many years of experience, his instinct, his vision of not only using specific materials, but also applying author's methods of processing them in the implementation of the program. One of such author's directions is work in the technique of isothreading. The author of the program became the founder of the development of this technique in the city of Yaroslavl, for several years he conducted training master classes for teachers of educational institutions in the House of Education Workers in the city of Yaroslavl. In the course of mastering the content of the program, the author proposed several author's methods of working with isothread.

Thirdly, the program can be called the author's one, since recently the parents of students are increasingly involved in the educational process. To this end, not only traditional master classes, open classes for parents, but also workshops are held. The last of them are a form of implementation of the modern pedagogical technology "Pedagogical Workshop", which at the present stage is innovative and still little used in institutions of additional education.

1.6. Subject component of additional educational program

The subjects of the program implementation are:

Students (the program is aimed at children 7-11 years old);

Teachers (the program provides for the integration of a teacher and a psychologist);

Parents (the program reveals the active subjective position of parents).

students

The program covers 2 stages of age periodization of students: primary school age (7-10 years old) and younger teenage (10-11 years old)

junior schoolchildren(7-10 years old) are distinguished by their acute perception of reality and the world around them as a whole. A characteristic feature of this age is a pronounced emotionality of perception. They better remember everything bright, interesting, causing an emotional response, and try to reproduce it with their own hands.

Analytical activity is mainly at the stage of visual-effective analysis, based on the direct perception of the subject. Visual-figurative thinking is based on perception or representation. Therefore, demonstration, illustrative methods are optimal for practicing arts and crafts.

In close connection with the development of thinking, the development of speech also occurs. Children develop the ability to listen to another person for a long time and carefully, without being distracted or interrupting him. Therefore, it is through an interesting, informative conversation in the classroom that the teacher develops the thinking of children.

Involuntary attention is developed much better. They are attracted by everything new, unexpected. It is for this purpose that the program includes visits to exhibitions of arts and crafts and holding master classes on "know-how" techniques and technologies.

The age peculiarity of attention also includes its relatively low stability, therefore, during classes, small pauses for rest are necessary. For this purpose, the program provides for a cycle of physical training minutes and relaxing breaks.

Children still cannot fully think over their decisions, they make them hastily, hastily, impulsively. Therefore, the teacher takes on the role of mentor. In general, since at this age children are very emotional, artistic and aesthetic development is successfully taking place.

Teenagers(10-11 years old) experience conflicts with themselves and with others. Through external breakdowns and ascents, they can gain a sense of identity.

The teenager begins to value his relationships with peers. Communicating with those who have the same life experience as his, gives the teenager the opportunity to look at himself in a new way. For teenagers, according to the author of the program, the most optimal form of association is a club. It is in the Sudarushka club that communication with peers, a teacher and a psychologist becomes a special school of social relations.

teachers

Decorative and applied art as a cognitively active teaching method reveals the active position of a teacher working in cooperation and assistance with students. The teacher not only gives children knowledge, helps to acquire skills in the field of arts and crafts, but also leads them, guides them.

A special role is assigned to the work of a psychologist to monitor the development of personal qualities of students. Thus, the program provides for internal integration at the level of a teacher-psychologist.

Parents

The pedagogical validity of any creative activity, including arts and crafts, is aimed at using the creative potential of not only the teacher and students, but also their parents.

Integration between the teacher and the parents of students is achieved through (Appendix 2):

Conducting master classes by the teacher, which should become a school of pedagogical skill for parents, where they will learn the organization of the child's labor in making handicrafts, the methodology of such work in a family environment;

Participation of parents in the final creative competition with their involvement in the evaluation of children's work;

Organizations of the "Parents' Corner" in the office, which includes the following headings:

‒ "Exhibition of children's works" (constant update throughout the year);

‒ “Our achievements” (diplomas, diplomas, certificates from various exhibitions, competitions, etc.);

Informing parents about the results of monitoring (monitoring sheet with a complete picture of the development of the student over a certain period of time);

Participation of parents (optional) in workshops during the school year.

This cooperation "teacher-parent", as shown by many years of practice, is the key to the successful development of additional educational programs by students.

1.7. Principles of organization of the educational process

The implementation of the program is based on a personality-oriented approach, the focus of which is the child's personality, striving to realize their creative abilities and satisfy their cognitive needs. The principles of organizing the educational process are aimed at finding new creative guidelines and provide for:

Independence of students;

Developing nature of training;

Integration and variability in the application of various fields of knowledge.

The additional educational program is based on the following pedagogical principles:

The principle of accessibility of education - taking into account age and individual characteristics;

The principle of gradual deepening of knowledge is the complication of educational material from simple to complex, provided that the student completes the previous tasks;

The principle of integrated development - the relationship and interpenetration of sections (blocks) of the program;

The principle of joint creative search in pedagogical activity;

The principle of personal assessment of each student without comparison with other children, helping them to feel their uniqueness and significance for the group.

Basic forms organizations of the educational process are:

group

Focuses students on the creation of "creative pairs" that perform more complex work. The group form allows you to feel help from each other, takes into account the capabilities of everyone, is focused on the speed and quality of work.

The group form of organization of activities ultimately leads to the division of labor in a "creative pair", imitating the operational work of any craft workshop. Here, specific professional techniques are honed and improved, which initially the students obtained faster and (or) better.

Frontal

It involves the supply of educational material to the entire team of students through a conversation or lecture. The frontal form is able to create a team of like-minded people who are able to perceive information and work creatively together.

Individual

It involves the independent work of students, the provision of assistance and advice to each of them by the teacher. This allows, without reducing the activity of the child, to contribute to the development of the desire and skills of independent creativity on the principle of "do not imitate, but create."

The individual form forms and hones the personal qualities of the student, namely: diligence, perseverance, accuracy, accuracy and clarity of performance. This organizational form allows students to prepare for participation in exhibitions and competitions.

Classes according to the program are held in a group of students of 12-15 people. All interested children of school age (7-11 years old) are accepted into the children's creative association, without any selection and competition.

1.8. The duration of the educational process

The additional educational program of the children's creative association "Souvenir" is designed for 1 year of study.

Classes with students are held 2 times a week for 2 academic hours with a break of 10-15 minutes. According to the curriculum, 144 hours of classes are provided per year.

1.9. Expected results from the implementation of the additional educational program

Expected collective results

Participation in mass cultural and creative events of the Center;

Participation in city and regional competitions and exhibitions of arts and crafts.

Expected individual results from the implementation of an additional educational program:

Subject Results

Knowledge of terminology;

Formation of practical skills in the field of arts and crafts and possession of various techniques and technologies for making crafts from various materials;

Metasubject Results

Development of fantasy, figurative thinking, imagination;

Development and sustainable interest in creative activity as a way of self-knowledge and knowledge of the world;

Personal Outcomes

Formation of personal qualities (responsibility, diligence, diligence, accuracy, etc.);

Formation of the need and skills of collective interaction through involvement in a common creative work.

An option for assessing the individual results of students is to monitor acquired skills, knowledge and skills (practical and organizational), as well as to diagnose emerging and emerging personal qualities. Tracking personal qualities and the degree of their severity occurs by observing the personal growth of students (Appendix 3).

1.10. Form for summing up the results of the implementation of an additional educational program

Results Recording Form implementation of additional educational program:

Annual exhibition of works by the children's creative association "Souvenir" in an educational institution;

"Chronicle" of the children's creative association (video and photographic materials);

Piggy bank of children's works in various performance techniques;

Portfolio of creative achievements of association "Souvenir" (diplomas, diplomas, certificates, etc.);

Feedback from the students of the association about exhibitions, excursions and master classes in which they participated or visited.

Results Tracking Form mastering an additional educational program involves:

Individual observation - during the implementation of practical techniques by students;

Testing - when checking terminology and determining the degree of assimilation of theoretical material.

Summing up form become exhibitions of works. Since additional education does not have clear criteria for evaluating the results of students' practical activities, an exhibition is the most objective form of summing up. This form of work allows students to critically evaluate not only other people's work, but also their own.

2. EDUCATIONAL AND THEMATIC PLAN

No. p / p	Title of the section (thematic block)	Number of hoursHours		Total
		theoretical	practical
1.	Preparatory stage (presentation of the association "Souvenir", recruitment and completion of groups of students)		8	8
2.	Introductory lesson. Safety and labor protection briefing. Introduction to materials and tools	2		2
3.	Working with natural material (with eggshells, dried leaves and flowers)	2	8	10
4.		2	18	20
5.	Plastic Material Crafts	2	18	20
6.	Working with fabric	2	14	16
7.	Working with fibrous material (thread)	2	18	20
8.	Working with salt dough	2	12	14
9.	Working with papier-mâché	2	14	16
10.	Final lesson		2	2
11.	Open lesson		2	2
12.	Excursion		2	2
13.	Cultural events		6	6
14.	Making crafts for the holidays and for exhibitions of various levels		6	6
Total		16	128	144

3. PROGRAM CONTENT

Section number 1. Preparatory stage.

Theoretical part. Presentation of the children's creative association "Souvenir" in educational institutions of the district, a conversation with parents and teachers of students. Recruitment and acquisition of groups. Individual counseling of parents of students on issues of interest to them in the education of their children in the children's association "Souvenir".

Methods used: verbal.

Section number 2. Introductory lesson.

Theoretical part. Acquaintance of students with an additional educational program on arts and crafts of the children's creative association "Souvenir": sections, class schedule, requirements for classes.

Acquaintance with the materials and tools necessary for classes, with the literature on the studied areas. Presentation of the achievements of students of the children's creative association "Souvenir" of past years. Instructions on safety and labor protection, rules of conduct in emergency situations, rules of the road.

Methods used: verbal, illustrative and demonstrative.

Section number 3. Working with natural material (with eggshells, dried leaves and flowers)

Theoretical part. Acquaintance with the terminology: herbarium, composition, composition center, etc. Acquaintance with the technology of collecting, drying and preparing natural material for work.

Practical part. Conducting excursions to the park in order to collect natural materials. Making various compositions from dried herbs, flowers, branches, leaves, eggshells, etc.

Initial diagnosis of practical and organizational skills and personal qualities of students by observation.

Methods used:

Section number 4. Working with paper, cardboard, foil.

Theoretical part. A conversation about the history of the emergence of paper, cardboard, foil. Acquaintance with their properties and types. Acquaintance with terminology: appliqué, mosaic, collage, origami, etc. Studying various techniques for working with paper, cardboard, foil: glue and glueless, planar and volumetric, etc.

Practical part. Making various crafts from paper, cardboard and foil using various techniques of planar and volumetric modeling.

Methods used:

Section number 5. Working with plastic material.

Theoretical part. Interesting facts from the history of the emergence of polymeric materials and their use in everyday life. Features of the technology of working with synthetic and polymeric material. Familiarity with terminology: plastic, polymer, plastic, etc.

Practical part. Making various crafts from plastic material: vases, fish, flowers, etc.

Methods used: verbal, practical, illustrative and demonstrative, cognitive.

Section number 6. Working with fabric .

Theoretical part. The history of the emergence of woven materials. Interesting historical facts about the appearance of various woven materials. Classification of types of fabrics. Processing features. The story of the needle and the pin. Familiarity with terminology: woven fabric, weft, warp, weave, etc.

Practical part. Studying the seams, making fabric appliqués: phone cases, twist dolls, etc.

Re-diagnosis of practical and organizational skills and personal qualities of students by observation.

Methods used: verbal, practical, illustrative and demonstrative, cognitive, diagnostic.

Section number 7. Working with fibrous material.

Theoretical part. Familiarity with different types of fibrous material. The study of the classification of fibrous materials according to the principle of manufacture and the composition of the fiber. Acquaintance with the use of fibrous material in everyday life and at work. Acquaintance with terminology: thread, fiber, yarn, twist, monofilament, isothread, etc.

Practical part. Production of gift souvenirs - amulet dolls, pendants, octopuses, etc.

Methods used: verbal, practical, illustrative and demonstrative, cognitive.

Section number 8. Working with salt dough

Theoretical part. Acquaintance with the technology of obtaining salt dough. Presentation of children's works of the association "Souvenir" from salt dough of past years.

Practical part. Making crafts of various shapes. Proper drying of this material. Painting.

Methods used: verbal, practical, illustrative and demonstrative, cognitive.

Section 9. Working with papier-mâché.

Theoretical part. Acquaintance with the history of the emergence of technology. Interesting facts about the use of papier-mâché technique in everyday life, art, theater, design, etc. acquaintance with various technologies for preparing materials for papier-mâché. Acquaintance with terminology: model, decoupage, etc.

Practical part. Making various crafts: a cup for pencils, beads, "Goldfish", etc. Summing up the year.

Methods used: verbal, practical, illustrative and demonstrative, cognitive.

Section number 10. Final lesson.

Practical part. Competition "Young Designer" for all students of the children's creative association, with the presentation of a "quality mark".

Final diagnostics of practical and organizational skills and personal qualities of students by observation method. Diagnosis of educational results of mastering terminology in the field of arts and crafts by the method of questioning and testing.

Methods used: diagnostic, practical, illustrative and demonstrative.

Section number 11. Open lesson.

Practical part. Master class for parents and teachers of the Center "Istoki". Demonstration of the practical skills of students in performing crafts in various techniques using various materials.

Methods used: verbal, practical, illustrative and demonstrative.

Section number 12. Excursion.

Practical part. Collective field events of students of the association "Souvenir" to the city exhibition of arts and crafts or to the museum.

Methods used: verbal, cognitive, practical.

Section number 13. Cultural events.

Practical part. Participation of students of the children's creative association "Souvenir" in the events of the Center "Istoki": "Pancake week", "New Year", "Mother's Day".

Methods used: practical, educational.

Section number 14. Preparation for competitions and exhibitions.

Practical part. Making crafts for city competitions and exhibitions of arts and crafts: "New Year and Christmas souvenir", "Spring as a gift", etc.

Methods used: practical, verbal.

4 . METHODOLOGICAL SUPPORT

The additional educational program provides for the variability in the use of some pedagogical technologies (table):

Traditional (technology of personality-oriented and developmental education, collective creativity, etc.);

Modern (brainstorming, pedagogical workshop).

Pedagogical technologies used in the classroom

Technology, method, reception	Educational events	Result
1	2	3
Technology of student-centered learning	Participation in city competitions and exhibitions, cultural events of the Center "Istoki"	The ability to express one's thoughts and ideas in a product, the ability to bring the work started to the end, the ability to realize oneself in creativity
Health-saving technologies	Conducting physical education sessions and relaxing breaks	The ability to manage your well-being and take care of your health
Brainstorm	Development of an image, a layout of a future product	The ability to create, create something fundamentally new without copying anyone
Technology of collective creativity	Training and communication in a group	The ability to work in a group, to learn to see and respect their work and the work of their peers, to give an adequate assessment and self-assessment of their own activities and the activities of others
Design technology	Development of sketches, product layouts	Ability to develop sketches and layouts
Developmental learning technology	Development of fantasy, imagination	The ability to translate your fantasies and ideas into a product
Pedagogical workshop	Independent search for knowledge, discovery of something new	Ability to work independently and creatively

Additional educational program is implemented through the following forms of employment:

Traditional lesson on the algorithm:

Introduction,

Topic explanation,

practical part,

Summarizing;

Lesson-excursion:

To the exhibition - with an educational purpose (studying the creative achievements of peers),

To the park - for a practical purpose (collection of natural materials);

Conversation-presentation on the algorithm:

Introduction,

Topic explanation,

visual demonstration,

Discussion,

Summarizing;

Final lesson

Game-testing is a form of psychological and pedagogical monitoring of the educational results of students;

Master class - holding an open lesson for parents in the format of practical activities of students.

In the process of implementing an additional educational program, the following methods:

Visual methods - illustrative, demonstration methods using computer presentations and videos;

Game methods - role-playing games and game trainings for mutual understanding and group interaction;

Diagnostic methods - testing of personal qualities and educational results at the stages of primary, intermediate and final control;

Design methods - preliminary design at the stage of creating a product layout, crafts;

Verbal methods - a story when explaining new material, consultation when performing a specific technique for performing crafts.

Didactic support additional educational program has a wide range of materials and includes:

Video and photo materials by sections of classes;

Literature for students in arts and crafts (magazines, teaching aids, books, etc.);

Literature for parents on arts and crafts and on the education of creative talent in children;

A methodical piggy bank of games (for physical education minutes and for rallying the children's team);

Illustrative material on sections of the program (photocopies, drawings, tables, thematic albums, etc.).

Logistics an additional educational program is associated with the presence of the following means, objects, tools:

An office with tables, chairs and a school (marker-magnetic) board;

Computer, projector.

Bibliography

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Working with natural material

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Work with paper, cardboard, foil

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Attachment 1

Charter of the Sudarushka Club

1. General provisions

1.2. The club provides training and education in the interests of the individual, society, state, provides health protection and the creation of favorable conditions for the versatile development of the individual, including the ability to meet the needs of students in self-improvement, communication and development of their creative abilities, as well as intellectual and moral abilities, achieving success according to ability.

1.3. Goals and objectives of the Club:

- acquisition of practical labor skills;

- creative activity and education of artistic taste;

- initiation and education of spiritual morality;

- participation in various competitions and events.

1.4. The Club creates conditions for citizens of the Russian Federation to exercise the state-guaranteed right to receive public additional education.

1.5. The activities of the Club are based on the principles of democracy, humanism, accessibility, priority of universal values, human life and health, citizenship, free development of personality, autonomy and secular nature of education.

2. Organization of the Club and its work

2.1. The Club consists of students of the MOU DOD DYuTs "Istoki" mainly 7 - 11 years old and their parents.

2.2. Club activities are possible in such forms as:

‒ training sessions,

- meetings with specialists,

- master classes,

- general evenings.

2.3. Educational sessions allow participants to gain new knowledge or deepen existing ones, master the skills and abilities in creative activities, and share experiences. They are conducted by the head of the Club. The topics of the classes are aimed at acquiring various skills and knowledge in various fields, which contributes to the achievement of the goals of the Club.

2.4. Meetings with experts organized by the head of the Club, taking into account the wishes of the members of the Club.

2.5. Master classes organized by the head of the Club, taking into account the topics of classes, the relevance of new techniques and directions, for the exchange of experience and knowledge.

2.6. Shared Evenings aimed at rallying the team of the Club. They are held no more than once a month. Games, refreshments, demonstrations of works are organized at the evenings mini-exhibition. Both the head and all members of the Club can act as organizers.

3. Club Management

3.1. The Club is managed by a teacher of additional education (an employee of the Center "Istoki").

3.2. The structure of the children's self-government body includes: chairman, deputy chairman, secretary.

3.3. The Chairman, Deputy Chairman, Secretary are elected at least once a year from among the members of the Club.

3.4. The management of the Club is based on the principles of unity of command and self-government.

3.5. Powers of the head of the Club:

‒ participates in the management of the Club's activities;

‒ receives and analyzes complete information, reports on the activities of the Club;

‒ creates, reorganizes, liquidates the Club;

‒ carries out direct management and management of the Club, issues orders and other local acts binding on members of the Club;

‒ forms a contingent of students of the Club;

- creates conditions for the implementation of the educational process;

- Communicates with families of students.

4. Rights and obligations of Club members

4.1. The main members of the Club are divided into four categories: candidate members of the Club, members of the Club, governing body, honorary members of the Club.

4.2. Candidate members of the Club can participate in Club events (by invitation) and training sessions.

4.3. Club members can:

‒ submit their proposals on the activities of the club and change the charter to the council of the club;

‒ to participate in all events held by the Club, in various other competitions, programs organized by other Clubs, organizations;

‒ receive information, advice and other support from the head;

- use the material and didactic, visual aids available in the Club;

- participate in the Club's activities;

‒ implement the decisions adopted by the general meeting;

- perform the functions assigned to them by the Club.

4.4. The governing body consists of a chairman, vice-chairman, secretary.

4.5. Club Chairman:

‒ together with the deputy, secretary and head, prepares meetings of the Club;

‒ presides over meetings;

‒ together with the head of the Club exercises control over the implementation of the decisions of the club;

‒ manages the process of development and decision-making;

‒ performs the primary selection of competitive works.

4.6. Vice-chairman:

‒ Acting as Chairman of the Club in his absence;

- monitors compliance with the rules of the Club.

4.7. Secretary:

‒ keeps minutes of meetings;

‒ informs the members of the Club about classes, meetings and other events.

4.8. Honorary Members of the Club:

‒ have the right to participate in any activity of the Club and its bodies;

‒ must be an example and model of the active work of the Club.

5. Rewards and punishments in the Club

5.1. The following incentives are established in the Club:

‒ transfer from a candidate to a member of the Club;

‒ gratitude from the governing body of the Club;

‒ transfer from members of the Club to honorary members of the Club.

5.2. The following penalties may be applied in the Club:

- comments from the head;

‒ exclusion from the Club members (for systematic omissions without a good reason).

6. Admission to the Club

6.1. Anyone between the ages of 7 and 11, as well as their parents, can become a candidate for membership in the Club, provided:

‒ if he knows the rules of the Club;

‒ if he takes an active part in the life of the Club;

‒ if he was a regular participant in ongoing competitions, has diplomas of various degrees for participation in exhibitions of various levels.

6.2. The decision on admission to the Club is made by the general meeting of the Club members in the presence of the head. The membership of the Club may change.

7. Club Guests

Any person from the age of 5 can become a guest of the Club. Guests are invited to Club evenings. The number of guests is determined by the Club members and agreed with the head. Guests are sent invitation cards in advance. Those guests who are most actively involved in the life of the Club are declared guests of honor.

8. Club Documentation

8.1. The governing body keeps a diary of the Club's work. The diary records all decisions, decisions taken at Club meetings, brief reports on the Club's activities (evenings, trips, participation in events, meetings with interesting people, etc.). Entries are made by the secretary or on behalf of the chairman. The club has a Book of Reviews. It is kept by the manager and issued to guests at their request.

8.2. The governing body keeps the official list of Club members. All changes are made no later than the 1st day of the month following the changes. The head of the Club is responsible for the state of the list.

Appendix 2

Interaction of teachers of additional education with the family

The creative union of teachers of additional education and parents, joint cooperation, creative communication, mutual trust and mutual respect will help fill the child's life with interesting things, feasible work; will have an impact on the formation of independence and self-control. The joint work of children and parents in making crafts will satisfy the child's need for vigorous activity, give a real embodiment of thoughts, fantasies.

To establish interaction with parents are called upon:

- a master class in the middle of the year, which should become a school of pedagogical skills for parents, where they will learn the organization of the child's labor in making handicrafts, the methodology of such work in a family environment;

‒ participation in the creative competition at the end of the year, where parents are involved in the evaluation of children's work;

- a parental corner in the office, which includes the following headings: a permanent exhibition of children's works, "Our achievements" (diplomas, diplomas, etc. from various exhibitions), "Do it at home with children", which gives brief recommendations to parents on how to perform various crafts ;

- monitoring results (at the end of the school year, parents can receive a monitoring sheet with a complete picture of the child's development over a certain period of time);

- at the request of the parents, the teacher of additional education will offer seminars - workshops during the school year (for example: "Relationship of work on home-made toys with children's play activities", "Conditions for organizing children's labor activities in the family", "Making toys from various natural materials", "Corner of manual labor for a child in the country, collection and storage of natural material", etc.)

- traditional forms - parent meetings (at the beginning and at the end of the school year) and individual consultations, conversations as needed.

Applied teachers are convinced of the importance of such contact with the family, which helps to create spiritual closeness between adults and children, raises the authority of parents.

Annex 3

Table 1

Monitoring the results of a child's learning in an additional educational program

№	results	Criterion	Index	Result Tracking Form
1.	Subject Results	The level of terminology in the field of arts and crafts	Degree of knowledge of terminology	testing
			The degree of understanding and awareness of the use of terms and concepts in one's speech	observation
		The level of skill formation in the field of arts and crafts	The degree of mastery in practice of techniques and techniques	observation
			The degree of expediency of using techniques and techniques in working with various materials	observation
2.	Meta-subject results	The level of development of fantasy, figurative thinking, imagination	The number of crafts made according to their own design and for exhibitions	magazine, section "Creative achievements"
			The degree of development of fantasy, thinking, imagination	observation
		The level of stability of interest in classes	Number of classes attended	magazine
			Degree of participation in exhibitions and competitions	portfolio
3.	Personal Outcomes	The level of formation of personal qualities	The degree of accuracy in the manufacture of crafts	observation
			The degree of enthusiasm and interest in the work	observation
		The level of formation of the skills of collective interaction	Number of cultural events attended	magazine, section "Mass events"
			The degree of interaction, cooperation with students	observation

table 2

Monitoring results assessed by observation

Measured indicators	The severity of the assessed indicator
1	2
The degree of understanding and awareness of the use of terms, concepts and definitions in one's speech	“―” (The student has mastered the minimum set of concepts and definitions, has no difficulty in understanding and applying special terminology) “+” (The student consciously uses special terminology in the construction of speech formulations, followed by justification of the applied definition)
The degree of mastery in practice of various techniques and techniques	“―” (The student has mastered the minimum set of techniques, methods of working with various materials) “+” (The student is fluent in a wide range of different techniques and methods)
The degree of expediency of using techniques and techniques in working with various materials	“―” (The student finds it difficult to choose techniques and techniques when working with different materials or uses the same techniques) “+” (The student does not experience difficulties in choosing the best techniques, freely combines them with each other according to the properties of a particular material)
The degree of development of fantasy, imaginative thinking and imagination	“―” (The student constantly needs the help of a teacher when compiling a composition, finds one rational solution) “+” (The student shows creativity, variability and independence in completing the task)
Degree of participation in exhibitions and competitions	“―” (The student needs encouragement from the teacher to create crafts for an exhibition, competition, or does not show a desire to initially participate in competitive events) “+” (The student shows creative and public activity in terms of participating in exhibitions)
The degree of accuracy in the manufacture of crafts	“―” (The student knows how to organize his workplace, but is less diligent and less organized) “+” (The student shows perseverance, patience)
The degree of enthusiasm for work and interest in the result	“―” (The route of action is dictated by the teacher, the student shows little initiative) “+” (The student conducts a creative independent search, is aimed at the result)
The degree of interaction, cooperation with other students in the association	“―” (Communicative culture is not developed, the student does not feel the need for close creative communication with other students, does not participate in mass events in the association) “+” (The student has good communication skills, easily makes contact, actively participates in mass events of the association Willing to help and work with other students

The degree of severity of the estimated indicator:

« -» - not visible;

«+» - observed.

Title: Circle work. Additional educational program on arts and crafts of the children's creative association "Souvenir".
Author: Karpova Marina Vasilievna
Position: head of the art and aesthetic department, teacher of additional education
Place of work: Center for extracurricular activities "Istoki"
Location: Yaroslavl, Russia

By design

Additional general education (general developmental) program.

These guidelines are proposed for use in the context of the formation of new approaches and requirements for the activities of educational institutions of additional education; are intended for leaders, methodologists and teachers of additional education for children and are advisory in nature.

Materials used in the manual:

Federal Law "On Education in the Russian Federation" No. 273-FZ

Order of the Ministry of Education and Science of Russia dated August 29, 2013 No. 1008

Approximate requirements for programs of additional education for children (Appendix to the letter of the Department of Youth Policy, Education and Social Protection of Children of the Ministry of Education and Science of Russia dated December 11, 2006 No. 06-1844)

The program of additional education for children is the main document of the teacher and is developed by him independently!

The educational program of additional education for children is the main document of the children's creative association, since it is in it:

A kind of "strategy" of the educational process for the entire period of study is determined;

The main (priority) conceptual, content and methodological approaches to educational activities and its effectiveness are reflected;

Organizational standards for the work of the children's association.

The structure of the program of additional education for children

The program of additional education for children, as a rule, includes the following structural elements:

1. Title page.

3. Explanatory note

4. Calendar study schedule

5. Curriculum

6. Work program (curriculum and thematic plan)

8. Methodological support (methodical materials)

9. Evaluation materials

10. List of references.

Full name of the founder;

Full name of the educational institution;

Where, when and by whom the additional educational program was approved and adopted;

Name of additional educational program;

The age of children for whom the additional educational program is designed;

The term for the implementation of the additional educational program;

The name of the city, locality in which the additional educational program is being implemented;

Year of development of additional educational program.

Explanations to the structural elements of the additional educational program of additional education for children

EXPLANATORY NOTE

(normative base, main characteristics of the content, goal, objectives, organizational and pedagogical conditions, pedagogical expediency, didactic principles, planned results)

Reveals orientation additional educational program (hereinafter SEP)

By functional purpose: leisure, educational and cognitive, pre-professional, special, general cultural, applied):

According to the form of organization: individually oriented, group, studio, circle

By implementation time (program level): short-term - up to a year, basic - up to 3 years, advanced - up to 5 years and more.

The program was developed on the basis (or “taking into account”) ... (requirements, programs or methodological developments of which authors): qualification requirements for any sports equipment, requirements for a certain level of reviews, festivals, olympiads, competitions, exhibitions, etc.

Novelty

The novelty of the program is that...
Next, using reflective degree of novelty the words “for the first time”, “concretized”, “supplemented”, “expanded”, “deepened”, etc., it is briefly explained what the compiler contributed significantly when developing the program in comparison with known analogues in terms of content, methods and organizational forms for the implementation of the proposed material (the reasons for these innovations are explained in the section "Pedagogical expediency").

Relevance

The relevance of the program is due to the fact that at present ... Among the most pressing problems is ...
Explained need society and children of a given age and category in solving the problems to which the program is dedicated, and background in solving these problems.
At the same time, it should be borne in mind that programs for additional education of children should be aimed at:

- creating conditions for the development of the child;
– development of motivation for knowledge and creativity;
- ensuring the emotional well-being of the child;
- introducing children to universal values;
– prevention of antisocial behavior;
- creation of conditions for social, cultural and professional self-determination, creative self-realization of the child's personality, all integration into the system of world and domestic cultures;
- intellectual and spiritual development of the child's personality;
- strengthening mental and physical health;
- interaction between the teacher of additional education and the family.

Pedagogical expediency

The pedagogical expediency of the program is explained ...
It briefly explains why the funds offered in the program are most effective for those children for whom it is designed. What changes will occur in children if they are included in the proposed activities, if they learn the proposed content, if their work is organized in the proposed forms.

Educational programs should be developed taking into account modern educational technologies, which are reflected in:

- the principles of training (individuality, accessibility, continuity, effectiveness);
- forms and methods of teaching (active methods of distance learning, differentiated learning, classes, competitions, competitions, excursions, trips, etc.);
– methods of control and management of the educational process (testing, analysis of the results of competitions, competitions, etc.);
- teaching aids (a list of necessary equipment, tools and materials in order to unite children).

For example: Effective for the (literary) development of children is the introduction of new theoretical material, which is caused by the requirements of creative practice. The child should be able to formulate the problem himself, new knowledge of the theory will help him in the process of solving this problem. This method allows the lesson to maintain a high creative tone when referring to the theory and leads to a deeper assimilation of it.

Goal and tasks:

The goal is the expected result of the educational process, it is the “image of the result”, to which all the efforts of the teacher and children will be directed.

The formulation of tasks should be clear and concise, include a keyword (provide, work out, master, organize, create, etc.).

Goals and objectives may vary as follows:

Target	Tasks
The target can be one or more. In the second case, they should be interconnected, complementary.	in any case, the number of tasks should be greater than the number of goals (after all, they “decipher” the goals): - educational - developing - educational
in order to set the expected results in the areas of development of children	tasks outline intermediate (stage-by-stage) results;
The leading target setting is described, which should be realistic, taking into account the characteristics of children, the mode of operation, the period and funds for which the program is calculated.	- are formulated by a perfective verb: to form, teach, educate, etc. in areas of activity - to assume a specific result - to be aimed at changes in children (their knowledge, skills, attitudes, etc.), and not in the circumstances surrounding them (conditions, means of education, etc.); - relate to the leading individual-personal properties of the child, significantly influencing the style of his behavior, activities, communication;

(Law No. 1008) Educational activities for additional general education programs should be aimed at:

formation and development of creative abilities of students;

meeting the individual needs of students in intellectual, artistic, aesthetic, moral and intellectual development, as well as in physical education and sports;

formation of a culture of a healthy and safe lifestyle, strengthening the health of students;

providing spiritual and moral, civil and patriotic, military and patriotic, labor education of students;

identification, development and support of talented students, as well as individuals who have shown outstanding abilities;

professional orientation of students;

creation and provision of the necessary conditions for personal development, health promotion, professional self-determination and creative work of students;

training of a sports reserve and high-class athletes in accordance with federal standards for sports training, including from among students with disabilities, disabled children and disabled people;

socialization and adaptation of students to life in society;

formation of a common culture of students;

satisfaction of other educational needs and interests of students that do not contradict the legislation of the Russian Federation, carried out outside the federal state educational standards and federal state requirements.

Distinctive features

Distinctive features of this educational program from those already existing in this area are that ...

The specificity of the intended activities of children is due to ...

Practical classes in the program are related to the use of computer technology ...

The program is focused on the use of a wide range of...

The structure of the program includes (how many?) educational blocks: (theory, practice, project). (Or: "The content of the course is combined into __ thematic modules, each of which implements a separate task...").

All educational blocks provide not only the assimilation of theoretical knowledge, but also the formation of activity-practical experience. Practical tasks contribute to the development of children's creative abilities, the ability to create (author's models). (Or: “Practical work is based on the implementation of creative tasks to create ...”).

Revealed features of the program implementation, embedded in the selection of content and its structure (emphasis on the most important ideas, the logic of passage, a linear, concentric or spiral sequence of mastering the content).

What methods are provided in the program for the implementation of this content and why (how they are related to the characteristics of the content, children, conditions for the implementation of the program).

What forms of organization of children's activities are typical for this program, what are the principles for their selection.

All explanations should refer to ways to improve the effectiveness of the program.

At the same time, it must be taken into account that the content of educational programs must comply with:

– achievements of world culture, Russian traditions, cultural and national characteristics of the region;
- a certain level and directions of additional educational programs;
- the goals and objectives of educational institutions of additional education for children;
– modern educational technologies.

For example, the methodology for organizing theoretical and practical classes can be represented as follows:

In the classroom, children get acquainted with ... Mastering the material mainly occurs in the process of practical creative activity. Patterns of the use of means (what?) can be represented in the form of rules, algorithms. So, in working on (what?), children should always achieve (accuracy in the use of terms), strive for (logical presentation of the material), highlight (compositional parts of the text), apply (knowledge, norms of the literary language).

The passage of each new theoretical topic involves a constant repetition of the topics covered, the appeal to which practice dictates. Such methodological techniques as “running ahead”, “returning to the past”, ... give volume to the “linear”, sequential mastering of the material in this program.

In order to bring children ... years old to mastering ..., a method is proposed ... (Following, the features of the application of this method are briefly described).

The child must not only competently and convincingly solve each of the creative tasks that arise in the course of his work, but also be aware of the very logic of their following. Therefore, an important method of teaching (what?) Is to explain to the child the sequence of actions and operations, which is based on ... For example, ...

This describes the methods and methodological techniques characteristic for the implementation of the program.

Children's age, participating in the implementation of this educational program: from ... to ... years. Children ________ years old are able to (at what?) level perform the proposed tasks ...

The program is addressed to children (teenagers, girls, boys) _________ years old.

The following is a brief description of the characteristics of the age of children, which must be taken into account in the implementation of the program in order for it to be effective.
Age groups can be identified with a description of their characteristics, which are taken into account in the implementation of the program.

Finally, the expediency of the composition of the group of different ages can be justified, indicating the features of working with each of the ages (or age groups).

Conditions for recruiting children into the team: everyone is accepted (does not have medical contraindications). Occupancy in groups is: the first year of study - 15 people; the second year of study - 12 people; the third year of study - 10 people. The decrease in the number of students in the group in the second and third years of study is explained by the increase in the volume and complexity of the studied material.

Implementation timeline educational program (duration of the educational process, stages).

The program is designed for ___ years

1 year of study: _______ hours per year,

2 years of study: ______ hours per year,

3 years of study: ______ hours per year

The first period is introductory and is aimed at a primary acquaintance with ..., the second - at the basic training of children, the third is devoted to the preparation of creative projects.

Forms of classes: (basic, characteristic for this program).

The forms of classes have already been discussed in the heading “distinctive features”. But there we are talking about the forms that distinguish this program. The main and auxiliary forms of classes are also listed here. You can comment on them if necessary. The forms of classes are determined by the number of children, the characteristics of the material, the place and time of the lesson, the means used, etc. When singling out forms of employment, they should be united by a single classification criterion.
As a rule, the following groups of forms of organization of training are distinguished:

· by number of children those participating in the lesson - collective (sometimes the teacher’s frontal work with the whole group at once at the same pace and with common tasks is highlighted), group, individual;

· according to the features of communicative interaction teacher and children - lecture, seminar, laboratory work, workshop, excursion, olympiad, conference, workshop, laboratory, competition, festival, reporting concert, etc.;

· for didactic purposes- an introductory lesson, a lesson on deepening knowledge, a practical lesson, a lesson on systematization and generalization of knowledge, on the control of knowledge, skills, combined forms of classes.

For example: Classes for this program consist of theoretical and practical parts, and more time takes ... part. The form of classes can be defined as (creative, independent, studio, ...) activities of children.

Or: Classes include organizational, theoretical and practical parts. The organizational part must ensure the availability of all materials and illustrations necessary for the work. The theoretical part of the classes at work should be as compact as possible and include the necessary information about the topic and subject of knowledge.

Class mode:

How many lessons per week, the duration of one lesson, the need for division into subgroups or individual lessons.

Expected results mastering the program.

The student will know:

The student will be able to:

The pupil will be able to solve the following vital practical tasks:

The student is able to show the following attitudes:

If the program is designed for several years (stages), then the results of its development and methods for their verification should be determined by years (stages) of the program implementation.

Verification methods results of mastering the program: ...

Forms and methods of control specific to the system of additional education: competitions, reviews, competitions, exhibitions, festivals, reporting concerts of the conference, etc. If it is necessary to check the degree of formation of the individual-personal qualities of children, their specific manifestations in the characteristics of activity, behavior, communication, characteristic emotional states, as well as situations that must be created in order to observe these manifestations, are described.

For example: Summing up the results of mastering the material of this program can be in the form ... during the course ... when the work of children on a specific topic ... In the process of viewing the work, there is a discussion of the originality of the idea and its implementation by the author, a comparison of various ... In At the end of the year, a (large exhibition of creative works) is being prepared, in which...

Similar information.

The influence of chess on the development of logical and analytical thinking in children, as well as how chess shapes children's character, has long been known. The famous Russian teacher V.A. Sukhomlinsky wrote about the benefits of chess for the development of children: “Chess is an excellent school for consistent, logical thinking ... Playing chess disciplines thinking, fosters concentration, develops memory.” After lengthy experiments and chess training, the German scientist G. Klaus concluded: "It is easier to train precise logical thinking through a chess game than to use special textbooks for this purpose." The conclusion of G. Klaus, in its essence, complements the opinion of V. Sukhomlinsky.

Studies by Venezuelan scientists have shown that methodically teaching children to play chess accelerates the intellectual development of children. The same experiment was carried out in Belgium by Professor Friedman in 1990-91. Studies have shown that chess increases intelligence in children who play chess by 21% on the Wechsler scale. Natalya Talyzina, a professor at Moscow State University, came to the same conclusions after many years of observation: “Children playing chess have improved academic performance in all subjects, memory development is noticeably progressing. Children become more purposeful.”

Undoubtedly, chess has a beneficial effect on the development of memory. Researches of scientists have shown that in the mental activity of a chess player, not literal, mechanical, but semantic, logical memorization is of primary importance. It turned out that positions with the presence of logical connections between the location of the figures were reproduced 4-5 times faster and with significantly fewer errors.

Chess lessons develop the ability for long-term and intensive concentration of attention. The well-known chess teacher N. Grekov noted: “Based on long-term observations, I take the liberty of asserting that many cases of a sharp decrease in absent-mindedness in children coincide with the beginning of their serious passion for chess and, undoubtedly, are the result of precisely this particular effect of chess on the psyche.”

Discipline thinking and such a feature of chess as the limitation of time for reflection, because. A chess player inevitably learns to rationally allocate time, objectively evaluate time intervals, and most importantly, overcome indecision in choosing one or another move. All these qualities are manifested in life situations.

Playing chess stimulates the development of fantasy, imagination and foresight. A chess player, by the objective conditions of the game, is focused on the need for constant foresight of the development of events on the board. Each case of searching for a solution (choosing a move) is different in that the chess player in his imagination operates with pieces, carries out combinations and maneuvers that have not yet taken place. At the same time, he is often forced to digress from this particular location of objects and conduct predictive analysis without a full reliance on perception. Thus, the quality of the analysis "in the mind" becomes one of the important conditions for the effectiveness of its activities. The impossibility of acting on the basis of an enumeration of possible options determines the intuitive choice of many decisions in chess. Unlike many types of real human creative practice, in chess there is a higher concentration of problematic situations, since almost every move requires solving creative problems.

Practical experience and scientific research show that in chess blind imitation of already known images and passivity when considering a game are hopeless. Chess requires the ability to independently set tasks and solve them creatively.

The influence of chess on the human psyche is not limited to intellectual functions. Personality is involved in the process of chess combat, so the game has a noticeable effect on the character of a person as a whole. The outstanding Russian psychologist V. Ananiev emphasized: "Chess is not only a competition of minds, but also an intellectual competition of characters." The game of chess is a struggle, a competition. Therefore, here, as in many life situations, such personal qualities as activity, perseverance, will, purposefulness, faith in ultimate success come to the fore.

Let's note the influence of chess on the development of a chess player's objectivity, because the success in the game depends, first of all, on an objective assessment of the position. The practice of chess shows the need to choose the most economical solutions, which leads to the development of traits of rationalism in character. When making decisions (making a move), a chess player is forced to act on an incomplete tentative basis, resorting to risk, in the presence of a shortage of time for reflection and taking into account the “finality” of the decision made. This requires determination, courage, willingness to take risks. Ordinary success accompanies those who combine risk with increased responsibility and prudence. Such "cautious courage", justified rationalism are characteristic of chess players in the most acute and dramatic situations.

Undoubtedly, the positive influence of chess on the development of such character traits as self-control and endurance. A chess player masters the ability to maintain maximum intellectual tension at the right moments and control his emotions.

Chess brings up resilience and perseverance in extreme situations. For example, studies have shown that chess players achieved higher scores in exams compared to current grades than non-chess students.

Playing chess develops an objective attitude towards oneself. The results of the game objectively stimulate a chess player to critical introspection and become a means of self-education. Improving the skills and abilities of a chess player is directly related to the formation of his objective self-esteem. The formation of an objective attitude towards oneself is inextricably linked with the correct assessment of rivals. The need to act expediently in relation to the enemy calls for a deep study of both his strengths and weaknesses. And here the development of the ability to empathize, to put oneself in the place of another, is of great importance. Experience of this kind inevitably increases the effectiveness of people's relationships in various life situations.

Summarizing all the above advantages of the pedagogical potential of chess, we can conclude that training in this program will increase the level of logical thinking of children, will help children acquire the ability to make decisions on their own, the ability to learn, develop the ability to act "in the mind", develop character.

This program is an in-depth chess course, after which students will receive pre-professional training.

The program focuses on the pedagogical function of chess. Along with the learning functions associated with the formation of an algorithmic warehouse of purely logical thinking, the development of memory and attention mechanisms, educational and developmental functions occupy a prominent place. Chess is considered not only as a means that directly leads to an increase in academic performance (at least in the exact sciences), to the mental development of students, but also as a means of developing quick response to changing situations, courage and determination in assessing competing strategies, and confidence in their reality, faith in their own strength. These personality traits are especially significant for those life situations that are associated with entering a dynamic world of increasingly difficult to predict collisions, fierce competition, struggle and initiative tension.

On my own behalf, I would also like to note that chess players drink much less often, live longer than ordinary people, and control their behavior much better when they gamble. Old people who play chess professionally, and after eighty years everywhere retain their mental alertness. The great advantage of chess over other sports is that professional occupation by them does not do harm to health.

My own experience fully confirms the benefits of chess. I started playing chess relatively late. When I came to the children's children's school of the Dzerzhinsky district at the end of 1973, I was already in the seventh grade. At that time, I studied for triples and fours and had poor health and an unbalanced nervous system. As a result of studying chess, I graduated from school already with fours and fives, entered the institute, where I already studied excellently and received a red diploma. I must say that my success in my studies was ensured primarily by increased determination, discipline of thinking and strengthening of memory. To a lesser extent, he was endowed with somewhat improved mathematical abilities.

But playing chess is not a panacea for all problems. In my opinion, they have little effect on the development of such personality traits as courage and self-confidence. A chess position is a scheme, and therefore the figurative thinking of a chess player differs from the figurative thinking of an artist and is less dialectical. And, finally, chess does not develop such qualities necessary for life as sociability and sociability.