2.1. Explanatory note

The teaching of the subject "Physical Education" in the 2014-2015 academic year is carried out in accordance with the regulatory and instructive and methodological documents of the Ministry of Education and Science of the Russian Federation, the Ministry of Education and Science of the Chelyabinsk Region:

Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” (as amended on July 23, 2013).

The Concept of the Federal Target Program for the Development of Education for 2011–2015” (Decree of the Government of the Russian Federation dated February 7, 2011 No. 163-r)

"On the approval of the federal component of state standards for primary general, basic general and secondary (complete) general education" (Order of the Ministry of Education of the Russian Federation dated 05.03.2004 No. 1089).

“On the development of working curricula for training courses, subjects, disciplines (modules) in general educational institutions of the Chelyabinsk region (Letter of the Ministry of Education and Science of the Chelyabinsk Region dated July 31, 2009 No. 103/3404).

Regional Basic Curriculum (Order of the Ministry of Education and Science of the Chelyabinsk Region dated July 1, 2004 No. 02-678), as amended by orders of the Ministry of Education and Science of the Chelyabinsk Region dated May 5, 2005 No. 01-571, dated May 10, 2006 No. 2-510 , dated May 29, 2007 No. 02-567, dated May 5, 2008 No. 04-387, dated May 6, No. 01-269, dated June 10, 2011 No. 04-997.

Curriculum MKOU secondary school No. 20 Plast for 2014-2015_academic year.

Annex to the letter of the Ministry of Education and Science of the Chelyabinsk Region "On the teaching of the subject "Physical Education" in the 2014-2015 academic year" dated June 30, 2014 No. 03-02214959.

"On approval of federal lists of textbooks recommended (approved) for use in educational institutions implementing educational programs of general education for the 2012/2013 academic year." Order of the Ministry of Education and Science of the Russian Federation dated December 24, 2010 No. 2080

"On approval of federal requirements for educational institutions in terms of the minimum equipment of the educational process and equipment of educational premises" (Order of the Ministry of Education and Science of the Russian Federation dated 04.10.2010 No. 986);

“On approval of the action plan for the modernization of general education in the Chelyabinsk region for 2011-2015, aimed at implementing the national educational initiative “Our new school” (Order of the Ministry of Education and Science of the Chelyabinsk region dated 05.10.2010 No. 02–600).

Federal component of the state standard (basic general education) in physical culture, approved by the Ministry of Education of Russia dated 05.03.2004 No. 1089;

Order of the Ministry of Education and Science of the Chelyabinsk Region dated May 30, 2014 No. 01/1839 “On Amendments to the Regional Basic Curriculum for General Educational Organizations of the Chelyabinsk Region Implementing Basic General and Secondary General Education Programs”

"On the assessment and certification of students assigned for health reasons to a special medical group for physical education" (letter of the Ministry of Education and Science of Russia dated October 31, 2003 No. 13-51-263 / 123)

"On the introduction of the third hour of physical culture" (Letter of the Ministry of Education and Science of the Chelyabinsk Region dated October 22, 2010 No. 01/5139)

Order of the Ministry of Education and Science of the Russian Federation dated 04.04. 10.2010 No. 986 "On approval of federal requirements for educational institutions in terms of the minimum equipment of the educational process and equipment of educational premises"

On the approval of SanPIN 2.4.2.2821-10 "Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions" / Resolution of the Chief State Sanitary Doctor of the Russian Federation of December 29, 2010 No. 02-600 (Registered by the Ministry of Justice of Russia on March 03, 2011 No. 23290)

On the announcement of the Year of Culture in the Russian Federation / Decree of the President of the Russian Federation of April 22, 2013 No. 375

On the consideration of citizens' appeals / Letter of the Ministry of Education and Science of the Russian Federation dated 12.03.2014

On approval of the professional standard "Teacher (pedagogical activity in the field of preschool, primary general, basic general, secondary general education) (educator, teacher)" / Order of the Ministry of Labor of Russia dated 10/18/2013. No. 544n (Registered in the Ministry of Justice of Russia dated December 6, 2013 No. 30550).

On approval of the procedure for the organization and implementation of educational activities in the main general education programs of primary general, basic general and secondary education / Order of the Ministry of Education and Science of the Russian Federation dated 30.08.2013 No. 1015 (Registered in the Ministry of Justice of Russia on 01.10.2013 No. 30067).

On approval of the list of organizations engaged in the publication of textbooks that are allowed for use in the educational process in educational institutions that have state accreditation and implement educational programs of general education / Order of the Ministry of Education and Science of the Russian Federation dated December 14, 2009 No. 729 (Registered by the Ministry of Justice of Russia on January 15. 2010 №15987

On making changes to the list of organizations that publish textbooks that are allowed to be used in the educational process in educational institutions that have state accreditation and implement educational programs of general education / Order of the Ministry of Education and Science of the Russian Federation of 13.01.2011, No. 2 (Registered in the Ministry of Justice RF 08.01.2011 No. 197339).

On amendments to the list of organizations that publish textbooks that are allowed to be used in the educational process in educational institutions that have state accreditation and implement educational programs of general education / Order of the Ministry of Education and Science of the Russian Federation dated February 16, 2012 No. 2 (Registered in the Ministry of Justice of the Russian Federation February 8, 2011 No. 19739).

On approval of the Concept of the regional system for assessing the quality of education in the Chelyabinsk region / Order of the Ministry of Education and Science of the Chelyabinsk region dated 128.03.3013. No. 03/961.

On approval of the Concept of career guidance work of educational institutions of the Chelyabinsk region for 2013-2015 / Order of the Ministry of Education and Science of the Chelyabinsk region dated 05.12.2013 No. 01/4591

The work program was developed on the basis of the Program "Comprehensive program of physical education for students in grades 1-11" by V.I. Lyakh, A.A. Zdanevich (M, Education, 2007).

2.2. Rationale for choosing a training system

In the program of V.I. Lyakh, A.A. Zdanevich, the program material is divided into two parts - basic and variable. The basic part includes material in accordance with the federal component of the curriculum, cross-country training has been replaced by ski training. The basic part fulfills the mandatory minimum of education in the subject "Physical Education". The variable part includes program material on volleyball. The program material becomes more difficult in sections every year due to the increase in the complexity of the elements based on the previously completed ones. Time is allocated for the passage of theoretical information in the course of the lessons.

An important feature of the educational process in secondary school is the assessment of students. Assessment of students is provided both at the end of the section, and as the development of skills and abilities. At the end of the basic school, the student must show the next level of physical fitness, which corresponds to the mandatory minimum content of education.

The goals and objectives of physical education of students in grades 10-11 are aimed at:

To promote the harmonious development of the individual, the development of skills to use physical exercises, hygiene procedures and environmental conditions to improve health, resist stress;

To expand motor experience by mastering new motor actions and the formation of skills to apply them in conditions of various complexity;

For further development of coordination and conditioning abilities;

On the formation of knowledge about the patterns of motor activity, sports training, the importance of physical education for future work;

For an in-depth understanding of the main sports;

To consolidate the need for independent physical exercises and doing your favorite sport in your free time;

On the formation of an adequate assessment of one's own physical capabilities, the promotion of the development of mental processes and the training of mental self-regulation.

2.3. Rationale for the breakdown of program content into separate topics

In accordance with the FBUPP, the subject "Physical Education" is taught as a compulsory subject, 102 hours per year (11 grade), 105 hours (10 grade) are allotted for its teaching.

Sociocultural foundations:

Medico-biological foundations:

Self-regulation techniques:

Basketball:

Volleyball:

Athletics:

Ski training.

Cross training.

2.4. Implementation of the national-regional component

RK is included in the program not as separate topics, but as an addition to the main material for the section "Athletics" for the development of physical qualities and the study of the game "Russian lapta", which is included in the 1st quarter at 6 lessons and in the 4th quarter in 5 lessons.

Regional component "Lapta" - 10-11 class.

		1st thurs.				4th thurs.
	Rules of the game: Cup systems of games: with elimination of two or more defeats No elimination Game scheme
	game technique; Hitting with a round bat from below Long range strike Catch-throw in motion Fall fishing Jump shots
	Game tactics: Improving tactical actions
	educational game

Fundamentals of knowledge about physical culture, skills and abilities.

Sociocultural foundations:

Grade 10. Physical culture of society and man, the concept of physical culture of the individual. Value orientations of individual physical culture activities: health promotion, physical improvement and the formation of a healthy lifestyle. Modern Olympic and sports-mass movement.

Grade 11. Sports and health-improving systems of physical exercises in domestic and foreign culture, their goals and objectives, the basics of the content and form of organization.

Psychological and pedagogical foundations:

Grade 10. Ways of individual organization, planning, regulation and control of physical activity during exercise. Basic and types of physical exercises.

The concept of physique and characteristics of its main types, methods of compiling complexes of physical exercises from modern systems of physical education.

The main technical and tactical actions in the chosen sport.

Grade 11. Fundamentals of organizing and conducting mass sports competitions in various sports. Features of independent preparation for participation in sports events. Ways to regulate body weight.

Medico-biological foundations:

Grade 10. The role of physical culture and sports in disease prevention and health promotion. Fundamentals of the organization of the motor regime, the characteristics of exercises and the selection of forms of classes, depending on the characteristics of individual educational activities, well-being and health indicators.

Grade 11. Features of safety precautions and injury prevention, preventive and remedial measures in the organization and conduct of mass sports and individual forms of physical culture and sports. Bad habits, their causes and harmful effects on health.

Self-regulation techniques:

10-11 grades. Autogenic training. Psychomuscular and psychoregulatory training. Yoga elements.

Basketball:

10-11 grades. Basketball terminology. Influence of playing exercises on the development of coordination abilities, psychochemical processes; education of moral and volitional qualities. Rules of the game. Basketball safety. Organization and holding of competitions. Self-control and dosing of load during basketball lessons.

Volleyball:

10-11 grades. Volleyball terminology. Influence of playing exercises on the development of coordination abilities, psychochemical processes, education of moral and volitional qualities. Rules of the game. Volleyball safety precautions. Organization and holding of competitions. Self-control and dosing of the load during volleyball lessons.

Gymnastics with elements of acrobatics:

10-11 grades. Fundamentals of biomechanics of gymnastic exercises. The influence of gymnastic exercises on the human physique. Safety precautions in gymnastics. Providing first aid during gymnastic exercises. Self-control in gymnastics.

Athletics:

10-11 grades. Fundamentals of biomechanics of track and field exercises. Influence of athletics on the development of motor qualities. Rules of conduct for competitions. Safety precautions during athletics. Self-control in athletics.

Ski training.

Rules and organization of competitions in cross-country skiing. Safety precautions during competitions and classes. Self-control during ski training.

Cross training.

Rules and organization of cross-country competitions. Safety precautions during competitions and classes. Assistance in refereeing. Self-control during cross-country training.

3. List of components of the educational and methodological complex

	Program		Teacher's guide
	Lyakh.V.I., A.A. Zdanevich. A comprehensive program of physical education for students in grades 1-11. M.: Enlightenment, 2007	Lyakh.V.I. Physical culture grades 10-11: a textbook for educational organizations. A basic level of. M.: Education, 2014.	Physical culture grades 1-11: outdoor games in the classroom and after school hours / aut-comp. S. L. Sadykova, E. I. Lebedeva-Volgograd: Teacher, 2008 Osintsev V.V. Ski training at school: grades 1-11: methodological guide.- M .: VLADOS-Press	Test tasks in physical culture: teaching aid for teachers and students / ed. P.A. Kiselev, S.B. Kiseleva. - M .: publishing house "Globus", 2010.

Appendix

1. Gymnastic wall
2. Goat gymnastic
3. Gymnastic crossbar
4. Rope for climbing
7. Dumbbells typesetting
8. Gymnastic mats
10. Small ball (tennis)
11. Rope gymnastic
12. Gymnastic stick
13. Gymnastic hoop
ski training
	ski boots
	ski poles
Mobile and sports games
	Volleyball net
	Volleyballs
	soccer balls
Tourism
Measuring instruments
	Measuring tape 50m
	Stopwatch
	Medical scales
First Aid
	First aid kit medical
	Gym
	Gym
	Teacher's office
	athletics track
	Sector for long jump
	Volleyball playground
	obstacle course
	Ski Track

2.3. Educational and thematic plan

in physical culture

	Type of program material
	Basic part
	Fundamentals of knowledge about physical. culture	During	During	During	During
	Sports games (basketball)
	Gymnastics with elements of acrobatics
	Athletics Cross training
	Variable part
	Volleyball
	ski training Athletics

4. Requirements for the level of preparation of students.

At the end of high school, the student takes a differentiated test.

Demonstrate:

Physical readiness	Physical exercise
High-speed	Run 100 m, s Run 30 m, s
	Pull-ups on a high bar, the number of times Pull-ups from the hang lying on the low bar, the number of times Standing long jump, cm
To Endurance	Run 2000m, min Run 3000m, min

5.Characteristics of control and measuring materials

The assessment of the technique of mastering motor actions and skills is carried out according to the following approximate criteria:

"5" - the motor action was performed correctly (in a given way), exactly at the proper pace, easily and clearly; students, on the instructions of the teacher, use it in non-standard conditions;

"4" - the motor action was performed correctly, but not easily and clearly enough, there is some stiffness of movements;

"3" - the motor action was performed mostly correctly, but one gross or several minor errors were made, which led to uncertain or tense performance.

"2" - the motor action was performed incorrectly, with gross errors, uncertainly, indistinctly.

	Regulations	"5" "4" "3"	"5" "4" "3"
	Youth 100m run Youth 2000m Run B/W 3x10m young Standing long jump Youth long jump Jumping rope for 1 min junior Push-ups Junior pull-ups from visa lying maiden Throwing a grenade Raising the body for 1 min junior Squats for 1min junior Cross-country skiing classic course 5 km skating 5 km junior free run 10 km jn	11.00 11.30 12.3 14.30 15.00 15.30 26.00 27.30 29.30 16.30 17.00 18.00 23.00 24.00 25.30 15.30 16.00 17.30 Without regard to time Without regard to time	10.00 10.40 12.0 14.00 14.30 15.00 24.00 25.00 26.30 16.00 16.30 17.00 22.00 23.00 24.00 14.30 15.30 16.30 Without regard to time Without regard to time

Educational-practical and educational-laboratory equipment
1. Gymnastic wall
2. Goat gymnastic
3. Gymnastic crossbar
4. Rope for climbing
5. Gymnastic swing bridge
6. Hard gymnastic bench
7. Dumbbells typesetting
8. Gymnastic mats
9. Ball stuffed (1 kg, 2 kg, 3 kg)
10. Small ball (tennis)
11. Rope gymnastic
12. Gymnastic stick
13. Gymnastic hoop
ski training
	ski boots
	ski poles
Mobile and sports games
	Hinged basketball backboards with rings and net
	Basketballs for mini-game
	Volleyball net
	Volleyballs
	soccer balls
Tourism
	Tourist tent (double)
Measuring instruments
	Measuring tape 50m
	Stopwatch
	Medical scales
First Aid
	First aid kit medical
	Gym
	Gym
	Teacher's office
	Utility room for storage of inventory and equipment
	School stadium (ground)
	athletics track
	Sector for long jump
	Game role for football (futsal)
	Basketball playground
	Volleyball playground
	obstacle course
	Ski Track

Sections: Sports at school and children's health

Introduction

In recent years, the problems of managing physical culture and health improvement work in educational institutions have been constantly in the field of view of scientists, specialists in physical culture and sports, and practical teachers.
The scientific literature emphasizes that a specific object of management is always an activity or its individual components. The management of physical culture and health-improving work necessarily involves determining the goal of the upcoming activity, the best ways and means to achieve it.
The general goal of education in the field of physical culture is the formation of sustainable motives and needs among schoolchildren in respect for their health, the holistic development of physical and mental qualities, the creative use of physical culture in the organization of a healthy lifestyle. In accordance with this, the program of basic general education, with its subject content, is oriented towards achieving the following practical goals:

• development of basic physical qualities and abilities, health promotion, expansion of the body's functional capabilities;
• formation of a culture of movements, enrichment of motor experience with physical exercises with a general developmental and corrective orientation; acquisition of skills in physical culture and health-improving and sports and health-improving activities;
• mastering knowledge about physical culture and sports, their history and modern development, their role in the formation of a healthy lifestyle.

Physical education most fully implements its educational and developmental functions in the purposeful pedagogical process of physical education and building an individual strategy for a healthy lifestyle for each student.
Considering the health-improving potential of the system of physical education, it is necessary to turn to the analysis of curricula for this discipline.

Main part

At the end of the 18th century, N. I. Novikov introduced the concept of “physical education” for the first time in Russia.
The prerequisites for the school system of physical education in Russia were formed in the second half of the 19th century. During this period, national systems of physical education are being actively created in European countries. The advanced public, concerned about the physical condition of young people, is actively searching for new forms, means and methods in physical education and sports.
A special contribution to the creation of the domestic system of physical education was made by Lesgaft P.F. He was the author of the fundamental work "Guide to the physical education of schoolchildren" (1888 - 1901).
Russia, having high rates of development in the economic and cultural aspects, nevertheless, has not created its own system of physical education.
In Russia at the turn of the 19th-20th centuries, there was no unified system of physical education in schools, as well as a unified program for it. There was no physical education in public schools; in educational institutions for the privileged segments of the population, lessons were held if conditions allowed.
In educational institutions of a new type, physical education classes were mandatory, in the amount of at least 4-6 hours a week. They introduced advanced physical education programs developed by Lesgaft P.F., Bokin P.N., Anokhin A.K.
The basis of the physical education program of the doctor A.K. Anokhin was outdoor games, various types of gymnastics, elements of certain sports, and simple manual labor. Already in the same period, the programs of a new type emphasized the importance of medical and pedagogical control over the process of physical education of students. In this regard, Anokhin A.K. recommended conducting control testing of physical fitness and health status of children 2 times a year.
The issues of individualization of loads in the process of physical education of children were reflected in the program of the doctor Rudin V.V. In the “School of Proper Physical Development”, V.V. Rudin divided students into four anthropometric groups: “well developed”, “medium developed”, “weak chested” , "weak". For each of these groups, Rudin V.V. compiled a special program, taking into account the identified deviations in physical development. He expressed the idea that physical education should be assessed by anthropometric changes, and not by "points on the subjects of physical exercises."

Starting from the first years of the existence of the Soviet school, physical education was included in the new curricula. In nine-year schools, physical education lessons were given 2 hours a week.
In addition to classes, schoolchildren attended physical culture circles created at schools during extracurricular time. In the summer, camps and sanatoriums were organized for city schoolchildren.
In the 1920s, a group of scientists and doctors (Golovinsky N.V., Ignatiev V.E., Gorinevsky V.V. and others) began to scientifically substantiate the Soviet system of physical education.
In 1919, the content of physical education classes with children and adolescents was developed. These materials became the basis for the compilation of exemplary programs by the provincial departments of public education. The basis of the programs was gymnastics, in most cases close to Sokol, including: drill and order exercises, a list of military skills, outdoor and some sports games.
The ideas of the proletarian cult formed the basis of the "Scheme program of physical education and work skills for ages 7 to 18 based on proletarian physical education." The set of funds had a clearly defined educational and supportive orientation.

In 1927, the People's Commissariat of Education approved the first compulsory school programs in physical education for schools of the I and II levels. The following sections were singled out in them: goals, objectives, means and methods of physical education, indicative educational standards. The number of lessons is at least 2-3 per week. In addition to lesson forms, other forms of physical activity were also recommended: gymnastics before classes, mass games and sports entertainment, dancing, and excursions. The basis of these programs was the hygienic orientation of the process of physical education.
The main principles of the Soviet system of school physical education in the 30s were politicization, militarization and labor orientation. An important factor that predetermined the content and structure of school programs in physical culture in 1932 was the introduction of the sports complex of the TRP of the USSR. At the beginning of 1934, the BGTO complex entered the practice of physical education.

In accordance with the structure of the TRP complex being introduced, all program material for each school group included physical exercises, theoretical knowledge, physical culture, organizational and sanitary and hygienic skills, educational standards.

In the 1930s, already about 90% of students were covered by compulsory physical education classes - school lessons.
The aggravation of the military-political situation in Europe necessitated the merger of the processes of physical education and military training.

In the 1942-43 academic year, in connection with the introduction of military training for schoolchildren of all ages, the "Program of initial and pre-conscription military training for students in grades 5-10 of incomplete secondary and secondary schools and technical schools" was adopted. For all schools, gymnastics was mandatory before classes lasting 10-15 minutes.

At the turn of the 1940s and 1950s, a course was taken in the USSR to increase the prestige of Soviet sports in the international arena. In this regard, sportization becomes the basis for the content of physical education curricula.
In the 1954 program, 66 hours a year are allotted for the study of the subject "Physical Education" in all classes. The main tasks are educational, aimed at teaching skills and abilities in the main sports. For grades 8-10, separate programs for girls and boys were drawn up.
The main form of class work was the lesson, extracurricular - sections on sports. School physical education programs provided for seventh graders to be badges of BGTO, tenth graders - TRP of the 1st stage.

In the new curricula and program in 1960, special attention was paid to an integrated approach. For each class, the leading learning tasks were indicated for sections of the program. The program consisted of two parts: the first included educational material common to all on the hygiene of physical exercises, gymnastics, athletics, ski training, outdoor games, basketball; the second - the material of in-depth studies in one section of the program chosen by the school. The main emphasis was also placed on solving the educational problems of physical education.

In 1975, a new, improved program was prepared and approved. In grades 9-10, it provided for the following sports:

• gymnastics,
• Athletics,
• ski training,
• classic Wrestling,
• sport games.

For the first time in each section of the program, specific material was offered in the form of a list of specially selected physical exercises.
The 1983 program on physical culture for students in grades 4-10 was due to the need to further increase the mass character of physical culture and sports. The following changes were made: the content of theoretical requirements was included, the traditional sections were supplemented with elements of football, speed skating, and swimming. Modern and national dances have been added to the elements of rhythmic gymnastics for high school students. For the first time, 2 sections were introduced: "Skills and abilities of independent studies", "Interdisciplinary communications".

The reform of the general education and vocational school in 1984 indicated the need to organize daily physical education classes for schoolchildren. This aspect was the basis of the "Comprehensive program of physical education of students in grades 1-11 of a general education school", which entered into force on September 1, 1985. The content of the program consisted of four parts: 1 - physical culture and recreation activities in the mode of training and extended day; 2 - program material for physical education lessons; 3 - out-of-class forms of physical education; 4 - school-wide physical culture and sports events. The structure of the program material included the basics of knowledge, skills, abilities, development of physical qualities, educational standards. Particular attention was paid to independent studies of schoolchildren. The role of the family in introducing the child to systematic physical education was emphasized. For the first time, the program united all the forms of school physical culture that have developed in recent years into a single physical culture and health regimen.

In 1992, the school program "Physical education of students in grades 1-11 with the directed development of motor abilities" was developed and adopted (authors: V.I. Lyakh, G.B. Meikson). For the first time, the program and normative content of the school curriculum is not linked to the TRP complex. A basic (obligatory) and a variable (differentiated) component of the educational material is introduced. Its ratio in the curriculum is recommended as 60-75% for the basic part, 25-40% for the variable part. The volume of organized physical activity of students should be 7-12 hours a week for boys, 4-9 hours for girls.

Since the mid-1990s, the possibilities of introducing author's programs into the practice of school physical education have been expanding significantly.
"Educational program for students of secondary schools (grades 1-11)" edited by Matveev A.P. (1995) was characterized by an accentuated focus on the formation of a scientifically based worldview in schoolchildren associated with the bodily culture of a person, as well as a system of knowledge of skills and skills. In accordance with the goal of school physical education, three stages of education were distinguished in the program:

1. “Learn from a teacher”, for elementary school students (level of primary physical education);
2. "Learn with the teacher" (the level of incomplete physical education);
3. "Learn to be a teacher" (the level of complete physical education).

The program is designed for the development of educational material within the framework of educational and methodological classes and optional classes in the chosen sport. Sections of the program (theoretical and methodological foundations, basic foundations of physical activity, test requirements) provide for sports specialization, provide students with the mastery of exercise techniques, contribute to the education of general and special physical qualities in them and their mastery of methodological knowledge and skills to use the learned movements in independently implemented forms physical culture.

Training sessions, according to this program, are built on the principle of sports training and taking into account the gender and age of those involved.
A comprehensive program of physical education for students in grades 1-11 in 1996 provided for the solution of the following tasks: health promotion, teaching vital motor skills and abilities; development of motor abilities; acquisition of the necessary knowledge in the field of physical culture and sports; education of independence and consciousness during physical exercises; education of moral and development of mental qualities and personality traits.
The program contains a comprehensive approach to assessing the physical fitness of school-age children - an important component of the health indicator.
An attempt to solve the problems of physical education of schoolchildren by means of one kind of sport is implemented in the "Program of physical education of students in grades 1-11", based on one kind of sport (basketball). The authors of the development are Litvinov E.N., Vilensky M.Ya., Turkunov B.I.
The sports orientation of the program is in conflict with the implementation of the applied function of school physical education, because. the ratio of the basic and variable components of the program is not taken into account.

The physical education program for students in grades 1-11 "Anti-stress plastic gymnastics (APG)" was developed by the authors Popkov A. V., Litvinov E. N. (1996). The program consists of material based on the Comprehensive Program of Physical Education for Students. Sections of the program: basic knowledge, elements of APG, motor skills, games. There are no training standards. Elements of the APG are included in the program in the amount of 20 to 50% (depending on the parallel classes, the rest of the time the basic types are mastered).
In connection with the order of the Ministry of Education of the Russian Federation and the Russian Olympic Committee "On the organization of the study of the issues of the Olympic movement and the Olympic Games", the 1996 programs included methodological recommendations "Fundamentals of Olympic Knowledge".

Currently, there is a program of physical education for students in grades 1-11 with a directed development of motor abilities (A.P. Matveev, T.V. Petrova, 2000), which is advisory in nature. This program states that in accordance with the socio-economic needs of modern society and based on the essence of general and secondary education, the goal of physical education at school is to promote the comprehensive harmonious development of the individual.

In an exemplary program for basic general education, motor activity, as an academic subject, is represented by two content lines: physical culture and recreational activities and sports and recreational activities. Each of these lines has its own three educational sections (knowledge, physical improvement, methods of activity).

The first content line "Physical and recreational activities" is characterized by a focus on strengthening the health of students and creating ideas about caring for him, the formation of the need for regular physical education and their use in various forms of active recreation and leisure.

In the first section "Knowledge of physical culture and health-improving activity" information is given about the rules of a healthy lifestyle and various forms of organizing active recreation by means of physical culture, ideas about modern health-improving systems of physical education and health-improving methods of physical culture and health-improving activities are revealed.

The second section "Physical improvement with a health-improving orientation" provides sets of exercises from modern health-improving systems that specifically contribute to the correction of posture and physique, the optimal development of respiratory and circulatory systems, as well as adaptive physical education exercises addressed to students with health deviations (acquired or chronic diseases).

The third section "Methods of physical culture and health-improving activities" provides a list of methods for self-organization and implementation of health-improving forms of physical education, methods of control and regulation of physical activity, self-massage and hygiene procedures.

The first section "Knowledge of sports and recreational activities" provides information on the history of the development of the Ancient and Modern Olympic Games, reveals the basic concepts of sports training (load, physical qualities, technique of motor actions), gives ideas about general and special physical training and forms of their organization. .

The second section "Physical improvement with a sports orientation" provides physical exercises and motor actions from basic sports that have a relatively pronounced applied value and arouse a certain interest among students. Distinctive features of this section are that, by decision of the School Council, students may be offered an in-depth mastering of one of the sports with a corresponding increase in the amount of hours (up to 25%) for its development. At the same time, it is envisaged that the increase in hours is carried out by reducing them in other sections and topics of the section "Sports and recreational activities".

The third section "Methods of physical culture and sports activities" reveals the methods of activity that are necessary and sufficient for organizing and conducting independent sports training.

A retrospective analysis of physical education programs showed that each program reflects, first of all, the social order of the time to which it belongs. But at the same time, the content of most programs takes into account the wide possibilities of physical culture and sports in the matter of the comprehensive harmonious development of the individual and the strengthening of the health of the younger generation. Unfortunately, as practice shows, the announced programs were not always implemented in full.

Physical education has acquired particular importance at the present time in schools. What is physical education in an educational organization? How can you build planning for this academic discipline? We will look for answers to these questions in order to understand the essence and specifics of teaching physical education in a timely school.

Role and place in the educational institution

What is the place of sports in national education? Let's start with the fact that at present one hour of teaching this academic discipline has been added in all classes.

The reason for this decision was a significant deterioration in the physical health of the younger generation, as well as the lack of a positive attitude towards a healthy lifestyle among schoolchildren.

The Federal State Educational Standards for Physical Education are designed so that the main focus of teachers is on maintaining the health of schoolchildren, shaping their active desire to play sports.

The structure of the lesson and its features

Lessons are held in the gym or on the street. The program is compiled so that each lesson has three sections:

• introductory part;
• main content;
• conclusion.

At the introductory stage, the teacher offers the children exercises in the form of a warm-up. The main block is designed for learning a new game, exercises, throwing, jumping, rope climbing, running, tasks for coordination of movements, outdoor games, team relay races.

In the final part of the lesson, the teacher of physical culture gives the children time to adjust their pulse and breathing, to bring their body back to its normal mode of functioning.

Important Aspects

What does the term "physical culture" mean? What is school physical education? It should be noted that physical education in an ordinary school is not limited only to lessons, it can also include small unloading physical minutes, which are carried out not only by physical education teachers, but also by teachers of other academic disciplines.

It is also necessary to include systematic medical examinations conducted annually in educational institutions. They are designed to assess the development, health status, and physical fitness of students. Taken together, all this is physical culture. What is a physical education program for a Russian school? Let's dwell on this issue in more detail.

Program specifics

It has several forms and components:

• base part;
• rehabilitation and health part;
• "background" physical culture.

The first part is the fundamental basis of the subject. It includes a system of educational and educational goals, as well as the selection of methods and methods of work that contribute to the achievement of the goals and objectives. It is on this part that physical culture is based. What is the wellness part of the program? The teacher is obliged to fully fulfill the social order, to create optimal conditions for maintaining the physical health of the younger generation.

That is why the regular program for this academic discipline additionally (if necessary) includes sets of exercises that contribute to the correction of various skills. For example, a teacher does breathing exercises and posture correction exercises with children as part of a physical education lesson.

Primary School Program

It includes elements that involve the development of endurance, agility, coordination of movements, teamwork skills. In physical education classes, the teacher teaches children the basics of proper breathing, combining it with movements.

The program includes familiarization with the elements of team and sports games, learning to swim, rope climbing, throwing a ball at different distances, throwing it into a volleyball net.

Features of the physical education program for high school students

At the senior level of education, the teacher uses a variety of methods of work to organize lessons. They represent a single set of methodological techniques that allow each pupil to build their own developmental trajectory, to instill in adolescents a positive attitude towards sports and a healthy lifestyle.

Lessons include learning the skills of hardening, psychoregulation, self-control, massage. This subject is aimed at forming in high school students the habit of playing sports for the rest of their lives. It is this subject that allows teachers to prevent the associative behavior of high school students.

An explanatory note is drawn up, in which all the main techniques and methods of work are noted. Relevance and features of physical education.

Next, the teacher writes out lesson thematic planning, indicating the number of hours intended for each game, exercise, running and other activities. According to the requirements of the Federal State Educational Standard, special attention is paid to those universal skills that schoolchildren must master.

Sections: Sports at school and children's health

Class: 5

Work program status.

The work program on the subject "Physical Education" for 5 classes of a general education school of a basic level, was developed on the basis of regulatory legal documents:

• GEF LLC approved by the order of the Ministry of Education and Science of the Russian Federation of December 17, 2010 No. 1897;
• Exemplary basic educational program of an educational institution, M. “Prosveshchenie”, 2011;
• Approximate programs for academic subjects Physical culture 5 - 9 grades M. "Prosveshchenie", 2010;
• Federal Law “On Physical Culture and Sports in the Russian Federation” dated 04.12.2007 No. No. 329-FZ (as amended on April 21, 2011).
• Strategy for the development of physical culture and sports for the period up to 2020. Order of the Government of the Russian Federation no. 07.08.2009 No. 1101-r.
• On the Concept of the Federal Target Program for the Development of Education for 2011-2015. Decree of the Government of the Russian Federation of February 7, 2011 No. No. 163-r.
• The program is focused on the use of the textbook “Physical Education Grade 5” by A.P. Matveev, M., “Enlightenment”, 2011

General characteristics of the subject.

According to the concept of development of the content of education in the field of physical culture (2001), the subject “Physical culture” is one of the types of culture of a person and society, which is based on motor (physical) activity. This activity is characterized by purposeful development and improvement of the spiritual and natural forces of a person and acts as a condition and result of the formation of a person's physical culture.

The educational field "Physical culture" is designed to form in students sustainable motives and needs for caring for their health and physical fitness, the holistic development of physical and mental qualities, the creative use of physical culture in the organization of a healthy lifestyle. In the process of mastering the educational material of this area, students form a holistic view of physical culture as a social phenomenon, the unity of biological, mental and social in a person, the laws and patterns of development and improvement of his psychosomatic nature.

The goal of school education in physical culture is the formation of a versatile physically developed person who is able to actively use the values ​​of physical culture to strengthen and maintain their own health for a long time, optimize labor activity and organize outdoor activities. In the primary school, this goal is concretized and determines the focus of the educational process on the formation of sustainable motives and the needs of schoolchildren in respect for their health, the holistic development of physical, spiritual and moral qualities, and a creative approach to organizing a healthy lifestyle.

As part of the implementation of this goal, the educational process in physical education in the basic school is focused on the solution the following tasks:

• in strengthening health, developing basic physical qualities and increasing the functional capabilities of the body;
• formation of a culture of movements, enrichment of motor experience with physical exercises with a general developmental and corrective orientation, technical actions and techniques of basic sports;
• formation of knowledge about physical culture and sports, their history and modern development, role in the formation of a healthy lifestyle;
• training in skills and abilities in physical culture and health-improving and sports and health-improving activities, independent organization of physical exercises;
• education of positive personality traits, norms of collective interaction and cooperation in educational and competitive activities.

Focusing on solving the problems of education of schoolchildren in physical culture, this program in its subject content is aimed at:

• implementation of the principle of variability, which justifies the planning of educational material in accordance with the gender and age characteristics of students, the material and technical equipment of the educational process (gym, sports grounds, stadium, swimming pool), regional climatic conditions and the type of educational institution (urban, small and rural schools);
• implementation of the principle of sufficiency and consistency, which determines the distribution of educational material and the design of the main components of motor (physical) activity, the features of the formation of cognitive and objective activity of students;
• compliance with the didactic rules “from the known to the unknown” and “from the simple to the complex”, orienting the choice and planning of educational content in the logic of its phased development, the translation of educational knowledge into practical skills and abilities, including in independent activity;
• in the expansion of interdisciplinary connections, orienting the planning of educational material on the integral formation of the worldview of students in the field of physical culture, a comprehensive disclosure of the relationship and interdependence of the studied phenomena and processes;
• enhancement of the health-improving effect achieved in the course of active use by schoolchildren of the acquired knowledge, methods and physical exercises in sports and health-improving activities, daily routine, independent physical exercises.

Value orientations of the content of the subject “physical culture”

The content of the subject "Physical culture" is aimed at educating highly moral, creative, competent and successful citizens of Russia, capable of active self-realization in social and professional activities, skillfully using the values ​​of physical culture to strengthen and maintain their own health for a long time, optimize labor activity and organize a healthy image life.

The place of the subject “physical culture” in the basic curriculum.

According to the Basic Curriculum of Basic General Education, 105 hours are allotted for the compulsory study of all educational topics of the program in the subject of physical culture in grade 5.

Targeting

This program was developed for students of the 5th grade of a municipal budgetary educational institution of a secondary general education school.

Forms of organization of the educational process.

The main forms of organizing the educational process in the primary school are physical education lessons, sports and recreation activities during the school day, sports competitions and holidays, classes in sports sections and circles, independent physical exercises (homework).

Physical education lessons are the main form of organization of educational activities of students in the process of mastering the content of the subject. In the basic school, physical education lessons are divided into three types: lessons with an educational and cognitive orientation, lessons with an educational and training orientation, and lessons with an educational and training orientation. In general, each of the types of physical education lessons has an educational focus and, if possible, should include schoolchildren in various forms of independent activity (independent exercises and study tasks).

The main methods (productive and reproductive, etc.) of work in the lesson: verbal; demonstrations; learning exercises; improvement of motor actions and education of physical qualities; playful and competitive.

The work uses different forms organizing the activities of students in the lesson - individual, group, frontal, in-line, circular, differentiated and varying types of activities within the same lesson. At this age, it is recommended to apply the method of individual lessons, additional exercises, tasks for mastering motor actions, developing physical abilities, taking into account the type of physique, inclinations, physical and technical-tactical readiness.

Student assessment system.

The evaluation criteria for physical culture are qualitative and quantitative indicators.

Qualitative indicators of progress are: the degree of mastery of the program material (knowledge, motor skills, ways of physical culture and health and sports activities), the systematic and regularity of physical exercises, maintaining a healthy lifestyle, contributes to the introduction of each student to the values ​​of physical culture.

Quantitative performance indicators include shifts in physical fitness indicators (development of basic physical qualities - abilities).

In accordance with the processes of learning motor actions, development of physical abilities, the assessment of progress includes the types of accounting: preliminary, current and final.

Students classified for health reasons to the preparatory medical group are evaluated on a general basis, with the exception of those types of motor actions and standards that are contraindicated for them for health reasons.

Evaluation of progress is mainly made up of qualitative criteria for assessing the level of students' achievements and the formation of high-quality universal abilities. Particular attention deserves the systematic and regularity of physical exercises and the interest shown at the same time, the ability to independently engage in physical exercises. When evaluating the achievements of students, to a greater extent, one should focus on the individual pace of progress in the development of their motor abilities.

Educational and thematic plan

Educational sections and topics	Number of hours
Knowledge about physical culture. Myths and legends about the origin of the ancient Olympic Games Physical development of a person, the main indicators. Physical culture of a person (daily routine, morning exercises, physical education minutes, hardening)	4
Methods of motor (physical culture) activity. Organization and conduct of independent physical education classes Evaluation of the effectiveness of physical education	3
Physical improvement. Physical culture and health-improving and sports and health-improving activities Athletics Gymnastics with the basics of acrobatics Ski race Sport games In-depth study of a sports game (volleyball) Integrated training, development of physical qualities	98 78 21 18 18 21
Total hours	105

Knowledge about physical culture (4 hours).

History of physical culture Basic concepts of physical culture. Physical culture of a person

Ways of motor (physical) activity (3 hours).

Organization and conduct of physical education classes.

Evaluation of the effectiveness of physical education

Physical improvement (98 hours).

Physical culture and health-improving activity. Complexes of exercises for the development of flexibility and coordination of movements, for the formation of the correct posture, taking into account the individual characteristics of physical development. Complexes of exercises for body correction. Complexes of exercises for morning exercises and physical education minutes. Complexes of respiratory gymnastics and gymnastics for the eyes.

Sports and health-improving activities with a general developmental focus.

Gymnastics with the basics of acrobatics (18 hours). Organizing commands and techniques: rebuilding in motion from a column one at a time into a column of 2 and 4 by crushing and mixing; rebuilding in motion from a column of 2 and 4 to a column of one by breeding and merging. Somersault forward (backward) in a tuck; somersault forward legs crosswise, followed by a turn of 180 °; .somersault back from the rack on the shoulder blades to the half-twine. Vaults: a leg jump apart over a gymnastic goat in width (boys); jump on a gymnastic goat point-blank crouching and dismounting (girls). Walking on the floor balance beam (girls): walking with different amplitude of movements and accelerations, turns and jumps (in place and in motion). Applied exercises: movement by walking, running, jumping on an inclined gymnastic bench; jumping off and jumping onto a limited area; overcoming the gymnastic beam by jumping sideways with support on the left (right) hand. Divergence at a meeting on a balance beam (low and high - 1 m). General physical training exercises.

Athletics (21 hours). High start. Running with acceleration. Short distance running (30 mi 60 m). Smooth, even running for training distances (the length of the distances is regulated by the teacher or students). Jumps: long jump with a running start in the “bending legs” way. Throwing a small ball from a place at a vertical target and at a distance from a running start. General physical training exercises.

Cross-country skiing (18 hours). Alternate two-step move. Stepping turns in place and on the move. Rise "half herringbone", "herringbone" and "ladder". The descent is straight and oblique in the main stance. Plow braking. The passage of training distances (the length of the distances is regulated by the teacher or students). General physical training exercises.

Sports games (21 h)

Basketball. Exercises without the ball: basic stance, movement with side steps with a change in direction of movement. Exercises with the ball: catching and passing the ball with two hands from the chest from a place, with a step, with a change of place after the transfer; throwing the ball into the basket with both hands from the chest from the spot. General physical training exercises.

Football (futsal). Exercises without a ball: running with a change in direction of movement; running with acceleration; running backwards; running "snake" and in a circle. Exercises with the ball: dribbling the ball with the toe of the foot and the inside of the instep of the foot; kicking from a place and a small run-up on a stationary ball with the inside of the foot; stopping a rolling ball with the inside of the foot - General physical training exercises.

Technical and tactical actions in the chosen sport (12 hours)

Volleyball: Exercises without a ball: main stance; movement with side steps to the right and left; exit to the ball. Ball drills: straight bottom serve over the net; receiving and passing the ball from below, receiving and passing the ball from above with two hands (on the spot and in motion with side steps). General physical training exercises.

Integrated training, development of physical qualities (8 hours)

Requirements for the level of preparation of students

The results of mastering the program material on the subject "Physical Education" in the 5th grade are evaluated according to three basic levels, proceeding from the principle "general - particular - specific", and are presented, respectively, by personal, meta-subject and subject results.

Personal Outcomes are reflected in the individual qualitative properties of students, which are acquired in the process of mastering the subject "Physical Education". \

Personal results formed during the study of physical culture reflect:

• education of Russian civil identity: patriotism, love and respect for the Fatherland, a sense of pride in their homeland;
• in the formation of a responsible attitude to learning, readiness and ability of students for self-development and self-education based on motivation for learning and cognition, conscious choice and building a further individual trajectory of education based on orientation in the world of professions and professional preferences, taking into account sustainable cognitive interests;
• development of moral consciousness and competence in solving moral problems based on personal choice, the formation of moral feelings and moral behavior, a conscious and responsible attitude to one's own actions;
• formation of communicative competence in communication and cooperation with peers, older and younger children, adults in the process of educational, socially useful, educational and research, creative and other activities;
• formation of the value of a healthy and safe lifestyle; mastering the rules of individual and collective safe behavior in emergency situations that threaten the life and health of people, the rules of conduct in transport and on the roads.

Metasubject Results characterize the formation of universal competencies, manifested in the application of accumulated knowledge and skills in cognitive and subject-practical activities. Meta-subject results are reflected primarily in the universal skills necessary for every student and every modern person. This is:

• the ability to independently determine the goals of one's learning, set and formulate new tasks for oneself in study and cognitive activity, develop the motives and interests of one's cognitive activity;
• the ability to independently plan ways to achieve goals, including alternative ones, to consciously choose the most effective ways to solve educational and cognitive problems;
• the ability to correlate their actions with the planned results, to control their activities in the process of achieving the result, to determine the methods of action within the framework of the proposed conditions and requirements, to adjust their actions in accordance with the changing situation;
• the ability to assess the correctness of the implementation of the educational task, their own ability to solve it;
• possession of the basics of self-control, self-assessment, decision-making and the implementation of a conscious choice in educational and cognitive activities;
• the ability to define concepts, create generalizations, establish analogies, classify, independently choose the grounds and criteria for classification, establish cause-and-effect relationships, build logical reasoning and draw conclusions;
• the ability to create, apply and transform signs and symbols, models and schemes for solving educational and cognitive problems;
• the ability to organize educational cooperation and joint activities with the teacher and peers; work individually and in a group: find a common solution and resolve conflicts based on. coordination of positions and consideration of interests; formulate, argue and defend your opinion;

Subject Results characterize the experience of students in creative motor activity, which is acquired and consolidated in the process of mastering the subject "Physical culture". Subject results reflect:

• understanding the role and importance of physical culture in the formation of personal qualities, in active involvement in a healthy lifestyle, strengthening and maintaining individual health;
• mastering the system of knowledge about the physical improvement of a person, creating the basis for forming an interest in expanding and deepening knowledge on the history of the development of physical culture, sports and the Olympic movement, mastering the ability to select physical exercises and regulate physical activity for independent systematic exercises, taking into account individual capabilities and characteristics of the body;
• gaining experience in organizing independent systematic physical education classes in compliance with safety regulations and injury prevention; mastering the ability to provide first aid for minor injuries; enrichment of the experience of joint activities in the organization and conduct of classes, physical culture, forms of active recreation and leisure;
• expanding the experience of organizing and monitoring physical development and physical fitness;
• formation of skills to perform complexes of general developmental, health-improving and corrective exercises, taking into account individual abilities and characteristics, health status and the mode of educational activity; mastering the basics of technical actions, techniques and physical exercises from basic sports, the ability to use them in various forms of game and competitive activity; expansion of motor experience through exercises focused on the development of basic physical qualities, increasing the functionality of the main body systems.

The results of mastering the program material on the subject "Physical culture":

Knowledge about physical culture

The graduate will learn:

• consider physical culture as a cultural phenomenon, identify the historical stages of its development, characterize the main directions and forms of its organization in modern society;
• characterize the substantive foundations of a healthy lifestyle, reveal its relationship with health, harmonious physical development and physical fitness, the formation of personality traits and the prevention of bad habits;
• determine the basic concepts and terms of physical culture, apply them in the process of joint physical exercises with their peers, use them to state the features of performing the technique of motor actions and physical exercises, the development of physical qualities;
• develop the content of independent physical exercises, determine their direction and formulate tasks, plan rationally in the daily routine and the training week;
• be guided by the rules of injury prevention and preparation of places of employment, the correct choice of shoes and uniforms depending on the time of year and weather conditions;
• be guided by the rules for providing first aid for injuries and bruises during independent physical exercises.

• characterize the goal of the revival of the Olympic Games and the role of Pierre de Coubertin in the development of the modern Olympic movement, explain the meaning of the symbols and rituals of the Olympic Games;
• to characterize the historical milestones in the development of the domestic sports movement, the great athletes who brought glory to Russian sports;
• to determine the signs of the positive impact of physical training on health promotion, to establish a relationship between the development of physical qualities and the main body systems.

Ways of motor (physical culture) activity

The graduate will learn:

• to use physical culture, sports games and sports competitions for organizing individual recreation and leisure, strengthening one's own health, increasing the level of physical condition;
• make up complexes of physical exercises of a health-improving, training and corrective orientation, select an individual load, taking into account the functional characteristics and capabilities of one's own body;
• classify physical exercises according to their functional orientation, plan their sequence and dosage in the process of self-study to improve health and develop physical qualities;
• independently conduct classes on teaching motor actions, analyze the features of their implementation, identify errors and eliminate them in a timely manner;
• test indicators of physical development and basic physical qualities, compare them with age standards, control the features of their dynamics in the process of independent physical training;

The graduate will have the opportunity to learn:

• keep a diary on physical activity, include in it the execution of plans for independent physical exercises of various functional orientations, data on monitoring the dynamics of individual physical development and physical fitness;
• conduct physical education classes using health-improving walking and running, skiing and hiking trips, ensuring their health-improving orientation;
• carry out restorative activities using bath procedures and sessions of wellness massage.

Physical Improvement

The graduate will learn:

• perform sets of exercises to prevent fatigue and overstrain of the body, increase its performance in the process of labor and educational activities;
• perform general developmental exercises that purposefully affect the development of basic physical qualities (strength, speed, endurance, flexibility and coordination);
• perform gymnastic combinations on sports equipment from among well-mastered exercises;
• perform athletics exercises in running and jumping (in height and length);
• perform movements on skis by sliding walking methods, demonstrate their technique of the ability to alternate sequentially in the process of passing training distances (for the snowy regions of Russia);
• perform descents and braking on skis from a gentle slope in one of the learned ways;
• perform basic technical actions and techniques of playing football in the conditions of educational and gaming activities;
• perform the basic technical actions and techniques of playing volleyball in the conditions of educational and gaming activities;
• perform the basic technical actions and techniques of playing basketball in the conditions of educational and gaming activities;
• perform test exercises to assess the level of individual development of basic physical qualities.

The graduate will have the opportunity to learn:

• perform complexes of exercises of therapeutic physical culture, taking into account the existing individual disorders in terms of health;
• overcome natural and artificial obstacles using a variety of climbing, jumping and running methods;
• refereeing in one of the sports being mastered;
• fulfill test standards for physical fitness.

Graduate learn to demonstrate

Physical Qualities	Physical exercise	boys	Girls
Rapidity	Running 60 meters from a high start, sec. Jumping rope at max pace, sec.	10.5	10.8
Force	Hang pull-ups girls from vis “lying down”, number of times. Standing long jump, cf. Raising the body from a supine position, in 30 seconds, number of times	4	-
Endurance	1000m run, min. Skiing 1 km, min.	5.05	5.50
Movement coordination	Shuttle run 4*9m., sec.	11.0	11.5

In the late 40s - early 50s. the tasks of the country's physical culture organizations were adjusted to take into account the prestige of Soviet sports in the international arena. Features inherent in the sports orientation in the development of physical culture in the country could not but affect the content of the curricula of all educational institutions.

Since the 1954/55 academic year, a new physical education program has been introduced for elementary, seven-year and secondary schools. It was prepared by the Main Directorate of Schools of the Ministry of Education of the RSFSR and the Institute of Physical Education and School Hygiene of the APS of the RSFSR. The program, in particular, spoke of the need to pay more attention to sports, gymnastics and athletics were singled out as independent sections.

As the main tasks of school physical culture were named educational tasks: in grades 1-4 - “teaching students the skills and abilities in the main types of gymnastics, sports and games”; in grades 5-7 - “teaching students the basic sports, games and gymnastics”; in grades 8-10 - “teaching students gymnastics, games and basic sports”. The solution of educational tasks was carried out according to the principle of sequential, from junior to senior, the implementation of simple motor tasks, and then more complex skills in gymnastics, athletics, ski training, etc. To consolidate and improve motor actions, the program provided for homework.

In the 1954 program, 66 hours per year (2 hours per week) were allotted for the subject "Physical Education" in all classes.

The teaching material on physical culture of grades 1-2 consisted of gymnastics and games, grades 3-4 consisted of gymnastics, games and ski training. In the “Ski training” section, separate training standards for boys and girls were indicated. The program noted that “...Educational work should be facilitated by extracurricular and extracurricular physical education and sports work at school, pioneer houses, children's parks, pioneer camps, etc.”

The program for grades 5-7 included the main material, which must be fully completed in all schools, and additional material, studied depending on geographical, climatic and other local conditions. The main material contained the following disciplines: gymnastics, athletics, outdoor games, ski training. Gymnastics material was differentiated for girls and boys. For girls, exercises in the hangs and supports were presented in a smaller volume, more attention was paid to strengthening the abdominal muscles, the distances in running and skiing were shorter, some types of jumps were excluded. For each class in the program, additional material was intended for the main sports: gymnastics, athletics, swimming, skiing and speed skating. The program contained educational standards for schoolchildren, and also stated that “... as a result of physical education classes, students must pass the BGTO standards in the 7th grade.”

For grades 8-10, separate programs for girls and boys were drawn up in the same sections as in grades 5-7. In accordance with the requirements of the program, schoolchildren of the 10th grade had to fulfill the norms and requirements of the TRP complex of the 1st stage.

In the late 50s - early 60s. the physical culture organizations of the country faced new tasks. During these years, it was announced that socialism in the USSR had won completely and finally, the country had entered a period of developed socialism. It was declared that the continuous growth of the economy, the growth of the well-being of the Soviet people created ample opportunities for the development of a mass physical culture movement into a nationwide one, for raising elite sport to a higher level.

In March 1960, the Ministry of Education of the RSFSR approved new curricula and programs for grades 1-8. Compared with the 1954 program, they did not have any fundamental differences in content. However, in terms of presentation, the program material included a number of innovations. For each class, the leading learning tasks were indicated for sections of the program. So, for example, four tasks were formulated for the 6th grade in gymnastics: “1. Learn to roll back. Teach a shoulder stand after sitting with straight legs. 2. Learn rope climbing in 2 steps. Learn climbing in 3 steps. 3. Teach the vault with legs apart. Learn to vault with your legs bent. 4. Teach simple hangs and mixed stops. Further in the program, a list of various exercises was offered: drill, general developmental, dance, acrobatic, climbing, hanging and rests.

For the first time since the 3rd grade, the section “Athletics” has been allocated, the number of outdoor games includes games that prepare for sports.

The program emphasized the importance complex physical education schoolchildren. The explanatory note stated: “Organization of physical education cannot be limited only to conducting physical education lessons. Training sessions in this subject can give positive results only if they are systematically supported by the correct mode of the school day, including physical culture and health activities (gymnastics before classes, physical education minutes in the classroom, games and physical exercises during breaks, preventive gymnastics at labor lessons). Physical education minutes (as a short-term rest of students from mental stress) are systematically held at the third and fourth lessons in general subjects in the second half of the lesson (at 25-30 minutes). Their duration is 2-3 minutes. Much attention should also be paid to extra-curricular work in physical culture (mass sports holidays and competitions, classes in sports sections, etc.)”.

A distinctive feature of the program for grades 5-7 was its construction. It consisted of two parts: the first included educational material common to all on the hygiene of physical exercises, gymnastics, athletics, ski training, outdoor games and basketball; the second presented the material of in-depth studies on one section of the program chosen by the school. The explanatory note stated: “In addition to the I part of the program, it is obligatory for the school to pass one of the sections of the II part. If the school, for example, chooses gymnastics, then the study material for athletics, skiing, outdoor games and basketball of the first part of the program and the study material for gymnastics of the second part of the program are studied. In this regard, the program proposed two schemes for the approximate annual distribution of teaching hours for advanced classes in gymnastics and volleyball in schools. In the program, as in the previous one, the emphasis was placed on solving the educational problems of physical education.

Since the 1970s the content of school programs has changed in three main directions. Firstly, in the direction of simplifying the tasks associated with teaching motor actions: complex motor skills and abilities were excluded from the program, approaches to teaching movements become more differentiated in relation to boys and girls. Secondly, the direction of shifting the emphasis on the development of physical qualities by increasing the motor density of lessons, allocating more time for their development and improving the organization and methods of conducting lessons. Thirdly, in the direction of developing the content and substantiating the need and obligation of independent physical education classes for schoolchildren.

In fact, since the 70s. the emphasis of school physical culture began to shift from solving predominantly educational problems, i.e. mastering skills in those sports that were presented in the programs, to setting and solving health problems through the development of basic physical qualities.

In 1975, a new, improved program was prepared and approved. In grades 9-10, it provided for “... to teach new types of movements from the sections of gymnastics, athletics, ski training, classical (Greco-Roman) wrestling, sports games, improve the ability to apply them in conditions of various complexity, develop the necessary for this motor qualities. For the first time in the post-war period, cross-country running was reintroduced. From sports games, preference was given to a handball, since "... in this game, students can improve in running, jumping and throwing in order to prepare for passing the standards of the TRP complex." In the improved program, attention was paid to systematically influencing the development of physical qualities. For the first time in each section of the program, the teacher was offered specific practical material for this in the form of a list of specially selected physical exercises. In grades 4-8, the program said, the development of physical qualities should be given at least 8-10 minutes, and in grades 9-10 - at least 10-20 minutes of lesson time. “The effectiveness of the use of exercises for the development of physical qualities is also achieved by the rational organization of those involved, which ensures a high density of classes (performing exercises frontally, in line or in small groups at “stations”),” the program said. Since 1970, the active use of the "circular training" method began, the basis of which is the serial repetition of exercises in the process of sequentially changing "stations".

For boys and girls of senior classes, the program was different. For the first time for young men, the section "Classic Wrestling" was introduced. This innovation was immediately followed by the reaction of physical education teachers and school administrations. If the young seniors were interested in wrestling, then the material, technical and professional bases for this type of motor activity did not meet the elementary requirements at all. At the same time, many schoolchildren, due to the low level of physical fitness, experienced significant difficulties in mastering this sport. This example clearly demonstrates that the development of physical qualities (physical training) must precede the development of skills and abilities (technical training).

Traditionally, the program material for high school students was linked to military physical preparation for military service: “... At each physical education lesson, the teacher must impose strict requirements on students for the correct and accurate execution of all commands and drill techniques in accordance with the requirements of the drill charter of the Armed Forces THE USSR". To teach young men the ability to implement motor actions in various complicated conditions, it was recommended to build a standard obstacle course, i.e. an obstacle course from the GTO complex, but supplemented with obstacles from the physical training manual of the USSR Armed Forces.

For the first time for high school students, the program focuses on nurturing the beauty of movements. In the “Gymnastics” section, material on rhythmic gymnastics was highlighted. It contained simple exercises with objects: a ribbon and a hoop.

In 1977, the program was partially changed, mainly in the direction of simplifying the sections “Gymnastics” and “Classical wrestling”.

In 1983, the next school program on physical culture for students in grades 4-10 was again prepared and approved. The explanatory note said that its appearance was determined by the need for a further rise in the mass character of physical culture and sports. The program has not undergone fundamental changes. However, there were some changes: the program included the content of theoretical requirements, a list of motor skills was given in traditional sections (gymnastics, athletics, sports, ski training, cross-country training, speed skating training, swimming, wrestling). Football was added to the sports games section. Elements of rhythmic gymnastics for high school students were supplemented by modern and national dances.

For the first time, two sections were included in the program - “Skills and abilities of independent studies” and “Intersubject communications”. In the first, the program determined the requirements for each class in terms of theoretical knowledge, practical tasks. In the second, the links between physical culture, on the one hand, and natural history, mathematics, physics, anatomy, and hygiene, on the other, were indicated.

The new program, compared to the previous one, no longer required mastering the elements of various sports in grades 4-8 and the skills of basic sports in grades 9-10. It stated that the training of vital motor skills and abilities will be carried out in relation to conditions of varying complexity.

So, if in the 1975 program, 10th grade boys were asked to perform “long and high jumps with a running start in the chosen sports way”, i.e. “toss-over” (during a high jump), “scissors” or “bending” ( when jumping long), the 1983 program offered simplified versions of jumps - “stepping over” and “bending legs”.

The section “Material for the development of physical qualities” was unreasonably removed from the program, but it said: “... the development of physical qualities is a prerequisite for each lesson and should contribute to an increase in the motor fitness of students. In this regard, it is necessary, according to the content and objectives of this lesson, to include appropriate exercises.

The reform of the general education and vocational school proclaimed in 1984, and the materials published in the press on the state of health of the younger generation clearly raised the question of the health-improving orientation of school physical education.

In the early 1980s in the specialized literature it was noted that the steady, and in recent years, the progressive dynamics of the deterioration in the health of schoolchildren does not change. Thus, the journal "Hygiene and Sanitation" in 1982 published the results of studies that recorded a depressing picture of the state of health, physical development and preparedness of schoolchildren: about 43% of students suffer from various chronic diseases, 50% of children and adolescents have musculoskeletal disorders. apparatus, 63% have a violation of posture, 33% of school graduates have health limitations. The relationship between morbidity and the level of physical development and training of schoolchildren was revealed. Data from VNIIFK and the USSR State Committee for Public Education confirmed these negative phenomena. It became quite obvious that two school lessons of physical culture per week do not compensate for the lack of physical activity of schoolchildren. They are not able to form students' needs or habits in physical self-improvement and, as a result, they cannot solve the tasks that are set for school physical culture.

The reform of the general education school provided for the need to organize daily physical education classes in the classroom, after school hours, in sports sections, but essentially did not solve it. The residual principle of financing public education, the extremely low level of material and technical support, the work of many city schools in two shifts, the lack of physical education teachers and other reasons practically nullified the proclaimed goals of the reform.

In the 1985/86 academic year, the “Comprehensive program of physical education for students in grades 1-2 of a general education school” was introduced. As before, it was the same for all schools in the country and was called complex. In fact, it combined various forms of physical activity of schoolchildren, which had previously been included in the practice of schools. The program consisted of four parts: the first part - "Physical and recreational activities in the regime of educational and extended day", the second - "Lessons of physical culture", the third - "Extracurricular forms of physical culture and sports", the fourth - "General school physical culture and mass sporting events." In conclusion, the proposed for the first time approximate volumes of physical activity and a list of exemplary exercises for the development of basic physical qualities used in self-study were given.

Physical culture and health-improving activities in the mode of the school day and the extended day of the school consisted of the so-called small forms of physical activity: gymnastics before classes, physical education minutes during general education lessons (for schoolchildren in grades 1-4), physical exercises and outdoor games during extended breaks , daily physical education classes in extended day groups (for schoolchildren of 1-8 grades).

The lesson was again recognized as the main form of physical education of schoolchildren. The most important requirements for it were: “...providing a differentiated approach to students, taking into account their health, physical development and motor fitness; achievement of high motor density, dynamism, emotionality, educational and instructive orientation of training sessions; the formation of students' skills and abilities of independent physical culture lessons”. The content of the program was made up of the same sections as in the previous ones. The structure of the program material in the lessons was as follows: the basics of knowledge; skills, abilities, development of physical qualities; educational standards.

The program provided for an increase in the distance in running, cross-country skiing, cross-country, which is associated with higher requirements for general endurance as a physical quality that best ensures health.

The program included additional material of a military-applied nature: the obstacle course was complicated, exercises of a military-applied (mainly power) orientation were included in the "Gymnastics" section. The school curriculum traditionally reminded that “at each lesson in all classes, it is necessary to allocate time for the clear and correct execution of combat commands, types of rebuilding and movement in the ranks, provided for by the Combat Regulations of the Armed Forces of the USSR.”

The comprehensive program emphasized independent studies of schoolchildren as an important additional form of physical activity. The program emphasized the important role of the family in introducing the child to systematic physical education. The program said that schoolchildren receive assignments for independent studies directly from the physical education teacher in the classroom.

School-wide physical culture and sports events (monthly Days of Health and Sports, intra-school competitions, hiking trips and rallies, sports holidays) pursued the goal of introducing schoolchildren to systematic physical education, increasing their motor activity. The content of the monthly Health and Sports Days in the program is presented by grades: 1st, 2-7th, 8-11th. Sports competitions were to be held according to the types presented in the TRP complex.

The explanatory note noted that a necessary condition for the successful implementation of all forms of physical culture in the school is the joint actions of the teaching staff of schools, the physical culture asset of the students themselves and sponsoring organizations.

In 1987, some additions and changes of a non-principled nature were made to the comprehensive program. First of all, this affected the second part of the program - "Physical Education Lessons". In grades 2-4, additional material on cross-country training was included. General developmental exercises, motor skills in grades 1-4 are described in more detail. This was done because in many schools in the primary grades, lessons are taught by teachers who do not have a special physical education.

In grades 5-8, educational tasks were partially simplified and more attention was paid to the physical training of schoolchildren.

A typical obstacle course was proposed for high school students to engage in military-applied training; the sections “Athletics” and “Gymnastics” again additionally included military-applied and predominantly strength-oriented exercises. In the 11th grade for boys, the following standards were additionally introduced: cross-country running for 1000 m, rope climbing without the help of legs, power lifting on the crossbar and shuttle run 10 x 10 m.

The requirements for students graduating from primary, incomplete secondary and secondary schools, i.e. 4th, 9th, 11th grades, have also changed. For example, the requirements for schoolchildren graduating from primary school are formulated in the 1987 program as follows: “... master the skills of basic cyclic movements: running, skiing; the ability to perform gymnastic exercises without shells and on shells, swim, throw a ball, jump long and high with a run, play outdoor games. Regularly perform morning exercises and homework. Pass the norms of the All-Union GTO sports complex (according to age).

The independent, third, part of the program was allocated "Professional-applied physical training" (for boys and girls of 9-11 grades), where the requirements and means of training are set out for eight groups of professions.