It is generally accepted that the list of the most disliked school subjects is headed by complex and incomprehensibly studied mathematics. For many, this is true, but the subject that is equally hated by both the humanities and the fans of the natural sciences, perhaps, can be called physical education. T&P decided to look into the history of physical education and what is meant by "modern technologies in the field of physical education."

Let's start with the fact that in accordance with the "Strategy for the development of physical culture and sports in the Russian Federation until 2020" and the state program of the Russian Federation "Development of physical culture and sports" for the period until 2020, the proportion of the country's population systematically involved in physical culture and sports, should reach 40% in 2020, and among students - 80%.

In their work “Attitude towards physical culture and physical culture and sports activities of schoolchildren and students in the 21st century”, published in 2014, sociologists Sergey Firsin and Tatyana Maskaeva come to the conclusion that interest in physical education lessons decreases as the student grows up and moves on to the next class. In grades 4–5, 54.4% of children are interested in physical education, in grades 8–9 - 24.3%, and in grades 10–11 - already 23.3% (Physics classes attract students even less). At the same time, 92.8% of all students recognize the importance of this subject. The main reason is the unsuccessful lesson schedule. As a rule, after them you have to go to classes that require attention and composure. Schoolchildren are also not satisfied with the monotony of the content of the programs and poor sports equipment. But in preschool educational institutions with sports equipment, at least in Moscow, things are better.

Marina Borisova

Candidate of Pedagogical Sciences, Associate Professor of the Department of Preschool Education of the Institute of Pedagogy and Psychology of Education of the Moscow State Pedagogical Educational Institution of Higher Education. Author of textbooks for university students, methodological manuals on the problems of physical education and development of preschool children for teachers of preschool educational organizations. Developer of programs for advanced training courses for specialists in physical culture of preschool educational organizations.

“In 1994, the post of “Physical Education Educator” was introduced in Moscow. Such a specialist worked in every preschool institution where gyms and swimming pools were equipped with the appropriate equipment. In addition, a system of physical culture and sports events was established in the city. But still, in my opinion, there are several problems that are worth mentioning.

The first problem is that in connection with the modernization of the education system, physical culture among preschoolers began to be carried out not by narrowly focused specialists (physical education instructors), but by educators. Another problem is that teachers are not well versed in the legal framework governing the work of physical culture, as well as modern technologies in the field of physical development of children.

The next important issue is the quality of training of specialists. Currently, the distance form of advanced training is gaining momentum. In my opinion, high-quality training of specialists in the field of physical education and development of children cannot be limited to a distance format. It has its own specifics, which involves a mandatory workshop, training, master class, training in practical skills for performing physical exercises.

All experts in this field are unanimous in their opinion that it is necessary to use both traditional forms of work (physical education, morning exercises, outdoor games, sports leisure and holidays), and activities that are used in additional education (rhythmic gymnastics, wushu, karate-do , hatha yoga, etc.). This will help to introduce children to motor and intellectual activity.

But where did the concept of “physical education” come from and how did it transform into a compulsory subject?

From horse riding to Sokol gymnastics

In Russia at the beginning of the 19th century, there was no physical culture in the modern sense in educational institutions. For obvious reasons, the development of physical strength was required in the army and was included in the training programs exclusively in military institutions. These programs were distant relatives of modern physical education lessons: there were no educational complexes, they taught, as a rule, swimming, wrestling, horseback riding, fencing, and shooting.

In the second half of the 19th century, the Ministry of Education nevertheless tried to popularize gymnastics in educational institutions. The Minister of Public Education, Count Ivan Davydovich Delyanov, in June 1889 issued a circular on the introduction of gymnastics in all gymnasiums and schools, the instructions for which read: “Exercising boys in the simplest movements and constructions adopted in the Russian troops, gymnastics introduces children to the initial foundations of military discipline ... ”By the way, there were enough such orders and recommendations: in many documents of the ministry, the unsatisfactory level of physical education in educational institutions was noted, but there was still no sense due to the lack of qualified specialists.

Thus, drill exercises in practice began to occupy half of the training sessions, retired officers became teachers, and gymnastic lessons - the usual military drill. Here is what Nikolai Filitis, a methodologist and practitioner, author of manuals and collections on outdoor games, wrote in his report in 1899: “The goals were set big, but their implementation was unsatisfactory. There are no rooms in most educational institutions for gymnastics, and it is held in dusty corridors. In the absence of trained teaching staff, officers and semi-literate non-commissioned officers teach. Fresh air, which is mentioned in the instructions of 1889, is not allowed, educational excursions have been replaced by military campaigns. And here is what Sofya Pozner, the author of the article “Physical exercises as a subject of schooling in elementary school according to P.F. Lesgaft”, his student, says: “... One cannot say that the issue of physical education is in the pen: it simply did not exist ..."

Sokol gymnastics became very popular at the end of the 19th century. It was invented by the Prague teacher of aesthetics and the ideologist of the Sokol movement Miroslav Tyrsh. The Sokol movement arose as a reaction to the French Revolution and the Napoleonic Wars: the Czech Republic at that time was part of the Austro-Hungarian Empire, and this did not suit her at all. Miroslav Tyrsh, a graduate of the University of Prague, a representative of the bourgeois intelligentsia, was the one who inspired the Czech people to take part in the national liberation struggle against the Austrian conquerors. His program with shells and a set of exercises became the first official gymnastic system used in Russia. The Ministry of Public Education actively introduced it into educational institutions, and by 1912 Sokol gymnastics was taught in secondary schools.

It is curious that as the basis of his program, Tyrsh used the school German gymnastics of Adolf Spiess, who differed from the current physical education teachers at least in that he was not only a physical education teacher, but also a teacher of history and singing. Spiess, in turn, was guided by the work of the "father of modern gymnastics" German Friedrich Jan, who called on young people to participate in the national liberation struggle; he created several gymnastic circles, in which he was engaged in the development of the physical strength of the population of Prussia. By the way, it was Friedrich Jahn who came up with the horizontal bar for pull-ups, the gymnastic horse and the uneven bars.

Miroslav Tyrsh was familiar with most of the systems of gymnastic exercises in the first half of the 19th century. But, interestingly, he did not like any of them. His approach in many ways said that he was a real artist, since for him the most important thing was to make the exercises beautiful and attractive, which echoes the concept of rhythmic gymnastics. Ribbons, scarves, wreaths, which the girls wore during the exercises, were purely decorative. It got to the point that he excluded from his practice all the ugly, in his opinion, exercises, although they were useful for physical development.

Despite the fact that Tyrsh's programs were extremely popular in Russia, there were others besides them. In 1912, Swedish gymnastics was taught in secondary schools, in 415 - German and physical education according to the system of Peter Lesgaft, the founder of physical education in Russia. The term "physical education" in 1901, Peter Frantsevich from St. Petersburg for the first time used in his work "Guide to the physical education of schoolchildren". On the 262nd page of Lesgaft's textbook, one can find such a characteristic of "physical education" - it is "systematic mental, aesthetic and physical development." Lesgaft believed that physical exercises should certainly be daily, in full proportion with mental activities. Hearing this, some modern schoolchildren would surely be glad that they have physical education lessons only a couple of times a week, and not every day. Lesgaft's system of physical exercises consisted of the following:

The Level 1 Easy Exercises for ages 7 to 12 are elementary movements such as bending, turning, circling, as well as walking, running, and throwing. For teenagers 12-15 years old - an age at which the muscular system grows intensively and body length is added by 7-9 centimeters per year - Lesgaft came up with complex exercises with increasing stress, that is, exercises with weights, in jumping, in wrestling. For older teenagers, a well-known teacher came up with an even more interesting formulation - "the study of spatial relationships and the distribution of work over time." Here he included running, walking and throwing at a target with the determination of the size of the movement, the direction of movement and the speed of the movement produced. The latter - systematic exercises in the form of games - were intended for all age groups and consisted of fencing, skating, swimming and walking.

The most relevant point on the topic of the day is that Pyotr Lesgaft, the main theorist of physical education in Russia, criticized the introduction of military exercises into curricula. He said that “... they are completely inconsistent with the tasks of a general education school, since all military exercises are aimed at accustoming to mass actions. Military exercises deal with military discipline and mass actions, just the opposite of school tasks, so they should not be allowed in school.

Probably, modern officials from the Ministry of Education and Science are not familiar with Lesgaft's more than a century-old warning: the basics of initial military training in Russian schools are now being studied in the lessons of life safety. The ideological follower of Lesgaft, teacher Viktor Lukyanenko, will later say the following: “Despite the enormous authority of this scientist, his unconditional recognition as the founder of the scientific foundations of the Russian system of physical education, we have to state with deep regret that it is in the domestic practice of implementing this process that many of his main ideas still not being used properly.

“Physical education was taught very well in my school, it was never a secondary subject for me, and I always had a positive attitude towards the teacher. In my opinion, the return of the TRP standards is a significant plus: in the USSR they bore fruit. It is very important to check the physical fitness of the population. Receiving a gold badge encourages people to engage in their physical training - and therefore health.

At my faculty, the subjects in which you need to actively engage in sports were mainly in the first years. Now, as part of the general course, we are given lectures on economics, philosophy, and so on. We delve deeply into subjects close to our specialty - for example, into the theory and methodology of physical culture, the theory of sports, the theory and methodology of the chosen sport.

After university, I plan to work in my specialty - a handball coach. I want to combine the work of a physical education teacher and a coach in a sports school at school.

Ready for work and defense

The "import substitution" started by Lesgaft was continued by Alexander Anokhin, who also refused to recognize the German and Swedish systems of gymnastics in the Russian school. He believed that it was useless to try to invent movements, but you can find a new application for them, a new principle of execution. As you already understood, Anokhin wanted to come up with his own “Russian gymnastics”, with his wall bars and expanders. More precisely, without them. Now his research is known as "Anokhin's volitional gymnastics", or, as some like to call it, indoor gymnastics. At one time she was popular with the Russian intelligentsia. Do you know why? To perform these exercises, nothing at all was required - neither sports equipment, nor special facilities.

His theory of physical exercise was based on the theory of natural human movements. These movements are lying, sitting, crawling, walking, running, jumping, and the like. Aerobics without music? Exercise without weights? This is how eloquently he spoke about his gymnastics

“Volitional gymnastics will not make you Poddubny or Gakkenshmidt. It will not give you biceps of 45 centimeters or the ability to squeeze 6-7 pounds with one hand, but it will significantly improve your health. It will give the beauty of forms and outlines and that normal strength for everyone, which is lost by modern man.

Igor Rodionov

physical education teacher at MBOU Mityakinskaya secondary school, Zelenovka village

“Working with children is not difficult if you yourself are interested in the result. They will reach out to you, you just have to be honest. If they see slack, they will sit, as they say, on their heads. I maintain discipline year after year. In my opinion, the quality of work depends on the personality of the teacher himself, and not on textbooks. The teacher himself should be a leader, moderately strict. Of course, the material base plays an important role.

I am a physical education teacher by profession. Now, without an appropriate diploma, one cannot get a job as a physical education teacher, that is, if earlier, for example, a mathematics teacher could conduct computer science, now in the new year a law comes into force prohibiting working without an appropriate diploma.

Of course, the salary is small, on average 16-18 thousand, very little. I work in a rural school, we have many children. From the sports equipment there are not enough good balls, for example, volleyballs, dumbbells and barbells, we are still coping with the rest. Last year we participated in the Basketball Federation competition and won 25 goals, which is good, of course. We don't go skiing in the winter, simply because we don't have much snow.

My father is also a physical education teacher - I, as they say, followed in the footsteps, understood the methods, focused on cross-country running, plus I find exercise programs on the Internet, exchange experiences with my father. I focus on sports games to help children develop mobility. Already in primary school, I try to teach the basics of basketball and football.”

After the October Revolution and until 1920, physical education programs were predominantly military, and after 1920 - labor. The Supreme Council of Physical Education only from the 1923/24 academic year introduced universal compulsory teaching of physical education in schools *. And in 1927, a unified lesson program based on natural human movements was finally released, which became the progenitor of all the following programs. The scheme consisted of 6 series for elementary school and 8 series for secondary:

1) ordinal exercises - building, rebuilding, opening, walking in various directions: on toes, with hand movements, bypassing, in a circle, diagonally, etc .;

2) preparatory exercises;

3) throwing;

4) resistance with weights, pair exercises in resistance;

5) jumping;

6) special preventive and corrective exercises for individual muscle groups;

7) walking;

8) the final part.

* V. Pelmenev, E. Koneeva. "History of physical culture: textbook"

The only but important drawback was that this program was, so to speak, for show and did not set specific regulatory requirements. The development of the physical training program was very slow. There were not enough specialists and gyms, in the schools of the Moscow region in 1929 there was not a single physical education teacher with a special professional education. Gradually, studies began to be carried out on the workload associated with the gymnastic and sports activities of students: according to the data * for 1929, the state of health of schoolchildren at that time caused serious concern (the percentage of healthy children was extremely insignificant). Approaches to physical education began to be simplified - it turned out that the exploitation and unhealthy lifestyle of the past generation weakened the body of today's workers and their children.

* B.R. Goloshchapov. "History of physical culture and sports", 2001

By analogy with this, the proposal of the Committee for Artistic Physical Education, created under the banner of Proletkult and operating in the mid-1920s, looks especially funny, to use a special and, perhaps, even innovative form of the development of physical education - physical education as an artistic experience in the process of work. In other words, labor gymnastics. They wanted to replace the so-called bourgeois systems of exercises - for example, boxing, gymnastics - with raking coal, sawing and planing. At the same time, an article was published in which it was proved that English football teaches Soviet youth to lie: the author argued that the “feint” technique means deception and therefore negatively affects the quality of the individual. But these ideas were not carried out, because they differed from Lenin's views.

Despite all the problems, in July 1929, physical education became a compulsory subject in the country's higher educational institutions; a year later, it appeared in universities throughout the USSR, and a year later, in 1931, everyone’s favorite set of norms “Ready for Labor and Defense” was introduced, which, in combination with Osoaviakhim, helped millions of Soviet citizens gain skills in marching, skiing, and shooting training , swimming, throwing grenades, overcoming water barriers and obstacles.

Physical (natural) exercises in the TRP were divided into two main groups: general preparatory and applied. In those days, the physical exercise program, instead of 6 and 8 series, as it was in 1927, began to be performed in 4 series. The first series - retracting exercises (5 minutes), the second - general developmental exercises (10 minutes), the third - basic exercises (25 minutes), the fourth - calming exercises (5 minutes). The total lesson time was to be 40-45 minutes. Applied exercises made up the main part of the program and included walking, running, crawling, balance exercises, skiing, swimming, jumping, climbing, carrying various objects (and live weight), throwing, wrestling elements, military science.

In addition to the actual classes, discussions were held with the students “on the topic”. For example, fourth-grade schoolchildren reported on two: “What kind of physical education do children in capitalist countries and physical education for the younger generation in the USSR” and “The meaning of the basic rules of breathing.” In the seventh grade, three topics were recommended: "Immediate tasks of physical education in the USSR", "How physical education prepares a soldier of the Red Army" and "How physical education fights occupational hazards."

So the set of TRP norms became the main final indicator of academic achievement in physical culture, with its help, programs of all educational institutions were developed for more than 50 subsequent years, during which it was often updated.

In 1985, distances were increased in running, cross-country skiing, and cross-country skiing. For example, in the 11th grade for boys, cross-country running for 1,000 meters, rope climbing without the help of legs, power lifting on the crossbar and a shuttle run of 3 × 10 meters were introduced. The “Gymnastics” section included exercises of a military-applied orientation: the ability to carry out combat commands, knowledge of the types of rebuilding and movement in the ranks, provided for by the Combat Regulations of the USSR Armed Forces.

The norms of the TRP disappeared along with the Union. Since 1996, in the renewed Russia, the monopoly of a unified physical training program in all schools of the Russian Federation has been terminated, new standards, physical education programs based on one sport, anti-stress plastic gymnastics programs and other author's programs have appeared.
Exercises with flags (Sokolskaya gymnastics)

Physical Culture

Berlin 1933: joint preparatory exercises.

Physical Culture- the sphere of social activity aimed at maintaining and strengthening health, developing the psychophysical abilities of a person in the process of conscious physical activity. Physical Culture- a part of culture, which is a set of values, norms and knowledge created and used by society for the purpose of physical and intellectual development of a person's abilities, improvement of his motor activity and formation of a healthy lifestyle, social adaptation through physical education, physical training and physical development (in accordance with with the Federal Law of the Russian Federation of December 4, 2007 N 329-FZ "On Physical Culture and Sports in the Russian Federation").

The main indicators of the state of physical culture in society are:

• the level of health and physical development of people;
• the degree of use of physical culture in the field of upbringing and education, in production and everyday life.

The concept of "physical culture" appeared at the end of the 19th century in England during the rapid development of modern sports, but did not find wide use in the West and eventually disappeared from everyday life. In Russia, on the contrary, having come into use since the beginning of the 20th century, after the revolution of 1917, the term "physical culture" received its recognition in all high Soviet authorities and firmly entered the scientific and practical lexicon. In 1918, the Institute of Physical Culture was opened in Moscow, in 1919 Vsevobuch held a congress on physical culture, from 1922 the journal "Physical Culture" was published, and from 1925 to the present - the journal "Theory and Practice of Physical Culture".

The very name "physical culture" names something very important. Physical culture is part of the general culture of mankind and has absorbed not only the centuries-old valuable experience of preparing a person for life, mastering, developing and managing for the benefit of a person the physical and mental abilities inherent in him by nature, but, no less important, the experience of asserting and hardening manifested in the process of physical activity of moral, moral principles of a person. Thus, in physical culture, contrary to its literal meaning, people's achievements in improving their physical, as well as, to a large extent, mental and moral qualities, are reflected. The level of development of these qualities, as well as personal knowledge, skills for their improvement, constitute the personal values ​​of physical culture and determine the physical culture of the individual as one of the facets of the general culture of a person Social and biological foundations of physical culture.

To date, a number of theorists dispute the appropriateness of using the term "physical culture". One of the arguments "against" is that in most countries of the world, this term is generally absent from the scientific lexicon. The only exceptions are the countries of Eastern Europe, in which the development of physical culture and sports for more than half a century was carried out in the image and likeness of the Soviet system. In this regard, leading Russian sports theorists sometimes express polar opinions about the further use of the concept of “physical culture” in science: for example, A. G. Egorov believes that this term should be completely replaced by the concept of “sport” accepted all over the world. ”, while L. I. Lubysheva considers the scientific definition of physical culture a “step forward” compared to Western sports science.

At the moment, L.I. Lubysheva actively introduces the concept of "sports culture". Without entering into debate. it can be noted that this position is not productive, since, according to the main theorists of this field of knowledge (P.F. Lesgaft), the concepts of "physical culture and physical education" and the concept of sport should not be confused in principle. According to this scientist, youth destroy three things: wine, excitement and sports.

According to A. A. Isaev, it is quite logical to consider physical culture as a goal, and sport as a means to achieve it. It is for this reason that the definition of "sport for all" is becoming widespread, reflected more and more substantively at the international level - in the documents of UNESCO, the Council of Europe, the IOC. "Sport for All" puts physical culture in its rightful place as a qualitative characteristic, absorbing the activity components that once belonged to it. Theorists of physical culture of the Soviet school, wrote A. A. Isaev, actively resist the process of transformation of the meaning of physical culture, dictated by the change in socio-political dominants in the development of modern Russia. This circumstance, influencing managerial decisions, noticeably slows down the development of a sports policy in Russia that is adequate to the changes in society. This approach is the key to resolving methodological contradictions associated with the definition of the concepts of "physical culture" and "sport" [clarify]

Means of physical culture

The main means of physical culture, developing and harmonizing all manifestations of the life of the human body, are conscious (conscious) employment in a variety of physical exercises (bodily movements), most of which are invented or improved by the person himself. They suggest a gradual increase in physical activity from exercise and warm-up to training, from training to sports games and competitions, from them to the establishment of both personal and general sports records as personal physical capabilities grow. In combination with the use of the natural forces of nature (sun, air and water), hygiene factors, diet and rest, and depending on personal goals, physical culture allows you to harmoniously develop and heal the body and maintain it in excellent physical condition for many years.

Components of physical culture

Each of the components of physical culture has a certain independence, its own target setting, material and technical support, a different level of development and the amount of personal values. Therefore, sport in the activity sphere of physical culture is singled out especially, using the phrases "physical culture and sport", "physical culture and sport". In this case, under "physical culture", "physical culture" in the narrow sense, it is just possible to mean mass physical culture and therapeutic physical culture.

Mass physical culture

Mass physical culture is formed by people's physical culture activities as part of the process of physical education and self-education for their general physical development and health improvement, improvement of motor capabilities, improvement of physique and posture, as well as physical recreational activities.

Physical recreation

Recreation (lat. - recreation, - "recovery") - 1) holidays, a change at school, 2) a room for rest in educational institutions, 3) rest, restoration of human strength. Physical recreation is motor active recreation and entertainment using physical exercises, outdoor games, various sports, as well as the natural forces of nature, which result in pleasure and good health and mood, restore mental and physical performance. As a rule, classes at the level of mass physical culture for a healthy person are not associated with very large physical and volitional efforts, however, they create a powerful disciplining, tonic and harmonizing background for all aspects of his activity.

Healing Fitness

Another, also unsportsmanlike in terms of goals, direction of physical culture is formed by therapeutic physical culture (motor rehabilitation), which uses specially selected physical exercises and, as already noted, some sports facilities for the treatment and restoration of body functions impaired as a result of diseases, injuries, overwork and others. reasons.

Sport

Adaptive physical culture

The specificity of this activity sphere is expressed in the complementary definition “adaptive”, which emphasizes the purpose of physical culture means for people with health problems. This suggests that physical culture in all its manifestations should stimulate positive morpho-functional changes in the body, thereby forming the necessary motor coordination, physical qualities and abilities aimed at life support, development and improvement of the body. The main direction of adaptive physical culture is the formation of motor activity as a biological and social factor of influence on the body and personality of a person. Knowledge of the essence of this phenomenon is the methodological foundation of adaptive physical culture. St. Petersburg University of Physical Education. P.F. Lesgaft, the faculty of adaptive physical culture was opened, the task of which is to train highly qualified specialists to work in the field of physical culture of the disabled. In addition to working with people with disabilities, adaptive physical culture is aimed at using physical activity to promote social and psychological adaptation, prevention of deviations in socialization (for example, within the framework of this direction, the use of physical culture and sports for the prevention of drug addiction is being developed).

Physical education

The modern broad concept of "physical education" means an organic component of general education - an educational, pedagogical process aimed at mastering the personal values ​​of physical culture by a person. In other words, the goal of physical education is the formation of a person's physical culture, that is, that side of a person's general culture that helps to realize his biological and spiritual potential. Physical education, whether we understand it or not, begins from the very first days after the birth of a person.

The founder of the scientific system of physical education (originally - education), which harmoniously contributes to the mental development and moral education of a young person, is the Russian teacher, anatomist and doctor Pyotr Frantsevich Lesgaft (1837-1909) in Russia. Created by him in 1896, the "Courses of Teachers and Leaders of Physical Education" was the first higher educational institution in Russia for the training of specialists in physical education, the prototype of the modern St. Petersburg Academy of Physical Culture named after P.F. Lesgaft. Graduates of the academy receive a higher physical education and become specialists in various fields of physical culture, including in the field of physical education, that is, the development of physical culture values ​​by people. In relation to work in higher educational institutions, such a specialist is called a teacher of physical culture, or a teacher of the department of physical education.

It is necessary to distinguish between the terms "physical education" as professional training in special educational institutions and "physical education" in its original (according to P.F. Lesgaft) sense of physical education. In English, the term "physical education" can be used in both senses. It should also be borne in mind that the English term "en: physical culture" in the sense of our broad concept of "physical culture" is not in use abroad. There, depending on the specific direction of physical activity, the words “en: sport”, “en: physical education”, “en: physical training”, “en: fitness”, etc. are used.

Physical education in unity with mental, moral, aesthetic and labor education ensures the comprehensive development of the individual. Moreover, these aspects of the general process of education are to a large extent manifested in the process of physical education organized accordingly.

In higher educational institutions, the process of physical education of students is carried out at the Department of Physical Education through the discipline "Physical Culture".

The goal of physical education is achieved in solving interrelated health-improving, developing, educational and upbringing tasks.

Health-improving and developing tasks of physical education include:

• strengthening health and hardening of the body;
• harmonious development of the body and physiological functions of the body;
• comprehensive development of physical and mental qualities;
• ensuring a high level of efficiency and creative longevity.

It is believed that in order to fulfill these tasks, the total time of training sessions in the discipline "Physical Education" and additional independent physical exercises and sports for each student should be at least 5 hours a week.

Christianity about physical education

• Christianity in the 4th century banned the Olympic Games and anathematized them as pagan

see also

Notes

Literature

• Federal Law on Physical Culture and Sports in the Russian Federation

Wikimedia Foundation. 2010 .

Synonyms:

Never before has the problem of low physical activity of children and adolescents been as acute as it is today. This is due to many factors, not least among which is the general enthusiasm of schoolchildren for computer games and communication in social networks. The time that the parents of modern children spent in outdoor games, the current younger generation sits at the computer. At the same time, the lack of motor activity is so great that 2-3 physical education lessons per week may seem like a drop in the ocean, unable to affect the physical development of schoolchildren. And if we recall the tragic cases that have become more frequent when passing standards, then the question arises: why is physical education needed at school? Maybe it is better to exclude this subject from the school curriculum altogether?

Such a radical approach to solving this problem cannot be considered reasonable; it is tantamount to offering the guillotine as a remedy for a headache. It is necessary not to exclude physical education, but to make sure that it brings maximum benefit and becomes an integral part of the way of life for children. And this will require fundamental changes in the teaching of this vital subject.

For normal physical development, a growing organism needs to move a lot and in a variety of ways, preferably in the fresh air. This ensures active blood circulation, sufficient oxygen supply to all organs, which creates the best conditions for the harmonious development of all body systems.

With the beginning of school life, the natural physical activity characteristic of children is sharply limited. Instead of outdoor games, they have to sit for a long time, first at lessons in stuffy classrooms, and then at home, doing homework. To compensate for the harm from a long stay in a static position, active movements help in between classes and on weekends.

However, modern realities are such that most children remain inactive even in their free time, preferring passive leisure activities. The reason for the mass character of this phenomenon, first of all, is insufficient parental control. Unfortunately, not all parents understand how much the physical development of children and adolescents depends on regular physical activity.

Many parents prefer to see their child at home at the computer than to worry about his safety, letting him play in the yard. Not everyone has the opportunity and desire to take children to sports clubs. A big problem is also malnutrition of children, leading to obesity. Overweight students tend to be inactive. This further exacerbates their lag in physical development.

But not only parents are to blame for the physical weakness of children. Much of the blame lies with the school. After all, the low level of physical culture of the majority of the population is a consequence of the attitude to teaching this subject in schools. Parents who have learned from childhood that a lesson in physical education is something unimportant, secondary, and in their children will bring up a disdainful attitude towards “physical education”.

However, something on which the main value for a person directly depends - his health cannot be unimportant and secondary. Few people after graduation will need knowledge of integrals or chemical formulas, but awareness of the need for regular physical activity and the use of healthy lifestyle skills will help make the life of any person healthier, longer, more fruitful.

It is in childhood and adolescence that health is laid for life. Therefore, it is so important to pay maximum attention to the physical development of schoolchildren. To do this, the teaching of physical education must be brought to a new level that will meet the needs of today.

Problems in teaching physical education

Today, the teaching of physical culture at school has many problems, these are:

• outdated teaching methods;
• lack of professional, conscientious specialists;
• insufficient funding.

If concern for the health of the younger generation is not an empty phrase, then the problems of teaching physical education in schools must be addressed as soon as possible.

Outdated programs and methods

One of the main problems of teaching physical education at school is outdated programs and methods. With a minimum of hours allocated for physical education lessons at school, students are required to pass standards that few can afford. Apparently, it is assumed that schoolchildren should train independently after school hours in order to improve their athletic performance. But such an approach is a utopia, especially if we take into account the current craze of schoolchildren with computers and the Internet.

The task of physical education should not be an assessment of the physical development of children, but this development itself. The requirement to pass the standards from untrained children does not bring any benefit, it can only cause harm to health, up to tragic cases, which, unfortunately, are happening more often.

The solution to this problem could be an individual approach to each child, taking into account the level of his physical development. Classes should not cause overstrain and negative emotions, only under such conditions can positive dynamics be expected from them. It is necessary to compare not students with each other, but the achievements of each child in comparison with his past results.

Given the lack of time allocated in the schedule for physical education lessons, it is necessary to actively develop sports at school and involve students in school sports clubs and extracurricular activities. Sports sections are not available to everyone, besides, sports aimed at achieving the highest results are not always good for health. Optional physical education classes in schools could make a significant contribution to the physical development and health of children.

Personnel issue

Professionalism and a responsible attitude to their work are important for all school teachers, and especially for physical education teachers. After all, they are entrusted with the most precious thing - the health and life of children.

Passion for one's profession and the ability to arouse interest in physical education in students are valuable, but, unfortunately, rare qualities. Many school PE instructors are characterized by a lack of enthusiasm and a formal attitude to work. One of the main reasons for this is the low salary and prestige of the teaching profession.

By raising the wages of school physical education teachers to a decent level, it would be possible to attract good specialists to this profession and increase their interest in the results of their work.

Material base

Today, the average sports hall in a school does not meet modern requirements in terms of its equipment. Most schools face the following problems caused by lack of funding:

• the lack of lockers for storing sports uniforms in schools;
• lack of showers;
• outdated gym equipment;
• lack of a variety of sports equipment.

The lack of personal lockers for storing sportswear makes life very difficult for students, as they have to carry bulky bags with tracksuits and shoes on top of everything.

For many children, especially teenagers, the inability to wash themselves after intense physical exercise becomes a problem. Due to the lack of showers, students have to put on a school uniform over a sweaty body and go to the next lesson not in the best shape. For many high school students, this is a reason to shy away from attending physical education classes.

But the most unpleasant consequence of the poor equipment of gyms is that because of it, safety equipment at physical education lessons is often not up to the mark. Outdated equipment, lack of modern means of insurance can cause injuries to students. In order to prevent unsafe situations, problems with the equipment of school gyms must be addressed first.

Due to the insufficient supply of sports equipment to schools, opportunities are often missed to introduce students to various sports that could interest them. The availability of skis, skates, tennis rackets, kayaks, weight training equipment would significantly expand the circle of schoolchildren who want to join physical education. The same applies to their own swimming pool, which for most schools remains in the category of unrealizable dreams.

Releasing a child from physical education - good or bad?

The reasons why parents seek to get their child exempted from physical education at school can be different: from concern for his health to not wanting to spoil the certificate with a low mark. But at the heart of each of these reasons is poor physical development and health problems that do not allow schoolchildren to enjoy classes and their success in physical education classes. But in fact, for such students, physical activity is even more necessary than for those who do not have such problems.

Systematic, well-chosen physical exercises, along with proper nutrition, can work wonders. This statement is true for everyone, but especially for children, because a growing organism is most susceptible to the beneficial effects of physical education.

Instead of getting a cherished certificate that allows you to avoid physical exertion, it is better to agree with the teacher about classes in a health group or therapeutic exercises, and make physical education an integral part of your child's life. If parents show perseverance, making efforts in this direction, then in the graduation class, a student who previously lagged behind in physical development will receive an honestly deserved excellent mark in the certificate. And along with it - good health and excellent physical shape, which is an immeasurably more valuable reward.

All of the above especially applies to parents of overweight children. It is understandable that mothers want to free overweight children from physical education in order to protect them from the ridicule of classmates, but for a child this can be a disservice. Regular physical activity, outdoor games in physical education classes are needed by full schoolchildren like no other. Excess weight of a child is a great damage to his health and self-esteem. And this is a big mistake of parents, which you should definitely try to correct with the help of physical education, changes in lifestyle and eating style.

It has long been proven that physical education in schools has a huge and decisive role in the formation and education of a full-fledged personality of a child. This subject solves the problem not only of strengthening and maintaining the health of schoolchildren in the future, but also of social adaptation, activity and sociability.

Where are school physical education classes held?

Physical education lessons in schools can be held in sports halls available in almost every school, on a specially equipped playground or on the street. In the gym and on the site, conditions must be created for classes in accordance with established standards. They determine how many students can study at the same time in the allotted area, what should be the height of the ceilings in the room, and the standards also establish the mandatory presence of ventilation and heating, the necessary lighting, the number of utility rooms and changing rooms, showers and sports equipment. Sports games are played on the grounds: football, basketball and volleyball. For them, the regulations establish the location of the goals for football, basketball baskets and volleyball nets.

What is a physical education lesson

Physical education lessons at school, as a rule, consist of three parts: introductory, main and final.

The introductory part, or warm-up, helps prepare the child's body for the upcoming load. In the main part, children learn new physical exercises, run, jump, throw, climb a rope, play outdoor games, conduct relay races. And in the final part, schoolchildren are invited to rest so that their heartbeat and pulse return to normal, and the body has time to rest.

It has been noted that physical education lessons in schools are usually tiring for children if they are built strictly according to the program. Therefore, during such lessons, children are often offered independent physical activity. The teacher conducts such lessons either in the gym or on the street, with or without sports equipment. It is also very useful to carry out a certain system of exercises to music, this relieves the stress of schoolchildren, helps to develop a sense of rhythm, coordination and attention in them.

Physical education minutes

The concept of "physical education in schools" also includes warm-ups or physical exercises, which can be carried out in other lessons. If the teacher sees that the children are tired and do not learn the material well, you can give them the opportunity to perform simple exercises, squats and tilts for a couple of minutes, this helps to relieve mental stress. In recent years, physical education sessions have been held mainly in primary and less often middle grades, and, unfortunately, they have forgotten about high school students. But in vain. By spending a few minutes warming up, teachers could get better results in their work, as well as good academic performance.

The Importance of Medical Checkups

In all schools, scheduled medical examinations of schoolchildren are carried out without fail, the purpose of which is to assess the state of health of each student, the level of his physical fitness. Based on the data of medical examinations, the doctor recommends the optimal types of physical exercises and the magnitude of the loads. During medical examinations, students are identified who, due to their physical and mental abnormalities, are indicated for physiotherapy exercises, such children are exempted from physical education classes in schools. But this is wrong, since it is these children who most of all need the beneficial effects of physical exercise on their weakened body. Depending on the state of health, schoolchildren are divided into 3 groups for physical education: basic, preparatory and special medical. Classes for each group are set by the school.

Physical education: program in elementary school

The lesson in elementary school is aimed primarily at the general improvement and physical development of students, as well as the development of independent and creative thinking of primary school students. Physical education in grades 1-3 is necessary for children, as it helps to develop endurance, helps to develop dexterity, flexibility, coordination of movements, and initial skills in team games.

The physical education lesson in elementary school is very important. The task of a physical education teacher in the primary grades is to convey to younger students the physical education knowledge, motor skills and abilities that are available for their age, as well as the ability to apply the acquired knowledge in everyday life.

Physical education in elementary school helps children to keep their bodies in good physical shape from an early age, forms a respectful attitude towards their health and the health of others, instills in future citizens collectivism, readiness to help, courage, responsiveness, diligence.

What exactly do elementary school children do in physical education classes? Physical education lessons in the lower grades are mainly devoted to sports games, various relay races and competitions. Theoretical classes usually take 3-5 minutes at the beginning of the lesson - the teacher tells the children the topic of the current lesson. In addition to games and relay races, much attention is paid to drills, running, walking, jumping, climbing and throwing, and acrobatic movements. In northern latitudes, physical education lessons also include skiing. All this is aimed at the development of movement and coordination.

Currently, a physical education lesson in elementary grades is held 3 hours a week. The program allows replacing one lesson per week with rhythm or choreography.

Physical education lesson in middle classes

Physical education at school, in middle grades, helps to teach children the following skills:

• Alternate walking and running.
• Running with obstacles.
• Proper breathing during movements.
• Long jump with a running start.
• High jump with a running start.
• Throwing a ball at a target from various distances.
• Catching the ball with one or both hands.
• Exercises on the gymnastic wall.
• Swimming and skiing.

In addition to the above skills of physical education in the middle classes, children are taught to conduct hardening, massage, mental regulation and self-control - all this is part of the education process.

Physical education lessons in high school

Physical education in high school serves to form the habit of the younger generation to go in for physical education and sports after graduation, it should orient young people to a healthy lifestyle, set them up for independent sports in the future, teaches them to understand the great value of maintaining a proper lifestyle and giving up bad habits .

Injuries of children at physical education lessons at school

Most of all, according to statistics, children aged 12-14 are most susceptible to various injuries in school physical education lessons. The sad figures indicate that among teachers, coaches, teachers, medical workers and parents, work should be carried out to prevent injuries in students in physical education classes. All these categories should be aware of the degree of injury risk of each sport included in the school physical education program, and also keep under constant control the causes that can lead to disastrous consequences.

Among all the numerous reasons leading to injuries in physical education classes, the most important are:

• Insufficient control by medical workers over the health status of students.
• Violation of discipline during the lessons.
• Faulty equipment or its inconsistency with anthropometric data.
• Lack of sportswear and shoes for students.
• Unfavorable weather conditions.
• Low qualification of the teacher or trainer.

Statistics show that the largest number of injuries received by children in physical education at school falls on gymnastics.

Organization of physical education lessons in schools in accordance with the Federal State Educational Standards (Federal State Educational Standards)

The forms of organizing the process of physical education at school (FGOS) are directly physical education lessons, sports competitions and holidays, health-improving warm-ups during the day, participation in sports clubs and sections, physical education and sports at home outside of school. In turn, all physical education lessons are divided into 3 types:

1. Educational and training orientation. At the lessons, students are introduced to practical material and educational knowledge of the subject (name and description of exercises, methodology and technique, etc.). At such lessons, training takes place with the gradual formation of the motor activity of children - initial study, in-depth training, consolidation of the material and improvement of the acquired skills.
2. Educational and cognitive orientation. At the lessons, children get acquainted with the basics of independent organization of physical education classes, learn directly to plan and carry out activities for general physical improvement. In the learning process, they actively use textbooks and teaching aids.
3. Educational and training orientation. It is carried out directly at physical education lessons to develop the physical data of children and their activity.

Teaching practice

Future teachers and teachers of physical education undergo compulsory practice in physical education schools in the process of learning. During the internship, students are asked to complete a number of tasks:

1. Acquaintance with the instruction of the student-trainee and the program. The necessary information is provided in the trainee's diary. The program includes visiting the school at the agreed time for acquaintance, conducting physical education lessons in junior, middle or senior classes. Each student trainee must teach 6 lessons on their own and 6 lessons as a teacher's assistant. The total workload of the internship is twelve hours a week.
2. Attend 3 physical education lessons with a fellow student. The purpose of such visits is to conduct a complete pedagogical analysis of the lessons.
3. Develop an independent plan for teaching some kind of motor action for the period of practice.
4. Write a holiday script for students, develop it and hold an event.

The Federal State Educational Standard for Basic General Education (approved by the Ministry of Education and Science of the Russian Federation of December 17, 2010 No. 1897) indicates that the subject results of the study of "Physical Culture" should reflect, in particular:

1) 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;

2) mastering the system of knowledge about the physical improvement of a person, creating the basis for the formation of 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 with various functional orientations (health improving , training, correctional, recreational and therapeutic), taking into account the individual capabilities and characteristics of the body, plan the content of these classes, include them in the mode of the school day and school week.

In connection with the need to achieve these results, the role of theoretical lessons in the subject increases, which are and remain the main form of obtaining knowledge by students.

With the introduction of the 3rd hour of physical culture at school, a problem arose - the lack of a second sports hall, since the existing sports hall at the maximum weekly load, taking into account classes in the second shift, can accommodate 15 classes of sets out of 17 available at the school. And this means that 6 lessons per week in primary and secondary schools should be carried out jointly with primary school students. Is it good when the weather is sunny, dry and the air temperature allows you to practice at the city stadium? What if it's raining or cold? That's when theoretical classes come to the rescue, which, using information and communication technologies, allow you to conduct a theoretical part for 45 minutes.

A computer at home, at school at the present time, is no longer a luxury, but a tool for work. Is it necessary to use ICT tools in physical education lessons? When for the first time you hear the phrase “computer in a physical education lesson”, then bewilderment immediately arises and the question is: is this compatible? After all, physical education is, first of all, movement. The specificity of each subject is varied, but the general principle is one - the task of the teacher is to create conditions for the practical acquisition of knowledge.Applying this principle to a physical education lesson, it can be noted that the teacher's task is to choose such teaching methods that would allow each student to show their activity, their creativity, to activate the student's motor and cognitive activity.. Modern pedagogical technologies, in particular the use of new information technologies, Internet resources, allow achieving maximum results in solving many problems.

1. Intensification of all levels of the educational process through the use of modern information technologies:

• improving the efficiency and quality of the learning process;
• increase in active cognitive activity;
• increase in the volume and optimization of the search for the necessary information.

2. The development of the student's personality, preparation for a comfortable life in conditions

Information society:

• development of communication skills;
• formation of information culture, skills to process information;
• formation of skills to carry out experimental research activities.

3. Work to fulfill the social order of society:

• preparation of an information literate person;
• implementation of career guidance in the field of physical culture.

With the use of ICT in physical education lessons, everyone wins: schoolchildren, parents, teachers, as these technologies carry out one of the most promising areas that allow increasing the efficiency of physical culture and health-improving activities - the personal interest of each student in strengthening their health. This helps me in solving another problem - to awaken the interest of schoolchildren in the formation of a healthy lifestyle.

The need to use ICT in physical education is caused by the need to improve its quality through the use of computers.

ICTs make it possible to organize the educational process at a new, higher level, to ensure a more complete assimilation of educational material.

With the help of ICT, it is possible to solve the problems of searching and storing information, planning, monitoring and managing physical education classes, diagnosing the state of health and the level of physical fitness of those involved.

How did I start using ICT in my practice in relation to physical education lessons. At the beginning, information technology in the fieldphysical education were used without the direct involvement of students: these are mainly text documents - applications, reports, regulations on competitions, printing letters. In parallel with the text documents, he created a database on the results of the performances of the school teams at sports competitions.

The most popular areas of application of information technologies in education are the acquisition of new knowledge, knowledge control and self-education.

Physical education lessons include a large amount of theoretical material, for which a minimum number of hours are allocated, so the use of electronic presentations allows me to effectively solve this problem.

Many explanations of the technique of performing the movements being learned, historical references and events, biographies of athletes, coverage of theoretical issues in various areas cannot be shown to students directly. Therefore, I use demonstration tools in the lesson (slides, pictures, animations, videos), which contributes to the formation of figurative representations in children, and on their basis - concepts. Students also help me with this, they are given homework of the same plan. They independently, using various literature, the Internet, video fragments, prepare a computer presentation.

What else is the effectiveness of using a computer in the classroom?

In the basic school, the foundations of the technique of motor actions are laid (throw of a basketball, low start in athletics, etc.), which are in demand throughout the school years. The main thing at this stage is mastering the basic technique of the studied motor actions. In order to create a correct idea of ​​the students about the technique of motor actions in all programs, the teacher of physical culture must be very well prepared professionally. A graduate sometimes experiences difficulties in the theory and methods of teaching, a trainee - age, illness, and here there is an opportunity to show what the teacher is not able to show. The child himself sees his movements, mistakes, shortcomings. "I did everything right - you're picking on me!" no longer passes.In this, I am helped by such presentations as “Hardening”, “Athletics”, “Basketball”, “Volleyball Technique”, “Olympic Movement”, “Outdoor Games”.

ICT can be successfully used in extracurricular activities: various presentations, videos, slide shows of sports topics to promote sports.

Since the beginning of the Olympiad for schoolchildren in the subject "Physical Education", the interest of physical education teachers and students in theoretical training has significantly increased. The program of the Olympiad includes tasks of a theoretical and practical nature. Moreover, if a student successfully performs in a practical competition, then this is most often the merit of not only (and not so much) teachers, but also teachers of additional education, coaches of the Youth Sports School. Preparation for the theoretical competition belongs entirely to the teacher of physical culture. Many participants of the regional stage of the Olympiad in the practical competition demonstrate a high level of physical fitness, however, the analysis of the results of the test assignments shows that the majority of schoolchildren have a low or below average percentage of test assignments. This part of the competition demonstrates the illiteracy of schoolchildren in compiling and describing various sets of exercises. Students do not know the terminology, the main provisions, they cannot write them down correctly, etc.For high-quality preparation in this direction, I use test tasks of various levels of complexity.(I use collection "Test questions and tasks in physical culture").This manual is devoted to the theoretical section, as the most lagging link in the framework of the physical education of schoolchildren and in its structure consists of three main sections:

• theoretical preparation for the Olympiads.The content side of this section consists of test questions concerning the history of the development of physical culture and the Olympic movement, the features of the functioning of the body when performing physical exercises, forms of organization of physical education classes, etc.;
• control of knowledge of students at school in physical culture. This section reveals the features of testing the theoretical foundations of knowledge in the classroom with the help of test tasks for students to fulfill the requirements of the section - “Know and have an idea” and the teacher receiving information about the course of each student's cognitive activity;
• conducting sports quizzes.This section presents material on the organization of quizzes during extracurricular time and theoretical and methodological tasks of a developing and cognitive nature, allowing students to arouse interest in sports events and a deeper study of the history of the physical culture movement.

One of the problems that is acute for physical education teachers is the lack (insufficient number) of textbooks for students, so I offer my students ready-madebooklets with theoretical material on physical cultureand I suggest that they issue similar ones.

A lot of preparation at the school is carried out before the beginning of the Presidential competitions. And although our students do not show high results in sports competitions, but in a creative competition, which includes a theoretical part, we take only the first places (2012-2013 academic year - 6,7,8 classes - 1st place).

I am an active user of Internet resources. I participate in the work of the Internet portal ProShkolu.ru Registered on the portal – Social network of educators nsportal. I have my own mini-site, which publishes the development of extra-curricular activities, physical education tests, questions and answers on the Olympic movement in the world.

Thus, based on my experience in this area, I believe that when preparing students for the theoretical course "Physical Education", the information received will allow to systematize knowledge about the basics of a healthy lifestyle, the rules of safe behavior in physical education lessons, to consolidate the techniques and rules first aid.