Development of small forms of physical exercise. Small forms of physical culture in the daily routine of a primary school student. Forms of organization of physical education of students

15.05.2020

1.1 General characteristics of small forms of employment

The main features that distinguish the so-called small forms of employment physical exercise from large, are mainly the following:

Relatively narrow focus of activity. Within the framework of small forms, as a rule, particular tasks are solved, the implementation of which objectively does not guarantee a far-reaching cardinal shift in the state of those involved, although it can to some extent contribute to it; typical here, in particular, are the tasks of moderate toning and accelerating the working out of the body during the transition from a state of rest to daily activity (as is envisaged in morning sessions hygienic charging or introductory industrial gymnastics), some optimization of the dynamics of operational performance in the process of industrial or other work and the prevention of its adverse effects on the state of the body (as when using the positive effect of active rest in the framework of physical training breaks, physical training minutes and micro sessions of industrial gymnastics), maintaining certain aspects of acquired fitness and the creation of some prerequisites conducive to the effectiveness of the main activities (as provided, for example, when performing the exercises included in the homework for the school course physical education) etc.;

Relatively short length of time. Small forms of organizing classes are, as it were, compressed in time, represent short sessions or a series of physical exercises that often take only a few minutes; insignificant differentiation of the structure. In small forms, the structure is, as it were, overthrown: the preparatory, main and final parts of the lesson are not only short-lived, but also limited in content, and in certain situations are practically not expressed (especially when physical exercises are closely integrated into the mode of dominant activity - labor, service, educational, - are directly subordinate to him, as in the case of introductory gymnastics, physical training breaks, physical training minutes); relatively low level of functional loads.

From all this follows, in essence, the additional role of small forms of classes in the general system of physical education. It does not follow, of course, that their value is generally insignificant and that they do not deserve a sufficiently serious attitude towards themselves. The inadmissibility of underestimating their significance is clearly indicated by many special studies carried out in recent decades. Systematically practiced such physical exercises, undoubtedly, are important factors in optimizing the current functional state of the trainees, contribute to the preservation of their health and ensuring normal vital activity, serve as publicly available forms of implementation. physical culture in everyday life. Their importance especially increases, naturally, when, for some reason, the physical activity of an individual in specific living conditions is mainly limited by them. At the same time, it is unrealistic to pin hopes only on them as the main factors of full-fledged physical education and development - such functions are not inherent in small forms, this can only be ensured by an integral system of comprehensive physical education, where small forms are one of the necessary components.

The methodology of constructing small forms of classes cannot, of course, not depend on the level of preparedness of the trainees, their age, individual and other characteristics, as well as on external circumstances. Most of all, its specificity is due to the specific orientation of the occupation and its place in the general mode of the individual's life.

1.2 Morning hygiene exercises

Morning hygienic exercises, as you know, are one of the most common, popular forms of physical education in the mode of everyday life (note that as small form classes, it is not identical either to the morning training sessions, which have become widespread in the practice of sports, or to similar cases of the use of physical exercises with a rather large volume of load). Its main purpose is to optimize the transition from prolonged rest (sleep) to daily activities. The basis of morning hygienic exercises is a kind of warm-up, with the peculiarity that it is not focused on operational preparation for any one type of activity, but on the gradual general activation of body functions, overcoming the inertia of rest, inclusion in everyday affairs in a state of normal tone and in a good mood. In parallel, within the framework of this form of training, it is possible to partially solve such tasks as the formation and maintenance of normal posture, maintaining the achieved level of development of individual motor qualities and general fitness and some others, but only insofar as this does not lead to unjustified forcing of the load here, does not contradict the laws of the gradual deployment of the body's functional capabilities after many hours of deep rest.

One of the fully justified schemes for drawing up a set of exercises for charging provides:

- "leveling" exercise (for example, smooth stretching with straightening of the limbs and trunk, lying in bed or in a standing position);

Exercise that non-forcefully activates blood circulation mainly in the large muscles of the lower extremities and the pelvic region (for example, leisurely squats or alternately stretching the rubber band with the legs while sitting);

Tilts, turns, rotation of the body with accompanying arm movements, a gradual increase in the amplitude and pace of movements;

Exercise of general or regional impact with pronounced, but not extreme muscular efforts (for example, push-ups in a lying position, imitation of a barbell push with overcoming the resistance of a rubber band);

A series of "stretching" movements (for example, alternate swinging movements of the arms and legs with an increase in amplitude to maximum);

Cyclic exercise that activates the functions of the respiratory and cardiovascular systems as part of an aerobic regime (for example, serial jumps in place or running for 3-5 minutes, causing an increase in heart rate to 140-150 beats / min);

The final series of movements (calming-transitional), partially leveling the excess functional activity caused by previous exercises (for example, walking at a decreasing pace with accentuated respiratory movements).

The approximate duration of the entire charge is about 10-15 minutes, not counting, of course, the subsequent shower and other individual hygiene procedures. Depending on the health of the student and the nature of the upcoming main activity, it is permissible, of course, to duplicate the types of the listed exercises and vary the partial loads associated with them. The limiting criterion here may be, in particular, the rate of normalization of the heart rate at the 5th minute after the last exercise, presenting a significant load (in the above complex, this is the sixth exercise); it can be assumed that the load in charging as a whole does not exceed the appropriate measure if the heart rate by this time is equal to or close to the level individually usual in a state of operative rest. With the relative standardization of charging within a certain period (for example, a month), it also acquires the meaning of a kind of functional test, the identification of a reaction to which can serve as one of the simple and at the same time informative ways of daily self-control.

Although, as you adapt to the applied set of morning exercises, it makes sense to periodically slightly increase the associated load parameters, however, turning it into a training lesson of the main type is inappropriate - judging by the prevailing arguments, it is better to start it no earlier than an hour and a half after breakfast (we also note that exercise can be presented in the daily mode not only as a morning hygienic, but also in a different form, with more free rationing of the load, for example, in the middle of the day).

The most common small forms of employment in the field of industrial physical culture are introductory gymnastics, physical training minutes and physical training pauses. Their distinctive features are to a decisive extent due to the fact that they are organically, directly built into the structure of the labor process and are subject to the laws of its optimization. This means, among other things, that only such types of physical exercises are acceptable in them and only such parameters of the associated loads that contribute to labor productivity, are consistent with its objective logic and optimize its impact on workers.

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physical exercise motor

Introduction

Conclusion

Introduction

I believe that in the modern pace of life, it is extremely important to remain healthy in all respects as a person.

Research by modern scientists increasingly confirms the relationship and interdependence between mental health and physical health.

Psychophysiological characteristics of labor - a conjugate characteristic of changes in the state of psychophysical and physiological systems and body functions under the influence of certain work activities.

Efficiency is the potential ability of a person to perform an expedient, motivated activity at a given level of efficiency for a certain time. Depends on the external conditions of activity and the psychophysiological reserves of a person. Distinguish between maximum, optimal and reduced performance.

Physical culture is the basis of the social and cultural life of an individual. As an integrated result of upbringing and vocational training, it manifests itself in a person's attitude to their health, physical capabilities and abilities.

It is important to be able to combine physical education and mental stress, especially during a difficult exam period.

The purpose of this work is to identify and analyze the means of physical culture during the examination period.

1. Using physical exercise as a means of active recreation

Distinguish between passive and active rest, associated with motor activity. Physiological examination of active recreation is associated with the name of I.M. Sechenov, who was the first to show that changing the work of some muscles by the work of others is better for restoring strength than complete inaction. This principle has become the basis for the organization of recreation in the field of mental activity, where appropriately selected physical activity before the start of mental work, during and after it has a high effect in maintaining and increasing mental performance. No less effective are daily independent physical exercises in the general mode of life. In the process of their implementation in the cerebral cortex a "dominant of movement" appears, which has a beneficial effect on the state of the muscular, respiratory and cardiovascular systems, activates the sensorimotor cortex, and raises the tone of the whole organism. During active recreation, this dominant contributes to the active course of recovery processes.

The principle of active rest has become the basis for organizing rest and for mental activity, where appropriately organized movements before, during and after mental work have a high effect in maintaining and increasing mental performance. brain, raises the tone of the whole organism. It is necessary to add here such a subjective psychological factor as the naturalness and physiological nature of physical exercises, which are never perceived by a person as something imposed on him, as an invasion of the natural mechanisms of the body.

The emotional factor should also be taken into account. An optimally dosed muscle load increases the overall emotional tone, creating a stable cheerful mood, which serves as the most favorable background for mental activity and an important preventive measure against overwork. I.P. Pavlov called it "a sense of muscle joy."

Active rest increases efficiency only if certain conditions are met:

its effect is manifested only at optimal loads; when the antagonist muscles are included in the work;

the effect decreases with rapidly developing fatigue, as well as fatigue caused by monotonous work;

the positive effect is more pronounced against the background of a greater, but not high degree of fatigue than with a weak degree;

the more trained a person is for tiring work, the higher the effect of active rest.

Cyclic exercises of moderate intensity (with a heart rate of 120-140 beats / min) have a beneficial effect on students who are tired of academic work. This effect is the higher, the more muscle groups are involved in vigorous activity. After the exam, to speed up the recovery process and relieve stress, it is helpful to do moderate cyclic exercises. Muscular activity, causing a sharp exacerbation of the emotional state during this period (competitions, martial arts, responsible sports games), leads to depression of mental performance. An idea of the nature of changes in mental and physical performance during the examination period is given in Table 1.

Table 1

2. Normalization of students' motor activity

One of the prerequisites for a healthy lifestyle is the systematic use of physical activity corresponding to gender, age and health status. They are a combination of various motor actions performed in Everyday life, as well as organized or independent physical culture and sports, and united by the term "physical activity".

A large number of people involved in the sphere of mental activity have limited motor activity. On the other hand, a significant part of the students is fond of sports, which has become one of the types of social activities. A high level of achievements in sports requires that those who go in for a very large volume and intensity of physical activity. Hence, an important task arises - the determination of the optimal, as well as the minimum and maximum volumes of motor activity. The minimum boundaries should characterize the amount of movement that a person needs to maintain a normal level of functioning of the body. The optimal limit should determine the volume of physical activity at which the best functional state of the body is achieved, a high level of educational, labor and social activity. study, work. Of course, these boundaries are relative, movable, and are determined by many factors: age, gender, level of fitness, nature of activity (mental, physical, lifestyle, temperament, etc.). A decrease in motor activity causes a state of hypokinesia, characterized by a number of significant disorders not only in the work of various physiological systems of the body, but also in the social behavior of a person.

Studying at a university and playing sports of the highest achievements make high demands on students. Students engaged in the field of sports should take into account that their activities are of a prestigious nature (participation in the national team of a country, republic, sports society, university).

To maintain this prestige, they have to spend not only free, but often study time (stay at training camps, competitions). Large physical and mental stress leads to general fatigue, often reducing the mental performance of student-athletes. Therefore, the higher school faces a difficult and at the same time socially significant task - to create for student-athletes such a regime of education, life and training, which, without reducing the level of sports achievements, would provide an opportunity for successful study. This requires an attentive and individual approach to each of them.

Research shows that the motor activity of female students during the period of study (8 months) is 56-65% of its value during the holidays, and during exams (2 months) - 39-46%. Its level during the holidays can be taken as a natural need for young people's movements, because during this period many factors (study sessions and self-preparation for them, travel related to studies, social work, etc.) that mask or limit the motor activity of female students have been removed. Therefore, we can reasonably state the presence of movement deficit among female students for most of the school year... On weekends, provided to students for rest and recuperation after academic and labor activity, the motor activity of female students decreases in relation to the average daily one due to the large expenditures of time for sleep (I0-II hour), self-service, performance of educational sessions (2.5- 4 hours), spending free time in conditions of low mobility (cinema, theater, concerts, TV, etc.) and extremely limited use of recreational and sports activities. All this reduces the growth rate of physical fitness, does not ensure its preservation and maintenance in the senior years after the completion of the compulsory course of physical education. So, during mass examinations of IV-V year students, a decrease in their level of development of individual physical qualities by 45-48% of the level reached by the end of the 2 course. Research shows that the use of physical culture and sports means in the amount of 9-12 hours per week or 1.3-1.8 hours daily creates stable preconditions for the physical improvement of students. The motivational side is very important in enhancing the use of physical culture means by students. Recreational activities should generate "functional" pleasure from their performance ("muscle joy"). Constantly repetitive physical exercises with gradually increasing physiological loads become more and more a need for students, the more pleasant and interesting they are for them.

3. The value of physical exercise as a means of counteracting mental stress and relieving neuro-emotional stress

Large mental loads, especially those that increase during long periods (up to 1.5 months during the period of test and examination sessions), can create neuro-emotional stress in students, which, if a number of preventive measures are not followed, related to the optimization of the regime of educational work, everyday life and rest, can lead to a violation of the human psyche.

A set of health-improving and hygienic measures helps to avoid this, which include active rest, normalization of sleep and nutrition, stay in the fresh air, and sufficient physical activity. The university provides students with three types of rest for the duration: short breaks between classes, a weekly rest day and vacation (winter and summer) rest. Despite the quantitative differences, all three types of rest should have one main task: to restore the optimal ratio of the main nervous processes in the cerebral cortex, disturbed by previous work, and the work capacity associated with it. For this, the rest should be the longer, the more intense and longer the previous work was. The state of mental tension may arise in 1st year students in connection with the process of adaptation to new learning conditions. This is due to many factors: the lack of regular monitoring of the progress of studies, new forms of education, entry into new team, lack of an individual approach on the part of teachers, the dean's office, separation from the family, the need to live in a hostel. Comprehensively affecting the nervous system of students, these factors can cause unmotivated absenteeism, lack of initiative, isolation.

Under these conditions, physical exercise takes on a new meaning as a way to release nervous tension and preserve mental health. Discharge of increased nervous activity through movement is most effective. When doing physical education, the body produces the hormone of joy - serotonin. Systematic physical training increases resistance to negative factors crediting and examination period. This is evidenced by relatively small shifts in the physiological and psychomotor functions of students who regularly play sports, and a lower level of excitement on the exam than other students. Regular physical education and sports, not interrupted by exams, help students to better organize a healthy lifestyle, largely preventing the onset of overwork.

4. "Small forms" of physical culture in the mode of educational work of students

The "small forms" of physical culture in the mode of educational work of students include morning hygienic gymnastics, physical culture pause, micro-pauses in the educational work of students with the use of physical exercises (physical culture minutes).

Morning hygienic gymnastics (UGG) is the least difficult, but quite effective form for the accelerated inclusion of students in the school day. It speeds up bringing the body to a working state, increases the flow of blood and lymph in all parts of the body and speeds up breathing, which activates the metabolism and quickly removes decay products accumulated overnight. Systematic exercise improves blood circulation, strengthens the cardiovascular, nervous and respiratory systems, improves the activity of the digestive organs, and promotes more productive activity of the cerebral cortex.

Daily UGG supplemented with water procedures - effective a means of increasing physical fitness, educating will and hardening the body.

Physical culture break is an effective and accessible form. It is designed to solve the problem of providing active recreation for students and increasing their performance.

Numerous studies indicate that after the second couple of hours of study, students' mental performance begins to decline. 2-3 hours after the end of the training sessions, the working capacity is restored to a level close to the initial one at the beginning of the school day, and with self-preparation, its decline is again noted.

Taking into account the dynamics of students' working capacity during the school day, a physical culture break of 10 minutes. recommended after 4 hours of training and lasting 5 minutes. - after every 2 hours of self-study, i.e. in periods when the first signs of fatigue approach or appear. It should be carried out in a well-ventilated area. Physical exercises are selected in such a way as to activate the work of the body systems that did not take part in the provision of educational and labor activities.

Physical culture breaks should be carried out in well-ventilated areas. Physical exercises are selected so that they activate the work of systems that did not take part in educational and labor activities. In addition to physical culture breaks in the process of mental work, especially during self-preparation, it is advisable to perform special postural exercises. With the help of postural exercises, skeletal muscles are included in the sitting position. With prolonged intense mental work, accompanied by emotional stress, voluntary general relaxation of the skeletal muscles is recommended, combined with rhythmic contractions of individual muscle groups, small in mass (for example, flexors or extensors of the fingers). In order to increase the tone of the brain's working capacity, improve the breathing and blood circulation regime, it is advisable to regularly perform microdoses of postural exercises every 30-60 minutes, lasting 1-1.5 minutes in a sitting workplace. Every 2 hours, it is recommended that you do 1-minute dynamic exercises, such as jogging in place, paying attention to rhythmic, deep enough breathing.

Studies show that the effectiveness of the influence of a physical culture break is manifested with a 10-minute pause in increasing efficiency by 5-9%, with a 5-minute pause - by 2.5-6%.

Micropauses in the educational work of students with the use of physical exercises (physical culture minutes) are useful due to the fact that in the mental work of students, due to the influence of various factors, states of distraction from the work performed, which are relatively short 1-3 minutes, arise. More often this is due to fatigue in conditions of limited activity of skeletal muscles, monotonous nature of the work performed, etc. Most often, such phenomena are observed during self-training of students, performed against the background of six, and sometimes eight-hour classroom lessons.

Scheme of a complex of physical culture pause for students who have been in a sedentary state for a long time (an approximate set of exercises):

1st exercise

Starting position - the main stand (I. p. - o. S).

1. Right leg back to toe, arms up.

2. Stretch.

3-4. Place your leg, arms across the sides down.

The same with the other leg. Repeat 6-8 times.

2nd exercise

I. p. - stand feet apart, hands behind the back, grasp the fingers with your left hand with your right hand.

1. Bend your arms as much as possible.

2. Bend over.

3. Tilt of the trunk forward.

4. I. p. Repeat 6-8 times.

3rd exercise

1. Semi-squat on the right leg, left - forward to the toe, arms up.

2-3. Tilt your torso back, keeping it straight.

4. I. p. The same with the other leg.

Repeat 8 times.

4th exercise

I. p. - hands on the belt.

1. Step right foot to the right.

2. Step left foot to the left.

3-4. Leap your feet together. The same with the other leg.

Repeat 6-8 times.

5th exercise

1. Step right foot to the right, hands behind the head.

2. Tilt of the body to the left.

3. Straighten up.

4. I. p. The same in the other direction.

Repeat 4-6 times in both directions.

6th exercise

1-2. Tilt of the body forward, arms to the sides, lifting them higher.

3-4. Reduce the tension of the muscles of the arms, slightly lower them.

5-6. Relax your muscles, drop your arms.

7-8. Accept and. NS.

Repeat 4 times.

7th exercise

I. p. - legs apart, arms bent at the elbows.

Hand movements, as when running at a pace, corresponding to musical accompaniment.

5. Educational and independent lessons in physical culture in the mode of educational and labor activity (examination period)

Effective training of specialists at a university requires the creation of conditions for intensive and strenuous creative educational work without overload and fatigue, in combination with active rest and physical improvement. This requirement should be met by such use of means of physical culture and sports, which contributes to the maintenance of a sufficiently high and stable educational and labor activity and working capacity of students. Providing this function of physical education is one of the leading in social terms.

In a series of studies (M.L. Vilensky, V.P. Rusanov), the expediency of doing physical exercises and sports during such periods of students' academic work, when there is a decrease in working capacity, a deterioration in well-being, was checked: at the end of the school day (in the last pair of classes), at the end of the week (Friday, Saturday) throughout the school year.

The materials obtained indicate that physical exercises with light loads during the training period (at the beginning of the school day) provide a short-term (by 1.5-2 hours) increase in working capacity and support it by elevated level in the next 4-6 hours of educational work. Further, during self-preparation, by 18-20 hours, the level of performance gradually decreases to the initial one. During the school week, the positive effect of classes with such loads is generally insignificant.

Classes with loads of medium intensity provide the greatest increase in the level of efficiency until the end of the school day, including the time for self-study. During the school week, the positive impact of such exercises lasts for the next 2-3 days, after which it gradually fades away.

The use of high intensity loads in the immediate period of aftereffect (up to 1 hour) slightly increases the level of mental performance. In the subsequent hours of academic work, it decreases to 70-90%. Only after 8-10 hours, its level returns to its original value. The negative long-term aftereffect of such loads persists for 3-4 days of the school week. Only at the end of it is the restoration of working capacity observed.

The conducted studies allow us to consider a number of options for conducting classes during the test and examination period, each of which has a positive effect on the performance and psychoemotional state of students:

Option 1 - classes are held once a week after passing the exams. Duration - 90 minutes. Content - swimming, sports games, athletics and general developmental exercises of moderate intensity;

Option 2 - two sessions per week, 45 minutes each. with the following structure: exercises for attention - 5 minutes, general developmental - 10 minutes, outdoor and sports games - 25 minutes, breathing exercises - 5 minutes;

3rd option - two sessions per week, 45 minutes each. if possible after the exam. Their content includes general developmental exercises, a variety of two-sided and outdoor games, which are chosen by the students themselves. Classes are complemented by a daily UGG, and after 55-60 minutes. educational work - physical culture pause up to 5-10 minutes;

4th option - daily lessons for 60-70 minutes. of moderate intensity, the content of which includes swimming, minifootball, quiet running, general developmental exercises. After each exam, the duration of the lessons is increased to 120 minutes. In addition, every two hours of mental work, a 10-minute set of exercises is performed;

The 5th option is distinguished by the complex organization of the healthy lifestyle of students during the examination period. Its content covers a clear regulation of sleep, nutrition, self-preparation, stay in the fresh air for at least 2 hours a day. Physical activity is determined by performing a 15-20-minute exercise in the air, physical education pauses after 1.5-2 hours of mental work, walking in the fresh air for 45-60 minutes, after 3.5-4.5 hours of educational work in the first half day and after 3.5-4 hours of mental work - in the second. At the request of students, the second walk can be replaced by ball games.

Sports and outdoor games used in all variants should not be of a highly intense competitive nature.

During the research, three groups of students were observed: the 1st group had an arbitrary mode of organizing life, where there was no element physical activity; in the 2nd group, physical activity was normalized with disordered sleep, nutrition, self-preparation, exposure to air; Group 3 maintained a complexly ordered lifestyle throughout the session. It was found that the gradient of decrease in working capacity under the influence of examinations is significantly less in the 3rd group. This indicates that only with a complexly ordered lifestyle is the process of restoring working capacity normalized during the day and week. If the DA is optimally organized, but is not associated with the general structure of life, the full improvement of the living conditions of students during the exams is not ensured.

When conducting training sessions during the exams, their intensity should be reduced to 60-70% of the usual level.

It is inappropriate to study the technique of new exercises and try to improve it. The focus of these activities can be characterized as preventive, and for those who go in for sports - as maintaining the level of fitness.

Conclusion

The dynamics of the educational process with its uneven distribution of loads and intensification during the examination session is a kind of test of the students' organism. There is a decrease in functional resistance to physical and psycho-emotional stress, the negative influence of hypodynamics, violations of work and rest, sleep and nutrition, intoxication of the body due to bad habits; a state of general fatigue arises, turning into overwork.

The positive nature of changes in mental performance is achieved in many respects with adequate use of physical culture means, methods and modes of exposure for each individual. Generalized characteristics of the effective implementation of physical culture means in studying proccess, ensuring the state of high performance of students in educational and labor activities, are: long-term preservation of performance in academic work; accelerated workability; the ability to accelerate recovery; low variability of functions that carry the main load in various types of educational work; emotional and volitional resistance to confusing factors, the average severity of the emotional background; reduction of the physiological cost of educational work per unit of work.

Bibliography

1. Fundamentals of sports training and methods of monitoring the state of the body of students at the university. Tutorial. / Ed. T.G. Savkiva. 1997.

2. Physical culture of the student. / Ed. IN AND. Ilyinich. 2000.

3. Basics healthy way life. Tutorial. / Ed. L.M. Krylova. 1997.

4. Human physiology: a textbook for higher education educational institutions physical culture / A.S. Solodkov, E.B. Sologub. - M., 2001.

5. Physical culture and sport in the system of higher professional education / V.A. Litvinov. 2006.

6. Theory and methodology of physical education and sports / Zh.K. Kholodtsov. 2003.

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Predisposition to different types of physical activity due to body characteristics and types of temperament. Types of fatigue, its manifestation during physical activity. The method of dosing physical exercises and the development of strength capabilities.

The main features that distinguish the so-called small forms of physical exercise from large ones are mainly the following:

Relatively narrow focus of activity. Within the framework of small forms, as a rule, particular tasks are solved, the implementation of which objectively does not guarantee a far-reaching cardinal shift in the state of those involved, although it can to some extent contribute to it; typical here, in particular, are tasks of moderate toning and acceleration of the body's working out during the transition from a state of rest to daily activities (as provided for in sessions of morning hygienic exercises or introductory industrial gymnastics), some optimization of the dynamics of operational performance in the process of industrial or other work and prevention its adverse effects on the state of the body (as when using the positive effect of active rest within the framework of physical training breaks, physical training minutes and micro-sessions of industrial gymnastics), maintaining certain aspects of acquired fitness and creating some prerequisites that contribute to the effectiveness of basic exercises (as is provided, for example, when performing exercises, included in the homework for the school course of physical education), etc .;

Relatively short length of time. Small forms of organizing classes are, as it were, compressed in time, represent short sessions or a series of physical exercises that often take only a few minutes; insignificant differentiation of the structure. In small forms, the structure seems to be overthrown: the preparatory, main and final parts of the lesson are not only short-lived, but also limited in content, and in certain situations are practically not expressed (especially when physical exercises are closely integrated into the mode of dominant activity - work, service , educational, - are directly subordinate to him, as in the case of introductory gymnastics, physical training breaks, physical training minutes); relatively low level of functional loads.

From all this follows, in essence, the additional role of small forms of classes in the general system of physical education. It does not follow, of course, that their value is generally insignificant and that they do not deserve a sufficiently serious attitude towards themselves. The inadmissibility of underestimating their significance is clearly indicated by many special studies carried out in recent decades. Systematically practiced such physical exercises, undoubtedly, are important factors in optimizing the current functional state of trainees, contribute to the preservation of their health and ensuring normal vital activity, serve as generally available forms of introducing physical culture into everyday life. Their importance especially increases, naturally, when, for some reason, the physical activity of an individual in specific living conditions is mainly limited by them. At the same time, it is unrealistic to pin hopes only on them as the main factors of full-fledged physical education and development - such functions are not inherent in small forms, this can only be ensured by an integral system of comprehensive physical education, where small forms are one of the necessary components.

MINISTRY OF SPORT AND TOURISM OF THE REPUBLIC OF BELARUS

ESTABLISHMENT OF EDUCATION "BELARUSIAN STATE UNIVERSITY OF PHYSICAL CULTURE"

Department of Theory and Methods of Physical Education and Sports

COURSE WORK

Inappropriate forms of building classes in physical education

Performer: 4th year student,

SPF SI and E, group 145

Andryushchenko V.I.

Scientific adviser: O. I. Kureichik

Introduction

Chapter 1. Small forms of classes

1.1 general characteristics small classes

1.2 Morning hygiene exercises

1.3 Introductory gymnastics

1.4 Physical pauses and physical training minutes

Chapter 2. Large forms of occupation

2.1 General characteristics of large forms of occupation

2.2 Amateur training sessions, similar to the lesson

2.3 Types of amateur activities with a health-improving orientation

2.4 Physical culture and recreational forms of employment, which have the character of extended active recreation

Chapter 3. Competitive forms of training

3.1 The competitive method in physical education

3.2 The concept of competitive forms of training

Conclusion

Bibliography

Introduction

Physical education is largely carried out in the form of extracurricular activities. This is natural, since learning as a pedagogically organized process takes a relatively short place in a person's life.

The introduction of non-routine physical exercises in everyday life should be accompanied by a radical improvement in their quality. It is important to bring non-routine lessons into a scientifically grounded system organically connected with the regime of a person's entire life, and, thus, effectively contribute to his work, optimize everyday life and rest. In this regard, the scientific development of the methodology for conducting non-routine forms of classes is underway, the features and educational capabilities of each of them are being clarified.

For non-routine physical exercises, an independent organization of activities is characteristic in order to strengthen health, preserve and increase efficiency, hardening and treatment, education of physical and volitional qualities, as well as mastering certain actions.

Non-curricular activities differ from the lesson ones, often in a narrower content, their structure is then less complex. Non-routine forms of training presuppose increased self-discipline, initiative, and independence.

The specific tasks and content of extracurricular activities depend to a large extent on the inclinations and hobbies of those involved.

The methodology for constructing non-lessons has much in common with the methodology for constructing lessons. Their structure should also ensure the gradual adaptation of the organism, good conditions to do the main work and complete it. In dosing the load, providing assistance and insurance (in group lessons) and self-organization of the trainees, many rules and techniques are used that are guided by the teacher.

Relevance of the topic. The choice of the topic of the term paper is due to its relevance. After all, it is known that the basic lessons in physical education at school do not provide the required need for movement, moreover, in the last decade, children of almost all developed countries of the world have been characterized as hypodynamic, prone to obesity, with a lot of bad habits. The systematic use of non-routine forms of organizing classes is an opportunity to correct the current situation.

Purpose of work. To reveal the importance of non-routine forms of organizing classes in physical education.

Work tasks.

1. To study small forms of organization of classes in physical education.

2. To study large forms of organization of classes in physical education.

3. To study the competitive forms of organizing classes in physical education.

Methods work .

1. Search for theoretical information.

2. Collection of theoretical information.

3. Analysis of theoretical information.

4. Synthesis of theoretical information.

Structure and scope of work. Course work executed on 32 sheets of A4 format, consists of three chapters. When writing the work, 26 literary sources were used.

Chapter 1. Small forms of classes

1.1 General characteristics of small forms of employment

The main features that distinguish the so-called small forms of physical exercise from large ones are mainly the following:

Relatively narrow focus of activity. Within the framework of small forms, as a rule, particular tasks are solved, the implementation of which objectively does not guarantee a far-reaching cardinal shift in the state of those involved, although it can to some extent contribute to it; typical here, in particular, are tasks of moderate toning and acceleration of the body's working out during the transition from a state of rest to daily activities (as provided for in sessions of morning hygienic exercises or introductory industrial gymnastics), some optimization of the dynamics of operational performance in the process of industrial or other work and prevention its adverse effects on the state of the body (as when using the positive effect of active rest within the framework of physical training breaks, physical training minutes and micro-sessions of industrial gymnastics), maintaining certain aspects of acquired fitness and creating some prerequisites that contribute to the effectiveness of basic exercises (as is provided, for example, when performing exercises, included in the homework for the school course of physical education), etc .;

Relatively short length of time. Small forms of organizing classes are, as it were, compressed in time, represent short sessions or a series of physical exercises that often take only a few minutes; insignificant differentiation of the structure. In small forms, the structure seems to be overthrown: the preparatory, main and final parts of the lesson are not only short-lived, but also limited in content, and in certain situations are practically not expressed (especially when physical exercises are closely integrated into the mode of dominant activity - work, service , educational, - are directly subordinate to it, as in the case of introductory gymnastics, physical training breaks, physical training minutes); a relatively low level of functional loads.

From all this follows, in essence, the additional role of small forms of classes in the general system of physical education. It does not follow, of course, that their value is generally insignificant and that they do not deserve a sufficiently serious attitude towards themselves. The inadmissibility of underestimating their significance is clearly indicated by many special studies carried out in recent decades. Systematically practiced such physical exercises, undoubtedly, are important factors in optimizing the current functional state of trainees, contribute to the preservation of their health and ensuring normal vital activity, serve as generally available forms of introducing physical culture into everyday life. Their importance especially increases, naturally, when, for some reason, the physical activity of an individual in specific living conditions is mainly limited by them. At the same time, it is unrealistic to pin hopes only on them as the main factors of full-fledged physical education and development - such functions are not inherent in small forms, this can only be ensured by an integral system of comprehensive physical education, where small forms are one of the necessary components.

1.2 Morning hygiene exercises

Morning hygienic exercises, as you know, are one of the most common, popular forms of physical education in the mode of everyday life (note that as a small form of exercise, it is not identical either to morning training sessions, which have become widespread in sports practice, or to similar cases of using physical exercises with quite a large amount of load). Its main purpose is to optimize the transition from prolonged rest (sleep) to daily activities. The basis of morning hygienic exercises is a kind of warm-up, with the peculiarity that it is not focused on operational preparation for any one type of activity, but on the gradual general activation of body functions, overcoming the inertia of rest, inclusion in everyday affairs in a state of normal tone and in a good mood. In parallel, within the framework of this form of training, it is possible to partially solve such tasks as the formation and maintenance of normal posture, maintenance of the achieved level of development of individual motor qualities and general fitness and some others, but only insofar as this does not lead to unjustified forcing of the load here, does not contradict the regularities of the gradual deployment of the functional capabilities of the organism after many hours of being in a state of deep rest.

One of the fully justified schemes for drawing up a set of exercises for charging provides:

- "leveling" exercise (for example, smooth stretching with straightening of the limbs and trunk, lying in bed or in a standing position);

The forms of physical exercises are understood as the ways of organizing the educational process, each of which is characterized by a certain type of relationship (interaction) between the teacher (coach, judge) and the students, as well as by the corresponding conditions of the classes. According to the peculiarities of the organization of those involved and the methods of their guidance, physical education classes are divided into two groups - lesson and non-lesson.

Lesson forms are classes conducted by a teacher (trainer) with a permanent staff of students. These include:

1. Physical education lessons conducted by teachers under state programs in educational institutions where physical education is a compulsory subject (school, college of vocational education, university, etc.).

2. Sports and training sessions conducted by coaches with a focus on improving those involved in the chosen sport.

Inappropriate forms are classes conducted both by specialists (in an organized manner) and by those who are engaged (independently) with the aim of active recreation, strengthening or restoring health, maintaining or increasing working capacity, developing and improving physical qualities, improving motor skills. These include:

1.Small forms of employment ( morning exercises, introductory gymnastics, physical training pause, physical training minutes, micro pause), used for operational (current) control of the physical state. Due to their short duration, these forms, as a rule, do not solve problems of a developing, training nature.

2.Large forms of occupation, i.e. classes are relatively long, one and multidisciplinary (aerobics, shaping, callanetics, athletic gymnastics, etc.). These forms of training are aimed at solving problems of a training, health-improving and rehabilitation or recreational nature.

3. Competitive forms of training, i.e. forms of physical culture and sports activity, where the winner, place, physical or technical readiness, etc. are determined in competitive wrestling.

LESSON FORMS OF LESSONS

For lesson forms of classes, it is characteristic that the activities of those involved are controlled by a teacher of physical culture and sports, who, for a strictly set time, in a specially designated place, manages the process of physical education in a relatively constant study group of students (class, section, team) in accordance with with the requirements of the pedagogical laws of training and education. At the same time, the frequency of classes, their duration and interrelation are strictly observed. In addition, educational forms are characterized by the construction of lessons within the generally accepted structure, by which it is customary to understand the division of a lesson into three component parts: preparatory, main and final.

Preparatory part is necessary for the initial organization of those involved, mental and functional preparation of the body, as well as the musculoskeletal system for the upcoming main work.

Main part provides the solution to the problems of teaching the technique of motor actions, the upbringing of physical and personal qualities.

Final part is designed to gradually reduce the load on the body and to organize the end of the lesson.

On the basis of the main orientation, they distinguish between lessons of general physical training, lessons of professionally applied physical training, sports training lessons, methodological and practical lessons.

General physical training lessons are used for almost everyone age groups... Their main focus is the comprehensive physical training of those involved. The lessons are characterized by a variety of means and methods, complexity, medium and moderate loads on the body.

Applied physical training lessons are conducted mainly in secondary and higher educational institutions. Their main focus is the formation of leading motor skills for specific professions, as well as the development of physical qualities.

Sports training lessons are the main form of training with athletes of all categories and serve to prepare them for competitions.

Methodical and practical lessons are conducted mainly in secondary specialized and higher educational institutions. Their main focus is the operational mastery of the methods and methods of physical culture and sports activities to achieve educational, professional, life goals of the individual.

Based on the tasks to be solved, the following types of lessons are distinguished:

1. Lessons in mastering new material. They are characterized by widespread use of verbal methods, low "motor" density.

2. Lessons to consolidate and improve educational material.

3. Control lessons are designed to determine the level of preparedness of those involved, to test their assimilation of knowledge, abilities and skills.

4. Mixed (complex) lessons are aimed at the joint solution of the problems of teaching the technique of movements, education of physical qualities, control over the level of physical fitness of those involved, etc. According to the type of sport, there are lessons in gymnastics, athletics, swimming, etc. They have their own specific content, structural structure, etc.

LESSONS OF LESSONS

As already mentioned above, in mass physical culture and sports practice, small, large and competitive forms of non-class training are used. Small forms of classes are characterized by:

1. The relatively narrow focus of the activities of those involved in comparison with the lesson and large forms of classes. Therefore, only certain particular problems are solved here:

a) a moderate increase in tone and acceleration of the working out of body systems during the transition from a state of rest to daily activities (forms: morning exercises, gymnastics, introductory derivative gymnastics);

b) the current optimization of the dynamics of operational performance during work and the prevention of adverse conditions on the body (forms: physical training pause, physical training minutes, micro-pause of active rest);

c) maintaining individual sides of acquired fitness and creating prerequisites for increasing the effectiveness of the main classes (homework for the course of physical education, sports improvement).

2. A short duration of classes (from 2-3 to 15-20 minutes).

3. The absence or lack of expression of the structure of the structure of the lesson, i.e. preparatory part, for example, jogging, hygienic gymnastics, exercise minutes, etc.

4. Low level of physical culture loads.

It should be noted that small forms of classes play an additional role in the general system of physical education classes.

Large forms of non-class activities include:

a) independent (amateur) training sessions. They require a certain "physical culture literacy", especially of a methodological nature, from those involved in the correct construction of the lesson, correct regulation of the load, and the exercise of self-control;

b) classes related to solving problems of a health-improving and rehabilitation or recreational nature. These include aerobics, shaping, callanetics, wushu, hiking, skiing, mass games

etc. The main specific traits these activities: moderation of the load without fatigue; lack of strict regulation; free variation of behavior.

Competitive forms of organizing classes include:

a) the actual sporting events, assuming the maximum realization of the possibilities of those involved. They are characterized by: clear regulation of the subject, methods and conditions of the competition, the presence of refereeing, etc .;

b) competitive forms of training (for example, control lessons, tests, passing standards, etc.). Here, the signs inherent in sports are partially absent or less pronounced.

Depending on the number of people involved in physical exercises, there are individual and group forms of training. Lessons of the non-routine type, as opposed to the lesson-type ones, are carried out on the basis of complete voluntariness. The choice of a specific non-routine form of study is largely determined by the interests and inclinations of the students.

Forms of organization of physical education of students

Physical education at the university is carried out throughout the training of students in the mode learning activities and outside the classroom.

Physical education of students in the mode of academic work is carried out in the following forms:

1. Training sessions provided for by the curriculum and schedule of the university (4 hours a week). This is the main form of physical education classes.

2. Optional classes, which are a continuation and addition to educational

ny occupations. They are included in the curriculum by the educational department (part) of the university in agreement with the Department of Physical Education, in order to provide students with the opportunity to visit them. In optional classes (2-4 hours a week), students' physical training is improved in the volume of program forms requirements, professional training deepens, knowledge of the theory and methodology of physical education expands, students continue to prepare for public physical culture and sports activities.

Physical education of students outside school hours (i.e. outside of compulsory classes) is carried out in the following forms:

1. Physical exercises during the school day: morning exercises, introductory gymnastics, physical culture breaks, additional classes, etc. Physical training pauses are carried out after the first 4 hours of classroom or practical training. Their duration is 8-10 minutes. Additional classes (individual or group) are conducted by the teacher with the aim of preparing poorly prepared students for passing the credit standards and requirements of the physical education curriculum. Physical exercises during the school day perform the function of active rest.

2.Organized classes of students outside the classroom at sports sections, in groups of general physical training, aerobics, shaping, etc. under the guidance of a teacher in physical culture and sports.

3. Students' independent physical exercises in their free time:

a) on the basis of complete voluntariness and initiative;

b) as instructed by the teacher (homework).

4. Mass physical culture and sports events held on weekends during the school year and during vacation time. Their content includes sports evenings, sports competitions with the participation of national teams of faculties, mass crosses and relay races, physical culture holidays, competitions of various levels, hiking trips, etc.

5. Classes in health and sports camps during the period of summer and winter student holidays, providing recovery, health, hardening and developmental effects. In the conditions of the camp, many forms of students' physical activity are realized: morning gymnastics, swimming training, training sessions in different types sports, classes with students with impaired health (according to treatment programs), hiking trips, physical culture and sports entertainment and games, intra- and intercamp sports competitions, etc.

Thus, in addition to solving educational and educational problems, physical education during extracurricular time is designed to increase the physical activity of students; improve professional and applied readiness and optimize educational performance by relieving neuro-emotional stress; to continue the formation of knowledge, abilities and skills related to the conduct of independent physical culture and sports activities.

Lecture 6

BASICS OF THE METHODS OF SELF-LEARNING WITH PHYSICAL EXERCISES

PLAN

1. Planning and managing self-study.

3. Organization of independent physical exercises of various orientations. The nature of the content of the classes, depending on the age.

4. Features of self-study for women.

5. Boundaries of the intensity of loads in the conditions of training for people of different ages. The relationship between the intensity of loads and the level of physical fitness.

6. Self-study hygiene.

7. Self-control over the effectiveness of self-study.

LITERATURE

1.Alekseev A.V. Himself a trainer.-M.: FiS, 1969.

2. Belov V.I. Encyclopedia of Health. - M .: Chemistry, 1993.

3. Belov R. A. et al. Self-study of students in physical culture.-Kiev: Higher school, 1988.

4.Vydrin V.M., Zykov B.K., Lotonenko A. V. Physical culture of university students.-Voronezh: Izd. VSU, 1991.

5.Mass physical culture at the university / Ed. V. A. Maslyakova, V. S. Motyatova.-M.: FiS, 1994.

6. Reizin V.M., Shushko A.S. Physical culture in the life of a student. - M .: Higher school, 1986.

7. Physical education: Textbook / Ed. V.A. Maslyakov, V.A. Korobkov. - M .: Higher school, 1983.

Independent physical exercise, sports, tourism should be an obligatory part of a healthy lifestyle for students, graduate students, teachers and employees of higher educational institutions. They are an integral part of the scientific organization of labor, compensate for the deficit in physical activity, contribute to a more effective recovery of the body after fatigue, increase physical and mental performance.

Self-study can be conducted in any conditions, at different times and include teacher assignments or according to an independently compiled program. This form of training is becoming more widespread every year. It is necessary to improve the athletic performance of athletes, a. also helps to attract an ever wider range of university staff members to classes, the introduction of a healthy lifestyle.

1. Planning and managing self-study

Self-study planning is carried out by students under the guidance of teachers.

It is advisable to develop long-term plans for self-study for the entire period of study, i.e. for 4-6 years. Depending on the state of health, the medical group, the initial level of physical and sports-technical readiness, students can plan to achieve various results by years of study at the university and fulfill the requirements and norms of the curriculum for physical culture. These plans reflect the different challenges faced by students enrolled in different medical groups.

The main task of independent training sessions of students classified as special medical group,- elimination of residual effects after previous diseases and elimination of functional deviations and deficiencies physical development... Students of a special medical group, when conducting independent training sessions, should consult and maintain constant communication with the physical education teacher and the attending physician.

Students who are assigned to preparatory medical group, independent training sessions with the task of mastering all the requirements and norms of the curriculum are recommended. At the same time, individual sports are available for this category of students.

Students main medical group are divided into two categories: previously engaged in sports and not previously engaged in sports. All students in this group should start with multi-round training. Students who have not previously played sports and have no interest in it are recommended to engage in a versatile training program. Students who entered the 1st year with a certain sports and technical training should strive to constantly improve their sports skills.

At the same time, the planning of independent physical exercises and sports is aimed at achieving a single goal, which stands before students of all medical groups - the preservation good health maintaining high level physical and mental performance.

Independent training sessions are held in all years of students' study. Where there are scheduled physical education classes for senior years, self-directed studies are conducted in addition to these training sessions, taking into account the personal aspirations and interests of students.

Self-study management consists in determining the state of health, the level of physical and sports readiness of those who go in for each segment of the training time and, in accordance with the results of this definition, in correcting the various aspects of training in order to achieve their greatest efficiency.

To control the process of self-training, it is necessary to carry out a number of activities.

Determination of the individual characteristics of the student- the state of his health, physical and sports fitness, sports interests, nutritional conditions, study and everyday life, etc. In accordance with the individual characteristics, the really achievable goal of the classes is determined. For example, if a student has deviations in health and a special medical group is assigned to him, then the purpose of his studies will be to strengthen his health and temper the body. For students who are practically healthy, but not previously involved in sports, the goal of classes at the first stage will be to increase the level of physical fitness with the transition in the future to classes in the chosen kind of sport for the purpose of sports improvement. For students with sufficient physical training, who were involved in the previously chosen sport, the goal is to achieve high sports results.

Development and adjustment of plans: perspective and annual, as well as for the period, stage and microcycles of training sessions is carried out taking into account the individual characteristics of the trainees and the dynamics of indicators of health, physical and sports readiness, obtained in the process of training.

Determination and change of the content, organization, methodology and conditions of training, used training means it is necessary to achieve the most effective training. Depending on the results of self-control and accounting of training sessions, analysis of the course of the training process, adjustments are made to the training plans. It is recommended to carry out preliminary, current and final accounting with data recording in a personal self-control diary.

The purpose of the preliminary accounting is to fix the data of the initial level of fitness of the student. Every beginner should have these data in order to draw up a plan of training sessions taking into account the individual level of physical fitness.

Current accounting allows you to analyze the performance of training sessions. In the course of classes, the following are analyzed: the number of trainings performed per week, month, year; the volume and intensity of the completed training work, the results of participation in competitions and the fulfillment of the norms of the category classification. Analysis of the indicators of the current accounting allows you to verify the correctness of the course of the training process and make amendments to the plans.

An objective assessment of the condition of the trainees is given by the use of a variety of tests.

Final accounting is carried out at the end of the training period or at the end of the annual cycle of training sessions. This accounting involves comparing data on health and fitness levels, as well as data on the amount of work, expressed in time spent on exercise, and in the number of kilometers of athletics running, skiing and swimming of various intensities, with the results shown in competitions. On the basis of this comparison and analysis, the plans of training sessions for the next year cycle are adjusted.

The results of many types of self-control and accounting during independent training sessions can be presented in the form of quantitative indicators: heart rate, body weight, training loads, test results, sports results and others.

It is useful to present the quantitative data of self-control and accounting in the form of a graph, then the analysis of indicators of the diary of self-control, preliminary, current and final accounting will be more clearly displayed on a graph showing the dynamics of the state of health, the level of physical and sports readiness of those involved, which will facilitate the daily management of the process of independent training.

There are three forms of independent training: morning hygienic gymnastics, exercises during the school day, and independent training sessions.

It is recommended to include 100 meters running, long and high jumps with a run, grenade throwing, shot put, cross-country skiing, throw-march, bicycle cross-country, swimming, pull-ups on the bar (for men), push of the barbell from the chest (for men), flexion and extension of the arms in the lying position (for women), raising and lowering the body in the prone position, hands behind the head, legs fixed (for women), hiking.

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1.1 General characteristics of small forms of employment

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