Federal Agency for Education of the Russian Federation

Stavropol State University

Faculty physical education

Department of gymnastics

Graduate work

“Pedagogical control over the dynamics of physical fitness of high school students”

Grade____________________

Stavropol, 2005

page
INTRODUCTION		3 - 4
CHAPTER I. LITERATURE REVIEW ON THE RESEARCH TOPIC		5 - 37
1.1.	Features of the physical development of older children school age and the influence of occupations exercise on the body involved	5 - 8
1.2.	Pedagogical control over the physical fitness of schoolchildren	8 - 11
1.3.	Physical training - as an integral part of the process of physical education of schoolchildren 1.3.1. Physical quality strength and methods of its development 1.3.2. Physical quality - speed and methods of its development 1.3.3. Physical quality endurance and its methods development
CHAPTER 2. OBJECTIVES, METHODS AND ORGANIZATION RESEARCH		38 - 42
2.1.	Research objectives	38
2.2.	Research methods	38 - 41
2.3	Organization of the study	41 - 42
CHAPTER III. RESULTS OF THE STUDY AND THEM DISCUSSION		43 - 46
FINDINGS		47
LITERATURE		48 - 49

INTRODUCTION

Relevance. Modern living conditions place high demands on the level of physical development, working capacity and protective forces of the human body. Physical education of school-age children effectively stimulates positive functional and morphological changes in the developing organism, actively influences the development of motor abilities (N.A. Fomin, V.P. Filin, 1982; N.A. Fomin, A.G. Khripkova, M V. Antronova, D. A. Farber, 1990; Yu. N. Vavilov, 1991).

Physical education of schoolchildren should provide each student participating in educational process, a sufficient and necessary minimum of theoretical, technical and physical fitness, which are aimed at providing a base in the development of physical culture for life, for personal development, for the formation of health and a healthy lifestyle. An analysis of the state of physical fitness of children and young people shows that over the past decade the number of students with a low assessment of physical fitness increased three times and reached 50.8% among boys and 58.8% among girls. Only 7% of young students are involved in physical culture and sports, at the same time, insufficient physical activity is the cause of a high incidence of children and young students (Yu.V. Vavilov, L. Lubysheva, E. Yarysh, 1998).

The problem of physical training and age-related development of physical qualities of schoolchildren are devoted to the works of V.C. Farfel, V.I. Filippovich, Z.I. Kuznetsova, A.A. Guzhalovsky and other specialists in the field of physical culture, who believe that motor fitness is an important component of students' health, and its improvement is one of the main tasks of physical education at school. every stage of their education. The availability of this information, especially at the stage of formation motor functions, is of great practical importance. Therefore, the assessment of the effectiveness of physical education in school should be made, on the one hand, according to the state of health of students, and on the other hand, according to the level of development of basic physical qualities, i.e. according to the level of physical fitness of students. The physical condition and working capacity of schoolchildren change under the influence of the external environment, physical education classes educational process and determine its effectiveness.

Practical significance. Pedagogical control is one of the important factors for increasing the efficiency of managing the process of physical education of students in a general education school. Systematic monitoring of the motor fitness of each individual student allows you to timely observe the picture of the development of motor qualities and skills, identify lagging ones and, on the basis of a differentiated approach with the help of special pedagogical influences, achieve the necessary effect in solving the problems of physical education of school-age children.

Purpose of the study. Before the study, the goal was to identify the dynamics of the development of the main physical qualities of students in grades 11 of a comprehensive school during school year.

Research hypothesis. The teacher of physical culture of a general education school, in the course of his work, carrying out systematic pedagogical control over the motor fitness of schoolchildren, analyzing the results of control and knowing the dynamics of the development of basic motor qualities, can actually manage the physical education of students.

CHAPTER I. LITERATURE REVIEW ON THE RESEARCH TOPIC

1.1. Features of the physical development of children of senior school age and the impact of physical exercises on the body involved

The body of adolescents has its own anatomical, physiological and psychological features. They must be known and taken into account in the process of physical exercise.

Senior school age is characterized by the continuation of the process of growth and development, which is expressed in its relatively calm and uniform flow in individual organs and systems. At the same time, puberty is completed. In this regard, sexual and individual differences both in structure and in bodily functions. At this age, the growth of the body in length and the increase in its size in width, as well as the increase in mass, slow down. Differences between boys and girls in body size and shape reach a maximum. Boys overtake girls in height and body weight. Boys are on average 10-12cm taller than girls. and heavier by 5-8 kg. The mass of their muscles in relation to the mass of the whole body is 13% more, and the mass of subcutaneous adipose tissue is 10% less than that of girls. The torso of young men is slightly shorter, and the arms and legs are longer than those of girls.

In older schoolchildren, the process of ossification of most of the skeleton is almost completed. The growth of tubular bones in width increases, and slows down in length. The chest develops intensively, especially in young men. The skeleton is able to withstand significant loads. The development of the bone apparatus is accompanied by the formation of muscles, tendons, ligaments. Muscles develop evenly and quickly, in connection with which muscle mass increases and strength grows. At this age, there is an asymmetry in the increase in the strength of the muscles of the right and left half of the body. This involves a targeted impact (with a large bias to the left side) in order to symmetrically develop the muscles of the right and left sides of the body. At this age, there are favorable opportunities for developing muscle strength and endurance.

In girls, unlike boys, there is a significantly smaller increase in muscle mass, the shoulder girdle noticeably lags behind in development, but the pelvic girdle and pelvic floor muscles develop intensively. The chest, heart, lungs, vital capacity, respiratory muscle strength, maximum pulmonary ventilation and oxygen consumption are also less developed than in boys. Because of this, the functional capabilities of the circulatory and respiratory organs are much lower.

The heart of young men is 10-15% larger in volume and mass than that of girls; the pulse is less frequent by 6-8 beats per minute, the heart contractions are stronger, which leads to a greater release of blood into the vessels and higher blood pressure. Girls breathe faster and not as deeply as boys; the vital capacity of their lungs is about 100 cm 3 less.

At the age of 15-17, schoolchildren complete the formation cognitive sphere. The greatest changes occur in mental activity. In children of senior school age, the ability to understand the structure of movements increases, to accurately reproduce and differentiate individual (power, temporal and spatial) movements, to carry out motor actions in general.

High school students can show a fairly high volitional activity, for example, perseverance in achieving a goal, the ability to be patient against the background of fatigue and exhaustion. However, girls have reduced courage, which creates certain difficulties in physical education.

In older school age, compared with the previous age groups, there is a decrease in the growth in the development of conditioning and coordination abilities (Table 1).

Table 1

Growth rates of various physical qualities in children of senior school age (%)

Nevertheless, in this age period there are still considerable reserves for improving motor abilities, especially if this is done systematically and purposefully (Zh.K. Kholodov, S.V. Kuznetsov, 2000).

There is a close relationship between the development of motor qualities and the formation of motor skills. The development of new movements is accompanied by the improvement of motor qualities. Various movements selectively affect the human motor apparatus, so individual muscles and muscle groups develop unevenly.

Physical exercise accelerates the development of motor qualities, but their growth in different age periods is not the same.

Systematic physical exercises increase the adaptive reactions of the body, determine its proper functioning. Reactions to physical activity do not pass without a trace: they are accompanied by specific trace shifts (trophic processes), on the basis of which there is an increase in the structural, energy, and, consequently, functional resources of the body. This is an important factor in increasing the reliable functioning of the physiological systems of the body, which, of course, becomes especially great importance during the development of age-related changes. Structural and functional improvement of blood circulation and strengthening of the trophic functions of the nervous system, the creation of a sufficient supply of energy, an increase in capillarization of the skeletal and cardiac muscles are provided. The functional reserve increases, adaptation to loads, recovery is accelerated. The faster the recovery, the more strength the body has to perform subsequent work, therefore, the higher its functionality and performance, i.e. increases the operating time and reduces the working time. During exercise positive emotions affect the neuropsychic tone, which, in turn, affects the heart rate. Adolescents who are engaged in physical exercises have a slowing of the pulse at rest, because. as a result of training, there is an addiction, adaptation of the body to physical exertion, respectively, and the depth of breathing at rest will be greater, and its frequency will be less frequent, which indicates an increase in VC. Psychomotor function develops (speed and accuracy of movement). As a rule, those involved in sports are ahead of their peers in physical development.

1.2. Pedagogical control over the physical fitness of schoolchildren

Testing human motor abilities is one of the most important areas of activity for scientists and sports teachers. It helps to solve a number of complex pedagogical tasks: reveals the levels of development of conditioning and coordination abilities, allows you to evaluate the quality of technical and tactical readiness. Based on the test results, you can: compare the readiness of both individual students and entire groups, conduct sports selection for practicing a particular sport, for participating in competitions; carry out, to a large extent, an objective control over the training (training) of schoolchildren and young athletes, identify the advantages and disadvantages of the means, methods and training used, forms of organizing classes; finally, to substantiate the norms (age, individual) of adolescents' physical fitness.

In addition, the tasks of testing are reduced to the following:

To teach the schoolchildren themselves to determine the level of their physical fitness and plan the complexes of physical exercises necessary for themselves;

Encourage students to further improve their physical condition (form);

To know not so much the initial level of motor ability development as its change over a certain time;

To stimulate students who have achieved high results, but not so much for a high level, for the planned increase in personal results.

One of the reasons for the fact that over the past 25 years the level of physical fitness among children and adolescents in the United States has not increased, but even decreased, is well-known specialist R.E. Kraft calls the traditional approach to testing, when the results of standardized tests and standards are compared with the result shown, which can cause most students to have a negative attitude towards testing. Testing should help increase the interest of schoolchildren in physical exercises, bring them joy, and not lead to the development of an inferiority complex. In this regard, the scientist speaks of the need to revise the organization of testing. He developed a battery of tests, in which:

1. The test results are not compared with the standards, the assessment of their performance is based on changes that have occurred over a certain period of time;

2. All test components are modified; lightweight versions of the exercises are used (the exercises included in the content of the test must be easy enough so that the probability of successful completion is high, scores of zero and with a minus sign are excluded).

So, when testing, it is important to converge scientific (theoretical) tasks and personally significant positive motives for a person to participate in this procedure (V.I. Lyakh, 1998).

Physical fitness control acts as operational management, which ensures the functioning of the system in accordance with the plans. It consists in periodic and continuous comparison of the results obtained with the planned plans and subsequent correction of the preparation process, and the plans themselves. The control system serves to obtain information about the current state of the physical education process. From information support depends on the effectiveness of management of the process of physical education.

V. I. Lyakh (1998) argues that the timing of testing is consistent with the school program, which provides for mandatory two-time testing of students' physical fitness. The first is advisable to be carried out in the second - third week of September (after the educational process enters the normal course), and the second - two weeks before the end of the school year (at a later date, organizational difficulties may occur due to upcoming exams and vacations).

Knowledge of annual changes in the development of children's motor abilities allows the teacher to make appropriate adjustments in the process of physical education for the next academic year.

When assessing the general physical fitness of children, as already noted, you can use a wide variety of battery tests, the choice of which depends on the specific tasks of testing and the availability of necessary conditions. However, due to the fact that the obtained test results can only be evaluated by comparison, it is advisable to choose tests that are widely represented in the theory and practice of physical education of children. For example, rely on those recommended in the "Comprehensive program of physical education for students in grades I-XI of a general education school" (1987) or in the physical education programs for students in a general education school (1992, 1993).

Pedagogical control is determined by the content of the educational process, the correct organization of which implies a constant exchange of information between the teacher and the student about the real results of their joint work. The essence of such control is the timely receipt of objective and sufficiently complete information about the degree of mastery of the technique of the studied motor action and the level of development of motor qualities at each stage of training.

1.3. Physical training - as an integral part of the process of physical education

Physical education, aimed at preparing a person for his chosen labor or military activity, is usually called physical training, and the result of such training, expressed in a certain nature and level of physical readiness to master the chosen profession and work effectively, is called physical fitness, B.A. Ashmarine (1990).

In his opinion, physical development is a change in the forms and functions of the human body during its individual life.

N.R. Reshetnyakov, Yu.L. Kislitsin (1998) consider physical development in 2 senses:

As a process of changing the morphological and functional properties of the human body during his life;

As a result of this process, characterized by a change in such parameters as height, weight of VC and other anthropometric indicators, as well as the degree of development of physical qualities (strength, endurance, etc.).

They consider physical training as physical education aimed at preparing a person for a certain type of activity, the results of which are manifested in the formation of applied motor skills and abilities that help increase the effectiveness of the activity for which training is aimed.

Physical training is the upbringing of motor qualities, abilities necessary in sports activities. The motor or physical qualities of A.D. Novikov, L.P. Matveev name certain qualitative aspects of human motor abilities.

V.N. Platonov (1986) defines physical training as a process aimed at developing physical qualities - speed abilities, strength, endurance, flexibility, coordination abilities.

In the most general form, one can say, V.I. Lyakh (1998) that motor abilities are individual characteristics that determine the level of human motor capabilities. A person's abilities are judged by his achievements in the process of learning or performing any motor activity. At the same time, abilities are not limited to motor skills and abilities, but the presence of abilities is judged by how quickly and easily a person acquires these skills and abilities. Before the start of the activity, abilities are hidden, unrealized and exist in the form of anatomical and physiological inclinations or so-called potentialities that may remain in potency if the appropriate conditions for their development are not created.

The unequal development of abilities is based on a hierarchy of hostile hereditary anatomical and physiological inclinations:

Anatomical and physiological features of the brain and nervous system (properties of nervous processes - strength, mobility, balance, individual variants of the structure of the cortex, the degree of functional maturity of its individual areas);

Physiological (features of the cardiovascular and respiratory systems (maximum oxygen consumption, indicators of peripheral circulation);

Biological (features of biological oxidation, endocrine regulation, metabolism, energetics of muscle contraction);

Bodily (length of the body and limbs, body weight);

Chromosomal (genes).

Thus, abilities manifest and develop in the process of performing one or more activities, but this is always the result of the combined action of hereditary and environmental factors.

Despite the efforts of scientists, which have been going on for about a century, a single generally accepted classification of the physical (motor) abilities of a person has not yet been created. The most common is their systematization into two large classes. The class of conditioning or energy (in the traditional sense of "physical") abilities to a much greater extent depends on morphological factors, biochemical and histological changes in the muscles and the body as a whole. The complex of coordination abilities is mainly due to central nervous influences (psychophysiological mechanisms of control and regulation).

With a certain degree of conditions, one can speak of elementary and complex physiological abilities. More elementary are coordinating abilities in running or in tasks for static balance, responsiveness in simple conditions, flexibility of individual joints of the spine, more complex - coordination abilities, manifested in martial arts and sports games, responsiveness or orientation in difficult conditions, endurance in a long run.

The research results make it possible to distinguish the following types of physical abilities: special, specific and general.

Special physical abilities refer to homogeneous groups of holistic motor actions or activities: running, acrobatic or gymnastic exercises on apparatuses, throwing motor actions, sports games (basketball, volleyball).

So, they distinguish special endurance for running short, medium and long distances, they talk about the endurance of a basketball player, weightlifter. Coordination, strength and speed abilities also behave differently depending on the type of motor actions they manifest themselves in.

We can talk about specific manifestations of physical abilities as components that make up their internal structure. Attempts to describe the structures of each individual physical ability are not yet complete. Nevertheless, it has been established that the structure of each of the basic physical abilities (speed, coordination, strength, endurance, flexibility) is not homogeneous (homogeneous). On the contrary, the structure of each of these abilities is heterogeneous (heterogeneous).

Thus, the main components of a person's coordination abilities are: the ability to orientate, to differentiate the parameters of movements, the ability to rhythm, the ability to rebuild motor actions, vestibular resistance to voluntary muscle relaxation. These abilities are specific coordination abilities.

The main components of the structure of speed abilities are the speed of response, the speed of a single movement, the frequency of movements and the speed manifested in integral motor actions.

The manifestations of strength abilities include: static (isometric) strength; explosive, shock-absorbing force. The structure of endurance is distinguished by great complexity: aerobic, requiring oxygen sources of energy splitting for its manifestation: aerobic (glycolytic, creatine phosphate energy sources - without the participation of oxygen); endurance of various muscle groups in static poses - static endurance; endurance in dynamic exercises performed at a speed of 20 - 90% of the maximum. Perhaps, manifestations (forms) of flexibility are somewhat less complex, where active and passive flexibility are distinguished.

The results of the development of a number of specific special and specific physical abilities, a kind of their generalization, make up the concepts: “general coordination”, “general strength”, “general speed”, “general endurance”, “general flexibility”. General physical abilities should be understood as the potential and realized capabilities of a person, which determine his readiness for the successful implementation of motional actions that are different in origin and meaning. In this regard, special physical abilities are the capabilities of a person that determine his readiness for the successful implementation of motional actions similar in origin and meaning. Therefore, tests provide information primarily about the degree of formation of special and specific physical (speed, coordination, strength, endurance, flexibility) abilities.

In the special literature, to designate abilities related to motor activity, the following concepts are used: “physical”, “motor”, “motor”, “psychomotor”, “psychophysical” abilities. More often than not, these terms reflect the specifics scientific disciplines from which they originated.

In the literature, as synonyms, the concepts of "physical qualities" and "physical abilities" are also used. For example, the physical qualities of an athlete, the physical ability of a student, tests for assessing physical qualities, tests of physical abilities. These concepts, as well as the above, in different contexts can be used as synonyms, however, the term "physical (motor) abilities" more accurately reflects the idea of individual characteristics children with different levels of physical data, the point of view of V.I. Lyakh (1998).

1.3.1 Physical quality strength and methods of its development

A significant place in the system of physical education of children, adolescents and youth should be given to the development of muscle strength.

AT general sense human strength is defined as the ability to overcome external resistance or counteract it through muscular efforts (V.M. Zatsiorsky, 1966; S.I. Galperin, 1965; V.N. Platonov, 1986; Yu.V. Verkhoshansky, 1988; N. V. Reshetnikov, Yu.L. Kislitsin, 1998).

B.A. Ashmarin (1990) believes that strength is the interaction of the psychophysical processes of the human body, allowing to actively overcome external resistance and counteract external forces.

V. M. Zatsiorsky (1966) classifies power abilities as follows:

Self-power (static mode, slow movements);

Speed-strength (dynamic strength, manifested in fast movements).

V.N. Platonov (1986) identifies the following main types of power abilities:

Maximum strength;

explosive power;

Strength endurance.

One of the most significant moments that determine muscle strength is the mode of muscle work. If there are only two muscle reactions to irritation - contractions with a decrease in length and isothermal stress, the results of the exerted effort turn out to be different depending on the mode in which the muscles work. In the process of performing sports or professional techniques and actions, a person can lift, lower or hold heavy loads. The muscles that provide these movements work in different modes. If, overcoming any resistance, the muscles contract, then such work is called overcoming (concentric). Muscles that oppose any resistance can, when tensed, lengthen, for example, holding a very heavy load. In this case, their work is called inferior (eccentric). Overcoming and yielding modes of muscle work are combined by the name dynamic.

Muscle contraction under constant tension or external load is called isothermal. With isothermal muscle contraction, not only the magnitude of its shortening depends on the load, but also the speed: the lower the load, the greater the speed of its shortening. This mode of muscle work takes place in strength exercises with overcoming external burdens (barbells, dumbbells, kettlebells, weights on a block device). The magnitude of the force applied to the projectile when performing an exercise in isothermal mode changes along the trajectory of movements, since the levers for applying force in different phases of movements change. Exercises with a barbell or other similar projectile at high speed do not give the desired effect, since the limiting muscle efforts at the beginning of working movements give the projectile acceleration, and further work in the course of movements is largely carried out by inertia. Therefore, exercises with a barbell and a similar projectile are of little use for the development of high-speed (dynamic) strength. Exercises with these shells are mainly used to develop maximum strength and build muscle mass, they are performed evenly at a slow pace. However, these shortcomings of strength exercises with a barbell, dumbbells, kettlebells, etc. more than offset by the simplicity, accessibility and variety of exercises.

AT last years In world practice, simulators of special designs have been developed and are widely used, when working on which not the amount of weight is set, but the speed of movement of body links. Such simulators allow you to perform movements in a very wide range of speeds, to show maximum and close to them efforts on almost any part of the movement trajectory. The mode of muscle work on simulators of this type is called isokinetic. At the same time, the muscles have the ability to work with optimal load along the entire trajectory of movement. Isokinetic simulators are widely used by swimmers, as well as in general physical training. Many experts express the opinion that strength exercises on simulators with this mode of muscle work should become the main means of strength training in the development of maximum and "explosive" strength. Performing strength exercises with a high angular velocity of movements is more effective, compared to traditional means, in solving the problems of developing strength without a significant increase in muscle mass, the need to reduce the amount of fat, for the development of speed-strength qualities.

In the training of athletes and athletic clubs, simulators of the Nautilus type with variable resistance that changes along the way have also become widespread. This effect is achieved by using eccentrics and levers in their design. Exercise machines of this type largely compensate for the shortcomings of strength exercises with an isothermal mode of muscle work, changing due to design features dynamics of muscle pull. The advantage of these simulators is that they allow you to regulate the performance of exercises with a large amplitude, to strain the muscles as much as possible in the inferior phase of movements, to combine the development of muscle strength and flexibility. Their disadvantages are the complexity in manufacturing and bulkiness, the ability to perform only one exercise on one simulator. A variable mode of muscle work also takes place when using strength exercises with shock absorbers and expanders.

If you gradually increase the amount of burden (or resistance), then first with an increase in this burden (i.e., the mass of the body being moved), the force increases up to a certain point. However, attempts to further increase the magnitude of the burden do not increase the force. For example, the force applied to a tennis ball when it is thrown will be significantly less than when throwing a metal ball weighing 1-2 kg. If the mass of the projectile thrown with acceleration is gradually increased further, then there comes a limit, above which the force developed by a person will no longer depend on the amount of mass he moves, but will be determined only by his own power capabilities, that is, the level of maximum isometric force (E. Zakharov , A. Karasev, A. Safonov, 1994).

The most common methods for developing speed-strength abilities are the methods of repeated exercise and circuit training.

The repeated execution method allows you to focus on developing the speed-strength abilities of a particular muscle group (for example, lifting a barbell from the chest affects the muscles of the shoulder, individual muscles of the back and abdomen). The repeated method uses a series of dynamic exercises with constant, increasing and adapting resistance. Depending on the age, gender and size of weights, the number of exercises in a series can reach 6-10, and the number of series - from 3 to 5-6. An exercise with constant resistance is characterized by maintaining the amount of weight during its execution (for example, squatting with a barbell on the shoulders). An exercise with increasing resistance involves changing the amount of weight during its execution (for example, stretching the expander). Exercises with adaptive resistance have a constant speed of movement of external objects while maintaining maximum muscle tension throughout the exercise (for example, exercises using technical devices).

The circuit training method provides a complex effect on various muscle groups. Exercises are selected in such a way that each subsequent series includes new group muscles. This method allows you to significantly increase the amount of load with a strict alternation of work and rest. Such a mode provides a significant increase in the functional capabilities of respiration, blood circulation and energy exchange. The manifestation of the speed-strength capabilities of muscle groups may be due to a greater extent either by the number of motor units involved in the work, or by the characteristics of the contractile properties of the muscle. In this regard, there are two approaches to the development of speed-strength abilities: the use of exercises either with maximum effort, or with non-limiting weights.

Exercises with maximum effort offer the performance of motor actions with maximum or near-limit (90-95% of the maximum value) weights. This ensures maximum mobilization of the neuromuscular apparatus and the greatest increase in the strength component of abilities. However, a small number of repetitions (2-3 repetitions maximum) does not contribute to the mobilization of metabolic processes, plastic rearrangements, as a result of which muscle mass increases slightly. Limiting muscle tension requires the manifestation of great mental stress, leads to generalization of excitation in the nerve centers, as a result of which extra muscle groups are included in the work, making it difficult to improve the technique of movements.

Exercises with unlimited weights are characterized by the performance of motor actions with a maximum number of repetitions with a relatively small weight. This allows you to perform a large amount of work, ensuring the activity of metabolic and plastic processes that determine the accelerated growth of muscle mass. In addition, unlimited weights do not make it difficult to control the technique of movements. However, due to the fact that the developmental effect of exercises occurs only when fatigue appears (when a large number of motor units are involved in the work), a large number of repetitions of the exercise is necessary. A developing effect with fewer repetitions can be achieved, for example, in a school lesson when using non-limiting weights after the development of speed or coordination abilities, when the first signs of fatigue appear. The amount of weights is selected taking into account the degree of fatigue from the previous work (the greater the fatigue, the less weight), B.A. Ashmarine (1990).

N.V. Reshetnikov, Yu.L. Kislitsin (1998) suggests four methods for developing strength.

Maximum effort method. Performing an exercise with weights of 90% of the maximum. In one series - 1-3 repetitions, 5-6 such series are done in one session, rest between series until complete recovery (5-8 minutes). This method is not recommended for early stages classes. Apply no more than once a week.

Method of repeated efforts. Weights in 70-75% of the maximum. In a series, 8-12 repetitions are performed. For one lesson, 3-6 series are performed. Rest between series 2-4 min (until incomplete recovery). Helps build muscle mass.

Dynamic effort method. Weighting in 30% of the maximum. For one approach, 15-25 repetitions are performed. The pace is as fast as possible. For one lesson, 3-6 series are performed. Mainly strength endurance develops, muscle relief is worked out.

The isometric (static) method suggests a maximum static stress of 4-5 s. For one lesson, it is repeated 3-5 times with a rest after each tension up to 1 minute. An example of such exercises is the angle in support or hanging, holding the arms to the sides with dumbbells, etc.

Yu.V. Verkhoshansky (1988) believes that the development of maximum strength is necessary in cases where the speed of movement is manifested in conditions of significant external resistance. For this, mainly weight-bearing exercises are used, performed in various modes of muscle work (overcoming, holding, yielding, static-dynamic), the shock method and isometric exercises.

The method of repeated maximum efforts. The method is characterized by a limited number of lifts in one approach and the number of approaches. This generally ensures the development of the ability of muscles to strong contractions without a significant increase in their mass.

1. 2-3 movements are performed with a weight of 90-95% of the maximum. AT
training session 2-4 sets with a rest pause of 4-6 minutes.

2. Perform 5 approaches with weight increase and decrease
number of times. Rest pause 3-4 min.

3. After an intensive warm-up, 4-5 sets with a weight of 100% with
random rest between them.

Repeated-serial method. It differs from the previous one in that as the main training factor it acts on a large weight of weights, and the maximum duration of work with optimal or submaximal weight. The training effect of the method is aimed primarily at activating the processes associated with working muscle hypertrophy. With such training, the content of contractile proteins in the muscles increases significantly and their mass increases.

The movement is performed slowly, without muscle relaxation between lifts. For the development of maximum strength with a moderate increase in muscle mass, weights of 70-90% are mainly used.

By their nature, all exercises are divided into three main groups: general regional and local effects on muscle groups. General impact exercises include those in which at least 213 total muscle volume is involved in the work, regional - from 113 to 213, local - less than 113 of all muscles.

Maximum effort method. Includes exercises with submaximal, maximum and supramaximal weights or resistance. The training effect of the method is aimed primarily at improving the capabilities of the central motor zone to generate a powerful flow of excitatory impulses to motor neurons, as well as at increasing the power of the energy supply mechanisms for muscle contractions. It provides the development of the ability of muscles to strong contractions, the manifestation of maximum strength without a significant increase in muscle mass. For the practical implementation of the method, several methodological techniques are used: uniform, "pyramid", maximum.

1. Methodical technique "uniform" - the exercise is performed with a weight of 90-95 from the maximum: repeat 2-3 times in 2-4 approaches with a rest interval of 2-5 minutes.

2. Methodical technique "pyramid" - several approaches are performed with an increase in weights and a decrease in the number of repetitions of the exercise in each subsequent approach: 1) weight 85% - lift 5 times, 2) 90% - times, 3) 95% - 2 times, 4 ) 97-100% - 1 time, 5) with a weight of more than 100% - 1 time. Rest intervals - 2-4 min.

3. Methodical technique "maximum" - the exercise is performed with the maximum possible in this moment time with weights: 1 time * 4-5 sets with arbitrary rest.

Repetition method.

For practical implementation, various methodological techniques are used: uniform, super series, and combinations, exercises, circular. In this case, it is possible to use both isotonic, isokinetic, and variable modes of muscle work.

"Impact" method.

This method is used to develop depreciation and "explosive" strength of various muscle groups. When training the muscles of the legs, repulsions are most widely used after a deep jump from a dosed height.

Methods for the development of "explosive" strength and reactive ability of muscles. For the development of "explosive" strength and reactive ability of the neuromuscular apparatus, the entire arsenal of means of strength training is used, both separately and in combination:

1) exercises with weights;

2) jumping exercises;

3) exercises with a "shock" mode of muscle work;

4) isometric exercises (E. Zakharov, A. Karasev, A. Safonov, 1994).

1.3.2. Physical quality speed and methods of its development

One of the most important physical qualities is speed - the ability of a person to perform a motor action in the minimum period of time for given conditions (V.P. Filin, 1974).

Speed ​​is a complex motor quality and the main forms of its manifestation are:

Motor reaction time;

The time of the fastest execution of a single movement;

Time to complete the movement with the maximum frequency;

Time to complete a holistic motor act, N.V. Zimkin, 1956; B.C. Farfel, 1960; V.M. Zatsiorsky, 1966; M.A. Godik, 1966 single out another form of manifestation of speed - a rapid onset of movement (“sharpness”). All forms of manifestation of speed are specific and not interconnected, therefore many authors offer a definition of “speed qualities”.

V.N. Platonov (1986) understands speed abilities as a complex of functional properties that ensure the performance of motor actions in the minimum time. He distinguishes between elementary and complex forms of manifestation of speed abilities. Elementary forms are:

Latent time of simple and complex motor reactions;

The speed of performing an individual movement with little external resistance;

Movement frequency.

These forms of manifestation of speed in various combinations and in combination with other motor qualities and technical skills provide a complex manifestation of speed abilities in complex motor acts.

To complex forms speeds include:

Ability to achieve high level remote speed;

Ability to quickly pick up speed at the start;

Perform high-speed movements, high-speed maneuvers, turns, sweeps, throws, jumps, strikes, etc.

B.A. Ashmarin (1990) understands by speed the unity of the manifestation of the central and peripheral nervous structures of the human motor apparatus, which allow moving the body and its individual links in the shortest possible time.

The ability to high speed movements performed in the absence of significant external resistance and not requiring large energy costs Yu.V. Verkhoshansky (1988) calls speed. N.L. Reshetnyakov, Yu.L. Kislitsin (1998) believe that the speed of human movements is manifested in the ability to perform them in the shortest possible period of time.

In accordance with modern ideas, speed is understood as a specific motor ability of a person for emergency motor reactions and high speed of movements performed in the absence of significant external resistance, complex coordination of muscle work, and not requiring large energy costs. Physiological mechanism manifestations of speed associated, first of all, with the speed characteristics of nervous processes, is presented as a multifunctional property of the central nervous system and the peripheral neuromuscular apparatus. E. Zakharov, A. Karasev, A. Safonov (1994).

They distinguish several forms of manifestation of speed:

1. The speed of simple and complex motor reactions.

2. The speed of a single movement.

3. The speed of a complex (multi-joint) movement associated with a change in the position of the body in space or with switching from one action to another.

4. The frequency of unloaded movements.

The identified forms of speed manifestation are relatively independent of each other and are weakly related to the level of general physical fitness. At the same time, in everyday life, sports and professional activities associated with physical activity, people have to deal with other forms of speed manifestation. This is, first of all, the movement of a person at maximum speed, various jumping exercises related to the movement of one's own body, martial arts and sports games. Such complex manifestations of speed are usually called the speed-strength abilities of a person. For their effective manifestation, in addition to high performance nervous processes, a sufficient level of speed-strength readiness of the motor apparatus, the power of anaerobic energy supply systems, as well as the perfection of motor skills of the exercises and actions performed are still necessary. E. Zakharov, A. Karasev, A. Safonov (1994).

For the purposeful development of the speed of a simple motor reaction, the most effective is the repeated, dissected and sensory method.

Repeat method. It consists in the fastest re-execution of the trained movements on a signal. The duration of such exercises should not exceed 4-5 seconds. It is recommended to perform 3-6 repetitions of trained exercises in 2-3 series.

Broken method. It boils down to analytical training under facilitated conditions for the speed of reactions and the speed of subsequent movements.

touch method. It is based on a close relationship between the speed of reaction and the ability to distinguish between micro-intervals of time. This method is aimed at developing the ability to distinguish time intervals of the order of tenths and even hundredths of a second. Training according to this method is divided into three stages.

At the first stage, the motor task is performed with maximum speed. After each attempt, the leader reports the time of the exercise.

At the second stage, the execution of the initial motor task is repeated, but those involved independently evaluate the speed of its implementation according to their feelings, and then compare their estimates with real time doing the exercise. The constant comparison of their feelings with the actual time of the exercise corresponds to the accuracy of the perception of time.

At the third stage, it is proposed to perform the task at a different, predetermined speed. The result is monitored and compared. At the same time, free control of responsiveness is taught. E. Zakharov, A. Karasev, A. Safonov (1994).

N.V. Reshetnikov and Yu.L. Kislitsyn (1998) believe that for the development of the speed of a single movement and tempo, exercises (competitive or preparatory) that are repeatedly repeated at maximum speed can be used. Two main methods are used: the method of facilitating conditions (running behind the leader, running downhill). And the method of complicated conditions (running uphill, throwing heavier projectiles). With the development of speed, certain conditions must be met. Rest between exercises should be until breathing is fully restored, perform the exercise at maximum or near maximum speed. With a drop in speed, the exercises should be stopped, because in this case the speed will not develop.

B.A. Ashmarin (1990) suggests using two main methods to develop speed:

1. Method of facilitated conditions (running behind the leader, running downhill).

2. Method of complicated conditions (running uphill, throwing heavier projectiles).

1.3.3. Physical quality endurance and methods of its development

In the theory and methodology of physical culture, endurance is defined as the ability to maintain a given load power, necessary for ensuring professional activity, and to resist drowning that occurs in the process of doing work. E. Zakharov, A. Karasev, A. Safonov (1994).

Being a multifunctional property of the human body, endurance integrates a large number of processes occurring at various levels: from the cellular to the whole organism. However, as the results of modern scientific research show, in the vast majority of cases, the leading role in the manifestations of endurance belongs to factors energy metabolism and vegetative systems its provision - the cardiovascular and respiratory, as well as the central nervous system.

Endurance is the unity of the manifestation of the psychophysiological and bioenergetic functions of the human body, which make it possible to resist drowning for a long time during mechanical work, B.A. Ashmarine (1990).

Endurance is usually identified with the ability of an athlete to perform muscular work for a long time. Yu. V. Verkhoshansky (1988).

Endurance - the ability of the human body to overcome the impending drowning, such a formulation is given by N. V. Reshetnyakov, Yu. L. Kislitsin (1998).

For the development of endurance B.A. Ashmarin (1990) proposes to use the method of repeated, strictly regulated exercises and games. The main means of developing endurance are exercises of a cyclic and acyclic nature (running, walking, throwing).

In the development of endurance to cyclic exercises, two main groups of methods are used: standard exercise methods and variable exercise methods. The first group includes: 1) the method of continuous exercise (running a distance at a constant speed). It is used to develop general endurance; 2) the method of a standard interval exercise is used, for example, when re-running a distance of 200m at near-limit speed. These methods can also be applied to acyclic movements that are given a cyclical character (push-ups, squats, barbell presses, etc.).

Methods of variable continuous exercise. For example, running a distance at different speeds on its segments.

Variable interval exercise method, such as the progressive exercise method. Each subsequent run of the distance is performed at a higher speed or more weight is overcome in each successive approach to the bar. With this method, rigid rest intervals are unsuitable: full recovery is required.

Method of descending (according to external load) exercise. For example, when developing speed endurance, they repeatedly run 100m + 400m + 200m at intervals of 5-7 minutes, the running speed is maintained at the same level (N.V. Reshetnikov; Yu.L. Kislitsin, 1998).

To develop endurance, E. Zakharov, A. Karasev, A. Safonov (1994) suggest using various training methods, which can be divided into several groups:

1. The uniform continuous method consists in a single uniform exercise of low and moderate power lasting from 15-30 minutes to 1-3 hours, that is, in the speed range from normal walking to tempo cross-country running and other types of exercises similar in intensity. This method develops aerobic abilities.

2. Variable continuous method.

This method differs from the regulated uniform periodic change in the intensity of continuously performed work, which is typical for sports games, outdoor games, and martial arts. The variable continuous method is designed to develop both special and general endurance, and is recommended for well-trained people.

3. The interval training method consists in dosed repetition of exercises for a relatively short duration (usually up to 120 seconds) at strictly defined rest intervals. This method is usually used to develop specific endurance for a particular job, it is widely used in sports training, especially by athletes, swimmers and representatives of other cyclic sports. This method is widely used in physical training and sports for the development of various types of endurance.

4. The repeated method consists in repeating the exercise with a maximum or regulated intensity and an arbitrary duration of rest intervals to the required degree of recovery of the body.

Features of the application of this method are determined by a specific training methodology in various sections of physical training and sports.

For the development of LMV (local muscular endurance), weight-bearing exercises, jumping exercises and uphill running are used, performed by a repeated-serial and interval method. (Yu.V. Verkhoshansky, 1988).

The control, competitive method consists in a single or repeated performance of tests to assess endurance. The intensity of execution may not always be maximum, since there are also “non-limiting” tests. The level of endurance development is most reliably determined by the results of participation in sports competitions or control tests.

1.3.4. Physical quality dexterity and methods of its development

The physical quality of dexterity is understood as the unity of the interaction of the functions of the central and peripheral control of the human motor system, allowing to rebuild the biomechanical structure of actions in accordance with the changing conditions for solving the motor task (B.A. Ashmarin, 1990).

According to V.M. Zatsiorsky (1976), N.V. Zimkin (1975), V.I. Filippovich (1980), dexterity is the ability to quickly master new movements (the ability to quickly learn), as well as the ability to quickly reorganize motor activity in accordance with the requirements of a changing environment.

S.V. Jananis (1985) proposes to understand agility as the ability to quickly master new movements and successfully operate in variable conditions, i.e. the ability to quickly manage precise actions in variable conditions.

IN AND. Lyakh (1989) believes that dexterity cannot, apparently, be considered as a physical quality (ability), at the same time, it is legitimate to speak of it as a complex psychomotor (motor) quality, a set of coordination abilities.

A number of authors (V.C. Farfel, 1960; S.V. Yananis, 1985; V.M. Zatsiorsky, 1976; V.I. Lyakh, 1989) argue that the main way to develop dexterity is to master new diverse motor skills and abilities, which leads to to an increase in the stock of motor skills and has a positive effect on the functionality of the motor analyzer. They recommend the following methodologies:

1 - application of unusual starting positions;

2 - mirror performance of exercises;

3 - change in speed or pace of movements;

4 - change in the spatial boundaries of the exercise;

5 - change of ways of performing exercises;

6 - complication of the exercise with additional movements;

7 - creation of unusual conditions for performing exercises;

8 - performing familiar exercises in previously unknown combinations.

B. A. Ashmarin, (1990) believes that the most effective method dexterity education is a game method with additional tasks and without them. It provides for the performance of exercises either in a limited time, or under certain conditions, or with certain motor actions, etc.

1.3.5. Physical quality flexibility and methods of its development

Flexibility is defined as the physical ability of a person to perform movements with the required amplitude (B.A. Ashmarin, 1990).

In professional physical training and sports, flexibility is necessary to perform movements with a large and extreme amplitude. Insufficient mobility in the joints can limit the manifestation of the qualities of strength, speed of reaction and speed of movement, endurance, increasing energy consumption and reducing the efficiency of work, and often leads to serious injuries to muscles and ligaments.

The term "flexibility" itself is commonly used for integral assessment mobility of body parts. If the amplitude of movements in individual joints is estimated, then it is customary to talk about mobility in them.

In the theory and methodology of physical culture, flexibility is considered as a morphological and functional property of the human musculoskeletal system, which determines the limits of movements of the body's links. There are two forms of its manifestation:

Active, characterized by the magnitude of the amplitude of movements during independent exercise due to their muscle efforts;

Passive, characterized by the maximum amplitude of movements achieved during the action external forces(for example, with the help of a partner or weights, etc.).

In passive exercises for flexibility, a greater range of motion is achieved than in active exercises. The difference between the indicators of active and passive flexibility is called "reserve extensibility" or "flexibility margin".

A distinction is also made between general and special flexibility.

General flexibility characterizes mobility in all joints of the body and allows you to perform a variety of movements with a large amplitude. Special flexibility - limiting mobility in individual joints, which determines the effectiveness of sports or professional-applied activities.

The manifestation of flexibility at one time or another depends on the general functional state of the organism, and on external conditions: time of day, temperature of muscles and environment, degree of fatigue.

Usually, before 8-9 o'clock in the morning, flexibility is somewhat reduced, but training in the morning is very effective for its development. In cold weather and when the body is cooled, flexibility decreases, and when the ambient temperature rises and under the influence of a warm-up, which also increases body temperature, it increases.

Fatigue also limits the range of active movements and extensibility of the muscular-ligamentous apparatus, but does not prevent the manifestation of passive flexibility.

Flexibility also depends on age. Usually, the mobility of large parts of the body gradually increases until the age of 13-14, and, as a rule, stabilizes by the age of 16-17, and then has a steady downward trend. However, if stretching exercises are not performed after the age of 13-14, then flexibility may begin to decline already in adolescence. And vice versa, practice shows that even at the age of 40-50, after regular classes using a variety of means and methods, flexibility increases, and in some people it reaches or even exceeds the level that they had in their youth.

The main method for developing flexibility is the repeated method, where stretching exercises are performed in series (B.A. Ashmarin, 1990).

When improving special flexibility, complexes of special preparatory exercises are used, logically selected for a targeted impact on the joints, the mobility in which to the greatest extent determines success in professional or sports activities.

1. Method of multiple stretching.

This method is based on the property of the muscles to stretch much more with multiple repetitions of the exercise with a gradual increase in the range of motion. Exercises begin with a relatively small range of motion and gradually increase it by 8-12 repetitions to a maximum or a limit close to it. The limit of the optimal number of repetitions of the exercise is the beginning of a decrease in the range of motion or the occurrence of pain, which must be avoided. The number of repetitions of exercises varies depending on the nature and direction of the exercise for the development of mobility in a particular joint, the pace of movements, the age and gender of those involved.

When determining the maximum number of repetitions of exercises for any joint in one training session you can follow the parameters given in the table. For teenagers, the number of repetitions decreases by about 50-60%, and for women - by 10-15%.

During one training session, there may be several such series of exercises performed with little rest or interspersed with exercises of a different orientation (usually technical, strength or speed-strength). In this case, it is necessary to ensure that the muscles do not freeze.

2. Static stretching method,

This method is based on the dependence of the amount of stretch on its duration. To stretch according to this method, you first need to relax, and then perform the exercise and hold the final position from 5-15 seconds. up to several minutes. To solve this problem, exercises from Hatha Yoga are very effective.

Complexes of static stretching exercises can also be performed in a passive form, with a partner, gradually overcoming with his help the limits of flexibility achieved with self-stretching. Such exercises are usually used after a preliminary warm-up in the main or final parts of the session, as well as in the form of a separate stretching session.

3. The method of pre-tensioning the muscles with their subsequent stretching.

With the development of flexibility, this method uses the property of muscles to stretch more after their preliminary tension. For this you need:

First, perform active stretching of the muscles of the joint being trained to the limit;

Then unbend the trained part of the body in the joint a little more than half of the possible amplitude, and within 5-7 seconds create static resistance to the partner's external force on the stretched muscle group of 70-80 percent of the maximum;

After such a preliminary tension, concentrate your attention on relaxing the muscles being trained and subject these muscles and ligaments to passive stretching with the help of a partner, and having reached the stretching limit, fix the final position for 5-6 seconds.

All phases of the exercises must be performed slowly, continuously and smoothly, without any "jerks". Each exercise is repeated in each approach up to 5-6 times.

Such stretching exercises are in form (active-passive) and mode (static-dynamic).

We should not forget that those muscles that you stretch should be subjected to tension. Therefore, the direction of action of the traction force of the muscles should be opposite to the direction of their stretching (E. Zakharov, A. Karasev, A. Safonov, 1994).

Flexibility cannot develop continuously and reaches its maximum value by the age of 15-16. Therefore, one should limit oneself to such a level of flexibility that provides the necessary range of motion, and then exceed it by 10-15% (N.V. Reshetnikov, Yu.L. Kislitsin, 1998).

CHAPTER II. OBJECTIVES, METHODS AND ORGANIZATION OF THE RESEARCH

2.1. Research objectives

To achieve the goal of the study, it was necessary to solve the following tasks:

1. Determine the importance of pedagogical control over the physical fitness of schoolchildren.

2. Determine the level of development of physical qualities of schoolchildren of the 11th grade in Georgievsk.

3. Determine the dynamics of physical fitness of 11th grade students during the school year.

2.2. Research methods

To solve the tasks, the following research methods were used:

1. Analysis of special scientific and methodological literature.

2. Control tests (tests).

3. Methods of mathematical statistics.

1. The theoretical analysis of the scientific and methodological literature on the problem of interest to us was carried out to study the features of the physical development of students in the 11th grade of a general education school, traditional forms and methods of pedagogical control in the process of physical education of schoolchildren, means and methods of developing the main motor qualities of schoolchildren, clarifying research methods.

3. The system of pedagogical control tests (tests) was used to determine the level of development of motor qualities in schoolchildren. When testing motor readiness, we were guided by theoretical provisions and recommendations adopted in scientific research and presented in the works of domestic and foreign authors (11, 12, 13, 17, 25). The determination of the authenticity of motor tests was carried out taking into account the results of scientific studies performed earlier (12, 20, 35, 77). Five motor tests were used for testing:

100m run;

1000m run;

High jump from a place;

Standing long jump;

Pull-ups on the crossbar (young men), flexion and extension of the arms in
emphasis (girls).

1. The 100m run was held on the track of the stadium. At the command "Start!" the subjects stood at the starting line in a low start position. Team "March!" coincided with some kind of visual signal for the timekeepers standing at the finish line. While overcoming the distance by the subjects, they made sure that the pace of running did not decrease before the finish line. Only one attempt was allowed. Two or more subjects participated in the race, but the time of each was recorded by a stopwatch with an accuracy of 0.1 second. The test was carried out in such weather conditions in which the subjects could show their usual, comparable results.

2. The 1000m run was held on the track of the stadium. The run began with a high start. Running time was fixed.

3. Long jump from a place was carried out on a non-slip surface of the site or gym. The subject stood with his toes to the start line, the feet were parallel. The jump was made by simultaneous repulsion of two legs and a wave of the arms after pulling them back, landing was performed on both legs. Registration of the result was carried out with a tape measure with an accuracy of 1 centimeter in each of the two attempts, the best of which was recorded in the protocol. The length of the jump was measured from the line to the point of the rearmost contact of the jumper's leg with the floor. It was not allowed to tear off the legs from the floor before the jump.

4. A high jump from a place was held at a vertical wall, on which a measuring ruler was applied. The subject stood sideways to the wall, jumped up, trying with the palm of his hand to touch the ruler on the wall as high as possible. The jump was made by simultaneous repulsion of two legs and a wave of the arms after pulling them back, landing was performed on both legs. Registration of the result was carried out with an accuracy of 1 centimeter in each of the two attempts, the best of which was recorded in the protocol.

5. Pulling up on the crossbar was performed from the hang with a grip from above at shoulder width without touching the floor with the feet. When the subject took the starting position, the command "You can!" Followed. Bending of the arms was carried out to such a position when the chin crossed the axis of the crossbar. Then the subject straightened his arms completely and lowered himself to the starting position. The exercise was repeated as many times as possible. Pull-ups by jerks and rocking were not allowed.

6. Flexion and extension of the arms in the lying position was performed by the subject after taking the initial position on the floor. During execution, the subject had to keep the torso straight. The number of full extensions of the arms after they were bent until the chest touched the floor was counted.

4. Methods of mathematical statistics. The research results were processed by the method of mathematical statistics, and the following characteristics were determined:

1. Average arithmetic value:

where is the summation sign;

V - values ​​obtained in the study (options);

n- number of options.

2.Standard deviation:

where - mean;

The value of an individual option.

3. Average error of the arithmetic mean ( m):

4. The coefficient of significance of differences (P) was found according to the probability table - Student's test. Differences were considered significant if P was less than or equal to 0.05 (V.S. Ivanov, 1990).

2.3 Organization of the study

The study was conducted during 2004 - 2005. in high school Georgievsk, Stavropol Territory, and consisted of three stages.

At the first stage, literary sources on the research topic were analyzed. The analysis of scientific and methodological literature was carried out in order to obtain objective information on the issues under study, clarify research methods, and clarify the state of the problem being solved. The literature on age development and methods of development of motor qualities in children of senior school age, pedagogical control over the development of motor qualities. The following were determined: the topic of the study, its relevance, the purpose and objectives of the study, the working hypothesis, the literary sources on the topic of the study were analyzed. The choice of research methods and mastering them in the course of practical activities during physical education lessons in a secondary school has been carried out.

The second stage is devoted to testing the basic motor qualities of schoolchildren of the 11th grade. The study involved students of grade 11 (9 boys and 13 girls). All of them systematically engaged in physical exercises for school curriculum in physical education classes twice a week with the permission of the school doctor. Control exercises were taken twice: initial testing in mid-September - to determine the initial level of physical fitness of 11th grade students; and final testing in mid-April to determine the changes in the physical fitness of students that have occurred during the school year. During the testing, the conditions for all students were the same. Control exercises were taken during physical education classes after a 10-minute warm-up during 2 lessons.

At the third stage, based on the use of the method of mathematical statistics, the levels of development of the main motor qualities of schoolchildren of the 11th grade and their dynamics during the school year were identified. The results of the conducted research are framed in the thesis.

CHAPTER 3. RESULTS AND DISCUSSION

In mid-September, the first testing of motor fitness of 11th grade students was held, which made it possible to determine the initial level of development of physical qualities of schoolchildren at the beginning of the school year.

The test results are presented in table 2.

Table 2.

The results of the initial testing of physical fitness of 11th grade students

№	Indicators
	100 m (sec)	1000 m (min)	Standing long jump (cm)	Standing high jump (cm)
2.	14,0	3,50	237	47	12
3.	13,2	3,49	250	60	16
4.	14,0	3,48	220	42	5
5.	13,2	3,20	240	52	6
6.	14,2	3,40	230	47	12
7.	14,2	3,49	230	45	10
8.	14,0	3,39	220	44	5
9.	14,2	3,42	215	50	13
Mi±mi	13.90±0.11	3.43±0.07	320.7±3.9	48.0±2.02	9.66±1.23
2.	16,0	4,65	200	34	7
3.	17,0	4,66	170	32	11
4.	15,6	4,63	170	41	15
5.	16,7	5,20	165	32	15
6.	16,4	4,40	160	32	5
7.	16,4	5,20	180	35	25
8.	16,6	5,00	180	32	14
9.	17,5	4,63	170	38	15
10.	20,1	5,40	140	26	7
11.	16,4	5,30	200	42	15
12.	16,5	5,50	160	32	20
13.	16,4	5,30	160	25	16
Mi±mi	16.65±0.43	4.96±0.07	174.6 ± 6.23	34.2±1.58	13.84±1.66

During the academic year, physical education classes with 11th grade students were conducted in accordance with the curriculum, compiled on the basis of the physical education program for secondary schools (1996).

In mid-April, we re-tested on the same tests, and in the same sequence (during 2 training sessions). The test results are presented in table 3.

Table 3

Physical fitness test results

11th grade students (final testing)

№		INDICATORS
		100 m (sec)		1000 m (min)	Standing long jump (cm)		Standing high jump (cm)		Pull-ups for boys, push-ups for girls (number of times)
young men		13,6		3,32	240		48		16
2.		13,5		3,39	240		55		16
3.		12,4		2,57	280		63		19
4.		15,5		3,33	230		51		13
5.		12,9		3,30	255		61		8
6.		13,9		3,38	250		53		17
7.		13,7		3,37	220		48		17
8.		13,6		3,33	208		50		8
9.		13,5		3,11	242		47		17
Mi±mi		13.60±0.17		3.22±0.09	240.6 ± 8.08		52,90 ± 1,80		14.50±1.23
girls 1.		15,0		4,39	220		50		19
2.		15,2		4,29	210		42		12
3.	17,0		4,44		190	31		15
4.	15,1		4,00		200	45		13
5.	16,2		5,04		275	33		21
6.	16,1		4,10		170	33		9
7.	16,2		4,58		190	37		20
8.	16,1		4,30		185	34		35
9.	17,0		4,31		185	35		10
10.	18,3		5,17		150	25		10
11.	16,0		4,48		193	39		22
12.	16,3		5,00		169	30		16
13.	16,3		4,45		170	26		17
Mi±mi	16.22±0.27		4.66±0.09		185,2 ± 5,81	35,40 ± 2,08		16.84±2.16

To determine changes in physical fitness indicators during the academic year, we used Student's t-test to compare the indicators of initial and final testing (Table 4).

Table 4

Indicators of the dynamics of the main motor qualities of schoolchildren of the 11th grade during the academic year

tests	Indicators		growth,%	R
	initial	final
young men	13.90 ±011	13.60±0.17	2,1	>0,05
Run 100 m. (sec)
2.	Run 1000 m. (sec)	3.43 ± 007	3.22±0.09	17,6	<0,05
3.	Standing long jump (cm)	230.70 ± 3.9	240.60 ± 8.08	42,9	>0,05
4.	Standing high jump (cm)	48.00 ± 2.02	52.90±1.80	10,2	>0,05
5.	Body pull-ups (times)	9.66±1.23	14.50±1.23	50,0	<0,05
1.	girls Run 100 m. (sec)	16.65±0.43	16.22±0.27	2,5	>0,05
2.	Run 1000 m. (sec)	4,96 ± 0,07	4.66±0.09	6,0	<0,05
3.	Standing long jump (cm)	174.6±6.23	185.2±5.84	6,1	>0,05
4.	Standing high jump (cm)	34.6±1.58	135.4±2.08	2,9
5.	Push-ups (times)	13.84±1.66	16.84±2.16	21,6	>0,05

Comparison of indicators of initial and final testing showed an increase in all tested indicators. Moreover, considering the average group changes, it can be noted that the increase in the development of motor qualities of schoolchildren is not uniform. Thus, in boys, a statistically significant increase in indicators was found in the 1000m run, which characterizes general endurance, where the following results were recorded: 3.96 ± 0.07 and 3.22 ± 0.09 (Р< 0,05) и в подтягивании в висе на перекладине, характеризующем уровень развития силы мышц плечевого пояса, где отмечены следующие результаты: 9,66 ± 1,23 и 14,50 ± 1,23 (Р < 0,05). Показатели в беге на 100м., характеризующие уровень развития быстроты, в прыжках в длину с места и в высоту с места, характеризующие уровень развития скоростно-силовых качеств мышц ног, изменились в сторону улучшения результатов, но они оказались статистически не достоверны (Р > 0,05).

The girls also experienced positive changes in performance in all tests. However, statistically significant changes in the results are observed only in the 1000m run: 4.96 ± 0.09 and 4.66 ± 0.09 (Р< 0,05). Показатели в беге на 100м., в прыжках в длину и высоту с места и отжимании, имеют положительную динамику но она статистически недостоверна (Р > 0,05).

1. The analysis of special literature allows us to say that the specialists of physical culture and sports consider one of the main tasks of physical education in a general education school to increase the level of physical fitness of schoolchildren. To solve this and other equally important tasks of physical education, systematic pedagogical control and its analysis are necessary. Recently, an opinion has appeared that it is necessary to evaluate the work of students in terms of the growth of individual results, which allows you to create a positive psychological attitude among schoolchildren and encourages them to achieve a higher level of physical fitness.

2. Planning academic work in physical education should be carried out taking into account the sensitive periods of development of physical qualities.

3. The study showed that during the academic year there were positive changes in all the tests under consideration for both boys and girls. However, statistically significant changes were noted in young men in the 1000m run. (R<0,05) и в подтягивании на перекладине (Р<0,05), у девушек только в беге на 1000м. (Р<0,05). Наши данные согласуются с мнением специалистов, что возраст 16-17 лет является сенситивным периодом в развитии и силы, и выносливости.

LITERATURE

1. Ashmarin B.A. "Theory and methods of physical education". M. "Enlightenment", 1990.

2. Verkhoshansky Yu.V. "Fundamentals of training athletes." M. "FiS", 1988.

3. Galperin S.I. "Physical characteristics of children". M. "Enlightenment", 1996.

4. Godik M.A. Control of training and competitive loads. M.: "FiS", 1990.

5. Zatsiorsky V.M. "Physical qualities of athletes". M.: "FiS", 1999.

6. Zatsiorsky V.M. Structure and changes in physical fitness. // Theory and practice of physical culture, № 6,1999.

7. Zakharov E., Korolev A., Safonov A. "Encyclopedia of physical fitness". M. "Enlightenment", 1994.

8. Kuznetsova Z.I. How to control the motor readiness of schoolchildren. // Physical education at school, No. 1,2000.

9. Lyakh V.I. Tests in the physical education of schoolchildren. A guide for the teacher. M. ACT Publishing Company LLC, 1998.

10. Matveev L.P. "Fundamentals of sports training". M.: "FiS", 1977.

11. Ozolin N.G. "Young Colleague" M.: "FiS", 1988.

12. Fundamentals of the theory and methods of physical culture. Textbook for those. physical education Ed. A.A. Guzhalovsky. M.: "FiS", 1980.

13. Platonov D.N. "Training of Qualified Athletes". M.: "FiS", 1986.

14. Reshetnyakov N.R., Kislitsin Yu.L. Physical Culture. Textbook for students of secondary special institutions. M .: Publishing house center "Academy", 1998.

15. Farfel V.P. "Direction of movements in sports". M.: "FiS", 2005.

16. Filin V.P. "Education of physical qualities in young athletes." M.: "FiS", 2004.

16. Filippovich V.N. "Theory and methods of gymnastics", 1975.

17. Fomin N.A., Vavilov Yu.N. Physiological bases of motor activity. M.: "FiS", 1991.

18. Fomin N.A., Filin V.P. "Age bases of physical education". M.: "FiS", 1982.

19. Kholodov Zh.K., Kuznetsov B.C. Theory and methodology of physical education and sports. / Educational. allowance for st-s higher. educational institutions - M .: Publishing Center "Academy", 2000.

20. Khripkova A.G., Antropova M.V., Farber D.A. age physiology. - M.: Enlightenment, 1990.

21. Khrushchev S.V. "Children's sports medicine". A guide for doctors: M. Medicine, 1991.

22. Human physiology. Textbook for students of higher education. establishments. /Under the total. ed. Zimkina N.V. M. Higher School, 1984.

23. Physical culture: a program for students of secondary schools (grades 1-11) // Ed. N.V. Barysheva, Samara 1995.

Sections: Sports at school and children's health

The work of the section of general physical training provides for the promotion of the harmonious development of the child's body, health promotion, instilling interest in systematic physical exercises. General physical training is a system of physical exercises aimed at developing all physical qualities - endurance, strength, agility, flexibility, speed in their harmonious combination. Physical readiness of a person is characterized by the degree of development of basic physical qualities - strength, endurance, flexibility, speed, agility and coordination. The idea of ​​complex training of people's physical abilities comes from ancient times. So the basic physical qualities of a person develop better, the harmony in the activity of all systems and organs of a person is not disturbed. So, for example, the development of speed should occur in unity with the development of strength, endurance, and dexterity. It is this coherence that leads to the mastery of vital skills. There is a close relationship between the development of physical qualities and the formation of motor skills. Motor qualities are formed unevenly and non-simultaneously. The highest achievements in strength, speed, endurance are achieved at different ages. The concept of strength and power qualities. There are maximum (absolute) strength, speed strength and strength endurance. The maximum force depends on the size of the cross section of the muscle. Speed ​​strength is defined as the speed at which a power exercise or power move can be performed. And strength endurance is determined by the number of repetitions of a strength exercise to extreme fatigue. For the development of maximum strength, a method of maximum effort has been developed, designed to develop muscle strength by repeating the required exercise with maximum effort. to develop speed strength, it is necessary to strive to increase the speed of performing exercises or add load at the same speed. At the same time, the maximum strength also grows, and on it, as on a platform, a high-speed one is formed. For the development of strength endurance, the “to failure” method is used, which consists in continuous exercise with medium effort until the muscles are completely tired. Health requires a certain level of muscle development in general and in each major muscle group - the muscles of the back, chest, abdominals, legs, arms. Muscle development occurs unevenly both by age and individually. Therefore, one should not force the exit to the proper level in children 7–11 years old. At the age of 12–15 years, there is a significant increase in strength and strength standards increase by an order of magnitude. It must be remembered that the relationship between the level of individual muscle groups is relatively weak and therefore the strength standards should be complex and relatively simple to perform. The best tests are exercises with overcoming body weight, when not absolute strength is taken into account, but relative strength, which allows you to smooth out the difference in absolute strength due to age, sex and functional factors. Rapidity is the ability of a person to perform a motor action in the shortest possible period of time. To develop speed, you need to use exercises that can be performed at the maximum pace. Such exercises should be simple in technique, well mastered, and their duration should be such that by the end the speed of their performance does not decrease. For the development of speed, the main methods are repeated, re-progressive and variable exercise. . Under Flexibility understand the ability to max range of motion in the joints. Flexibility is a morphofunctional motor quality. Distinguish between active and passive flexibility. Active flexibility is the ability to perform movements with a large amplitude due to one's own muscle efforts. Passive flexibility - the ability to perform movements with a large amplitude due to the action of external forces (partner, gravity). The value of passive flexibility is higher than the indicators of active flexibility. Flexibility is also influenced by external factors: age, gender, physique, time of day, fatigue, warm-up. Flexibility scores in junior and middle grades are (on average) higher than in high school students; The greatest increase in active flexibility is observed in the middle classes. Sex differences determine the biological flexibility in girls by 20–30% higher than in boys. Time of day also affects flexibility, with age this effect decreases. In the morning, flexibility is significantly reduced, the best indicators of flexibility are observed from 12 to 17 hours. Warming up the muscles in the preparatory part of the training session before performing the main exercises increases mobility in the joints. The measure of flexibility is the range of motion. The amplitude of movements is measured in angular degrees or in centimeters. Stretching exercises are a means of developing flexibility. They are divided into 2 groups: active and passive. Active exercises: springy slopes, swing and fixed, static exercises (maintaining a stationary position with maximum amplitude). Passive exercises: the posture is maintained by external forces. Applying them, they achieve the greatest indicators of flexibility. For the development of active flexibility, stretching exercises in dynamic mode are effective. The general methodological requirement for the development of flexibility is a mandatory warm-up (before sweating) before performing stretching exercises. At primary school age, exercises in an active dynamic mode are mainly used, at middle and older age - all options. Moreover, if flexibility develops in the lower and middle grades (developing mode), then in the upper grades they try to maintain the achieved level of its development. The best indicators of flexibility in large parts of the body are observed at the age of 13–14 years. Endurance determines the possibility of performing long-term work, resisting fatigue. Different people cope with sports loads in different ways. The secret of endurance is in the directed preparation of the body. For the development of general endurance, exercises of medium intensity, long in time, performed at a uniform pace are necessary. With a progressive increase in load as training intensifies. Under Agility It means the ability of a person to quickly master new movements or to quickly restructure motor activity in accordance with the requirements of a suddenly changed situation. Agility education is associated with an increase in the ability to perform movements that are complex in coordination, quickly switch from one motor act to another, and with the development of the ability to act most appropriately in accordance with suddenly changing conditions or tasks (i.e., the ability to quickly, accurately and economically solve a complex motor task). Agility largely depends on the existing motor experience. Possession of various motor skills and habits has a positive effect on the functional capabilities of the motor analyzer. Gymnastic and acrobatic exercises develop analyzer systems, increase vestibular stability and improve the coordination capabilities of those involved. Specially selected outdoor switchgear for coordination and accuracy of movements is especially effective. The most effective and affordable means of developing dexterity among students are outdoor and sports games. They develop coordination, accuracy and proportionality of movements, analyzer systems. In sports and game exercises, the skills of fast and effective movements in an unexpected situation are acquired. The general methodological requirements in the learning process are the “novelty” of the exercises and the gradual increase in their coordination complexity. To develop dexterity, you can use any new exercises or learned exercises with elements of novelty. Recommended methodological techniques and approaches: ORU for the accuracy of movements on commands, distance marking, setting additional landmarks in jumps or dismounts, throwing at a target (at a specified distance, into a basket, at a target), jumps and dismounts for accuracy of landing (0.5 x 0.5 m), running with different stride size and frequency. Children easily grasp the technique of rather complex coordination exercises. In primary and secondary school age, the ability to maintain the balance of the body develops. In middle school age, it is necessary to improve spatial orientation, develop rhythmic abilities. The accuracy of movements and the eye is facilitated by throwing at a target, at different distances, throwing various objects at a specified distance, adjusting the positions of the hands in the outdoor switchgear. During puberty, the growth of coordination abilities stops. At senior school age, dexterity and coordination abilities mainly develop when the conditions for performing the studied exercises change.

OFP program.

The name of the program.	"General physical preparation".
Direction.	Physical culture and health.
Classification.	Special; mass; uneven-aged.
Target group.	Occupancy: 2 years NP - up to 15 people.
Purpose of the program.	Creation of conditions for having a beneficial effect on health promotion and further involvement in active physical education and sports.
Program objectives.	1. Health promotion, elimination or stable compensation of disorders caused by the disease; 2. Gradual adaptation of the body to the effects of physical exertion, expanding the range of functional capabilities of the physiological systems of the body; 3. Formation of volitional qualities of the individual and interest in regular physical education; 4. Raising a conscious and active attitude to health and a healthy lifestyle as values.
Implementation deadlines.	1 year.
Practice mode.	NP 2 years - 3 times a week, lesson 80 minutes.
Expected results.	Improving indicators of physical development. Fulfillment of normative indicators.

Explanatory note.

The initial documents for compiling the working program of the training course are:

The federal component of the state educational standard, approved by the Order of the Ministry of Education of the Russian Federation dated 05.03.2004 No. 1089.

Exemplary program, doctor of pedagogical students of grades 1–11” V.I. Lyakh, 2011 created on the basis of the federal component of the state educational standard.

The work of the section of general physical training provides for the promotion of the harmonious development of the child's body, health promotion, instilling interest in systematic physical exercises. Duration of classes in the group 3 times a week for 80 minutes. The program provides for the study of theoretical material, practical training in physical, technical and tactical training. The study of theoretical material is carried out in the form of 15-20 minute conversations, which are held at the beginning and during the classes. The program contains a mandatory minimum of education in the subject "Physical Education". The structuring of the educational material is presented in accordance with the basic components of physical culture and health-improving activities: “Basics of knowledge about physical culture” (information component), “Methods of activity” (operational component), Physical improvement” (motivational component), which allow using a variety of forms of education that promote the development of independence and creativity. The logic of presentation of the content of each section of the program determines the stages of its development by schoolchildren (“from the general to the particular” and “from the particular to the specific”), the translation of the acquired knowledge into practical skills and abilities.

Requirements for the level of preparation of students in the subject "Physical culture". These requirements are consistent with the requirements of the State Standard.

In accordance with the concept of physical education, general physical education training groups are designed to solve the following tasks:

• To consolidate and improve the skills and abilities acquired in physical education lessons;
• Contribute to the formation of vital physical qualities;
• To educate schoolchildren in social activity and diligence;
• To develop creative initiative, independence and organizational skills.

During this period, in addition to the general education school task of strengthening health, comprehensive physical, moral and mental training of students, the task of forming special physical qualities (strength, speed, flexibility, jumping ability, coordination of movements) is solved, acquiring the skills of correct execution of movements.

The educational and training process is carried out on the basis of the curriculum, annual schedules of checkout hours and the program, specified in the class schedule, work log and teacher's diary.

Purpose and objectives of the educational program.

Purpose: To create conditions for having a beneficial effect on health promotion and further involvement in active physical education and sports.

Main tasks.

Strengthening health, improving physical fitness; the formation of volitional qualities of the individual and interest in regular physical education; education of a conscious and active attitude to health and a healthy lifestyle as values; promoting harmonious physical development, comprehensive physical fitness and strengthening the health of students; education of the need and ability to independently engage in physical exercises. Achieving high performance in physical and technical training. Education of moral and volitional qualities. Education of activity, consciousness and self-discipline and on their basis the creation of a friendly team. Education of hard work, nobility and the ability to experience failures and the joys of victories. Development of physical qualities and mental properties.

Basic educational and thematic plan of the second year of study.

The number of hours per week is 3 hours.

№	Name of sections.	Total hours	Including
			theoretical	practical
1.	Theoretical preparation.	6	6
2.	General physical preparation.	48		48
3.	Special physical training.	36		36
4	Technical training.	24		24
5	Tactical training.	24		24
6	Control tests. Tests.	6		6
7	Total hours:	144	6	138

Section tasks:

• increasing the physiological activity of body systems, promoting the optimization of mental and physiological performance;
• improving applied vital skills and abilities in walking, running, jumping, climbing, enriching motor experience with physical exercises; increase in physical fitness and development of basic physical qualities; training in complexes of physical exercises with a health-improving and corrective orientation; formation of general ideas about physical culture, its significance in human life, health promotion;
• strengthening health, increasing the functional and adaptive capabilities of the main life-supporting systems of the body, developing physical qualities that underlie general physical fitness; training in physical exercises from modern health-saving systems of physical education, the formation of an individual physique, correct posture and rational breathing, the ability to organize independent physical education classes with a health-improving orientation;
• improving the culture of movements, enriching the motor experience with exercises of basic sports (gymnastics, acrobatics, athletics, cross-country training, sports games);
• mastering the complex of knowledge about physical culture, its history and forms of organization, connection with the culture of health.

№	Section name.	Number of hours.
		2 year of study.
		Theoretical.	Practical.
1	The importance of exercise for human health.	1
2	Rules and norms of behavior in physical education classes.	1
3	Athlete hygiene.	1
4	HLS and its components.	1
5	History of the Olympic Movement.	1
6	What is physical performance and physical fitness.	1
7	General physical preparation.		48
8	Special physical training.		36
9	Technical training.		24
10	Tactical training.		24
11	Control tests.		6
	Total:	6	138

Theoretical preparation:

• the importance of physical education and sports in human life;
• the influence of physical exercises on the human body, training as a process of improving body functions; healthy lifestyle, hygiene, medical supervision and self-control, daily routine and nutrition, injury prevention;
• safety in the classroom and first aid;
• history of the Olympic movement;
• the basics of teaching and training methods, the procedure for teaching technique and tactics;
• rules of the game, organization and conduct of competitions;
• tactical game plans, installation on games and their analysis, individual and team actions during competitions and control games.

General physical preparation:

• complex classes with a set of exercises for the development of physical qualities (endurance, perseverance, will, speed, strength, dexterity), the development of physical qualities using various items: stuffed balls, jump rope, balls, exercise equipment, hoops; athletics exercises: relay races, shuttle running, running 15, 30, 250, meters, cross-country 500 to 1000 meters, throwing, high and long jumps from a place;
• gymnastic and acrobatic exercises: exercises for the development of strength, strength and statistical endurance, exercises for the development of mobility in the joints, exercises for developing vestibular stability, etc.; outdoor sports games: “tags”, “jumps”, “empty place”, basketball without a lead, “shootout”, “pioneerball”, etc.; delivery of standards for physical training.

Special physical training:

• development of special physical abilities necessary for improvement;
• exercises for the development of speed and agility, the speed of the visual-motor reaction to the ball, the speed of movement and orientation on the field;
• development of speed strength, explosive strength, endurance and purposefulness in attacking and tackling the ball; development and improvement of the starting speed with a change in the direction of movement, high-speed obstruction; special physical exercises for the development of jumping ability, long jumps and high jumps; acrobatic exercises in the selection of the ball. Special acrobatic exercises for goalkeeper training.

Technical background:

• learning the technique of playing without the ball: regular running, running backwards, running with cross and side steps, jumping with one and two legs, stopping with a jump and lunge, turning on the spot and in motion by stepping over and jumping;
• teaching ball possession techniques: kicking the ball, stopping the ball, dribbling; middle, inner and outer parts of the instep, toe, heel; ball dribbling training: dribbling by step and run, with a change of direction; training in giving the ball, receiving the ball, catching the ball; teaching the technique of the game: the main stand, catching the ball from below, from above, from the side, in the fall, hitting the ball, passing the ball, throwing and knocking out the ball;

Tactical training:

• formation of a stable relationship between the physical, special and tactical and technical aspects of training; training in individual tactical actions: choosing a place, dribbling the ball and tracing an opponent, deceptive actions, throws on the ring, taking the ball from an opponent;
• training in group tactical actions: passing the ball, taking the ball from an opponent with the help of coordinated actions of two, three or more players, holding (closing) an opponent; team tactical training:

The educational process with students is organized in the form of a lesson (according to the scheme):

Preparatory, main and final parts.

In the preparatory part of the lesson, it is necessary to organize students; determine the heart rate; contribute to the gradual functional preparation of the body for increased loads.

In the preparatory part, various exercises with a change in rhythm are used, the simplest tasks for coordinating movements, accelerated walking, and running. In the main part of the lesson, the tasks of the harmonious general development of the cardiovascular and respiratory systems, the whole organism as a whole, the education of motor qualities, the improvement of motor skills, the education of moral and volitional qualities are solved. The main part uses exercises in balance, on apparatuses, individual elements of athletics, etc. The final part contributes to a faster flow of recovery processes, reducing the load, relieving fatigue. In the final part, simple hand exercises, various types of walking, muscle relaxation exercises, breathing exercises and, of course, sitting rest are used. Completion of the lesson should set you up for subsequent work and cause satisfaction.

Methodological support of educational activities.

The leading principle is a differentiated approach, dosing the load in the classroom, taking into account the individual characteristics of students.

In the classroom, students should master the basic skills included in the physical education program for schoolchildren, as well as learn how to use self-monitoring data to determine the state of health. These tasks must be solved taking into account age, health status and level of physical fitness.

Expected results, forms, criteria for their evaluation:

Students should be able to use the acquired knowledge, skills and abilities in practical activities and everyday life: to show skills and abilities, personal individuality when performing physical exercises; have independent work skills; use various sources of information to obtain information in your chosen sport.

When implementing the program, optimal conditions are created for the formation and development of the child's personality. Training is structured in such a way that students, acquiring simple knowledge, skills and abilities, first perform simple exercises that become more difficult with each subsequent task. Such a formulation of the educational process forms the psychological preparation for work.

Requirements for the development of educational material. Appendix 1 .

Bibliography.

1. Lyakh V.I., Zdanevich A.A.. Comprehensive program of physical education for grades 1–11. – M.; "Enlightenment" 2011
2. Kuznetsov V. S., Kolodnitsky G. A.“Planning and organization of classes. Methodological manual on physical culture. - M. DROFA 2006.
3. Ashmarin B.A. Theory and methods of physical education. M.; Enlightenment 2006
4. Mason G.B., Lyubomirsky L.E. Methods of physical education of schoolchildren. M.: Enlightenment 2005

Sergei Afanasiev
Physical training, its connection with health promotion, development of physical qualities of a schoolchild

« Physical training,

her link to health promotion,

development of the physical qualities of schoolchildren ka"

Teacher physical education:

Afanasiev Sergey Nikolaevich

S. Ust-Tarka

1. Introduction…. 3

2. Relevance…5

3. Views physical training…7

4. Characteristics of the state of the body

at physical activity....8

5. The development of physical qualities ....11

6. Conclusion…. 12

7. List of used literature ... 13

Introduction

Physical education is a pedagogical process aimed at the formation of special knowledge, skills and development of versatile physical human abilities.

AT physical upbringing, there are two specific sides: movement training (motor actions) and development of physical qualities.

With the help of motor activity organized by means of physical exercises and other means physical upbringing, it is possible to change the functional state of the body in a wide range, to regulate it purposefully and thereby cause progressive adaptive changes in it (improvement of the regulatory functions of the nervous system, muscle hypertrophy, increase in the functionality of the cardiovascular and respiratory systems, etc.). Their combination leads not only to quantitative, but also to quality changes in the functionality of the organism as a whole. Developing physical qualities in this way, achieve, under certain conditions, a significant change in the degree and direction of their development. This is expressed in the progression of certain motor abilities (strength, speed, etc., an increase in the overall level of performance, health promotion and in other indicators of improving the natural properties of the body, including the properties of the physique (of course, to the extent that this is allowed by the genetically fixed features of the constitution of the human body). The development of physical qualities is given, thus, a directional character, which allows us to talk about the management of their development.

In the process of generational change through physical upbringing is carried out by the transfer of the rational experience accumulated by mankind in the use of motor capabilities that a person potentially possesses, and is provided in one way or another directed physical development of people. Overall result physical education, if we consider it in relation to the labor and other types of practical activities of people, is physical fitness, embodied in increased performance, motor skills and abilities. In this respect physical education can be defined as a process physical training a person to a full-fledged life, including socially conditioned activities (labor, military, etc.).

Relevance

It is known that up to now the level development of motor qualities in children, achieved in the process physical education at school, including in the classroom physical education, is relatively low and does not meet modern requirements.

At the same time, the thesis about the priority of measures, related to children's health, increasing their functionality, level physical and motor fitness, is the leader in the primary school general education program schools.

problems physical fitness of schoolchildren teachers and scientists pay great attention, both in Russia and abroad, a search is underway for evidence-based means and methods for improving the system physical education, including in the context of general education schools.

For rational organization and physiological justification of the process physical education of schoolchildren it is necessary to know and take into account the peculiarities of their natural development.

Early development is essential physical activity of children, the content of which is a systematic motivated activity aimed at physical improvement. Physical Improvement, and through it health promotion, is possible only when building an educational process that does not contradict the pace and direction of the individual child development.

Excellent health, strong and tempered body, strong will, formed in the process of training, are a good basis for intellectual and mental human development. Reach high physical perfection, get rid of some congenital and acquired physical shortcomings can only be through the correct and systematic use exercise.

Unfortunately, many parents do not understand health value of physical culture and sports do not pay due attention physical education of children. Therefore, the task of teachers physical parenting and coaching - explain the positive impact physical culture per state health and physical development of children.

As practice shows, children with an increased motor regime, that is, actively involved in physical culture and sports do better than their peers in general education school. In addition, at schoolchildren who are actively involved exercise, increases resistance to colds.

Observing the formation of an organism over a number of years, we are usually interested in the state of their health, physical development and physical fitness, fixing it with the corresponding indicators. The complex of these indicators creates a complete picture of the body of children.

Considering the motor activity of children, we observe it in movements of various forms, in which speed, strength, dexterity, endurance, or a combination of these are manifested to one degree or another. qualities. Degree development of physical qualities and determines the quality direction of motor activity of children, the level of their general physical fitness.

Combining classes physical culture with general physical training, we thereby carry out the process of comprehensive physical training, which has a large health value.

Usually, developing physical qualities, we improve the functions of the body, master certain motor skills. In general, this process is the same interconnected, and usually high development of physical qualities contributes to the successful development of motor skills.

Kinds physical training

Under physical fitness understand the human condition, which is acquired as a result of physical training and is characterized by high physical performance, good development of physical qualities, versatile motor experience.

In theory physical education distinguish between general and special physical training.

Special physical fitness - related with professional or sports activities, the evaluation criterion is the sports result.

General physical training- includes the level of knowledge and skills, skills in vital or, as they say, applied, natural, basic types of movements. The vital usefulness of movements, their frequent applicability, their practical use in life.

Level development these movements accelerates the process of special physical training.

The main feature characterizing the high level of general physical training(O.F.P.)- this is the ability to consciously control the movements of your body, achieving results in a short time, with the least amount of effort.

And the formation of basic movements is known, because in these movements there are a large number of muscle groups, which helps to increase the volume of substances in the body, enhance the activity of internal organs, improving the mobility of nervous processes.

Knowledge of age development basic movements should help improve the methodology of working with schoolchildren.

In the process of formation of motor skills and abilities physical quality develops: agility, speed, endurance, strength, accuracy, etc.

Characteristics of the state of the body physical activity

The healing effect of development and the formation of basic movements is well known, since a large number of muscle groups simultaneously participate in these movements, which contributes to an increase in metabolism in the body, an increase in the functional activity of internal organs, and the mobility of nervous processes is improved. All this is the foundation for the implementation of the standards of the TRP complex.

Of paramount importance for the successful completion of the norms of the TRP complex by students is a versatile physical fitness based on a high level development basic motor qualities(endurance, strength, agility, speed, etc., which are achieved by systematic work in the lessons physical education, as well as in the process of extracurricular sports and mass work.

The level of motor abilities most fully reflects the functional state of the body schoolchildren, which manifests itself in the ability to perform various motor actions at an appropriate level development of motor qualities. For every age period schoolchildren characteristic anatomical physiological features. Based on the characteristics of childhood and adolescence, their physical development and physical fitness educational standards and standards of the TRP are established. These characteristics of children are not constant and unchangeable. As a result of a number of environmental factors, a set of living conditions, including an organized process physical education, typical for school As they age, the signs of their ability change.

As L.P. Matveev writes (1984) "Taking into account age characteristics, it is very important to proceed from the fact that the task of the teacher is by no means a passive adaptation to it. On the contrary, he must contribute to their progressive change, thoughtfully using the conditions and patterns of the objective process human development. It is necessary to actively reinforce and correct, even deliberately cause the desired changes in the functional manifestations of the body. Moreover, it is necessary to identify and very strictly take into account in the process of training and education all individual manifestations of age characteristics in order to build educational work on the basis of the real capabilities of children.

So, A. A. Mink (1980) indicates that, given the characteristics of the musculoskeletal system, it is necessary to persistently avoid incorrect postures, high loads on the spine, unilateral tension of the muscles of the body, strong shocks and shaking of the body, overstrain of the articular ligamentous apparatus and muscles during prolonged muscular efforts, especially of a static nature, etc. At the same time, one should constantly intensify the activity of the muscular system, leveling the level development individual muscle groups and controlling this work on posture.

Great care in loads must be observed in relation to the circulatory and respiratory organs, especially in the middle school age. Widely using exercises that cause increased activity of these organs, it is necessary to strictly dose physical stress, bearing in mind the weak contractility of the heart muscle in the younger school age, insufficient perfection of the apparatus for regulating cardiac activity until the end of the transition (medium) age, physiological narrow chest and other features of the child's body. You should always remember about the dangers for the heart of overestimated, excessively compacted loads in running and similar cyclic movements, large muscle tension with straining, as well as the formation of effort after the flu, tonsillitis and other painful conditions.

The greatest attention should be paid to the still fragile nervous system of children, to which very high demands are constantly made by all academic subjects. Intellectual efforts in the process of learning motor actions, control over their movements and their management, increased volitional and emotional stress, related with overcoming various kinds of difficulties in the conditions of motor activity - all this is also a significant burden on the nervous system. Proper regulation, modification and a gradual, strictly consistent increase in this load allows strengthen nervous system and improve its performance. It is necessary to keep in mind one more feature of children - their mild, often excessively increased excitability, as well as closely related with it high reactivity. Mild excitability is characteristic of most children of all age groups, although the degree of its expression is not the same. She is the highest among the younger ones. schoolchildren, persists for a long time in adolescents and begins to noticeably subside only in the older school age. This phenomenon is due to the general functional features of the nervous system of children. The work is also complicated by insufficient stability of attention, superficiality of perceptions, emotional incontinence, etc. The high reactivity of children is expressed in quick, often premature, and strong reactions. At the same time, they are far from always sufficiently expedient, and sometimes dangerous. This is most striking quality manifests itself in adolescence.

The works of the great physiologists and. M. Sechenev, N. E. Vvedensky, I. P. Pavlov, A. A. Ukhtomsky and their students with sufficient completeness revealed the mechanism of the influence of movements on complex life processes in our body, they pointed to negative phenomena. Which are observed during prolonged forced rest. Rest and movement are two opposites (opposites) they determine the state and nature of life processes in the body, affect the interactivity and features of the heart, lungs, digestive tract, nervous and muscular systems, and metabolism. Active motor activity promotes growth and development bone and muscle tissue, internal organs and sensory organs. It stimulates metabolic processes in the child's body, enhances its protective properties.

Development of physical qualities

Development of physical qualities- this is a targeted impact on the complex of natural properties of the body, stimulating and regulating them development through normalized functional loads, related with motor activity. To the main the physical qualities of a person, speed, endurance, agility and flexibility and directly related with them morpho-functional properties of the organism. These qualities determine the degree of development of various physical and motor abilities of a person (strength, speed, coordination, etc.)

A person who has a good physical fitness, has sufficient resistance to stressful situations, to the effects of adverse environmental conditions and various diseases. He's good developed respiratory system, blood circulation and energy exchange. Attention, memory and thinking are stable and less subject to the process of fatigue. All these properties allow a person to achieve high results in educational work and competitive activities. high physical performance is achieved development of human physical qualities.

Main physical qualities are speed, strength, endurance, flexibility, agility (coordination). These qualities should be developed in a complex, as the development of one quality affects the development of another.

Thus, development of physical qualities, in essence, is the main content of the general physical training.

Conclusion

Physical development is one of the most important indicators child health. It is in childhood that the musculoskeletal system is formed, ends development of all organ systems. Therefore, the correct construction of the lesson, the optimal alternation of different types of classes has a great influence on working capacity, fatigue and, in general, on the functional state of the whole organism.

"Gymnastics, physical exercise, walking should firmly enter into the daily life of everyone who wants to maintain working capacity, health a fulfilling and joyful life." The ancient saying of Hippocrates in our age of penetration into all spheres of scientific and technological progress becomes highly relevant.

Under special control should be taken: condition health, level physical development and the degree of physical fitness of the personality of students, because in accordance with these indicators determined: content, forms, total volume and plans for conducting educational work, as well as the nature and intensity of the loads.

List of used literature:

1. Balsevich V. K. " Health in motion" M. "Soviet Sport", 1988

2. Barshai V. M., Ryabtseva E. I., Yanson Yu. A. Physical development, physical fitness and performance of students and youth. Rostov-on-Don RGPI 1987

3. Theological V. P. "Collection of instructive and methodological materials on physical education", M. Enlightenment, 1984. Athletics magazines 1985-1988.

4. Internet resources.

Sections: Sports at school and children's health

I have been teaching FK for over 30 years. During the work, I realized that physical training requires constant and focused efforts. The greatest difficulty is the lack of the necessary periodicity in this work, since physical education lessons are held 1-2 times a week. A good help can be the homework of those involved or classes in sports sections.

Instructions for the use of means and methods for the development of physical qualities in physical education lessons. Physical fitness testing. Methods of organizing students in the lesson.

1. Measure the indicators as accurately as possible and enter them correctly into the computer.

2. Comprehensive testing should be repeated regularly and constantly at least 2 times a year, because the body of students develops at an uneven pace.

3. The test is best done at the beginning of the week when the body is not tired.

4. Before testing, students must master the technique of control exercises.

TESTING OF PHYSICAL FITNESS.

The proposed test tasks are very simple and effective. The teacher needs to prepare for their control.

1. TEST "ENDURANCE RUN 1000m"

Execution Method:

Running is carried out at the stadium or on a flat track, it is possible on dirt or asphalt, if conditions allow and security measures are provided.

Time is recorded with an accuracy of 0.1 sec. Before the test, a warm-up and briefing is carried out. All participants must run the course.

2. TEST "SHUTCH RUN 10 TIMES 5 METERS".

This test allows you to assess the level of development of speed and agility.

Execution Method:

In the gym at a distance of 5 m, two lines are drawn parallel to each other. Test takers stand in the high start position on one side. On the command "March", they run to the second line and, crossing it, return to the first line in a run. And this is repeated five times. The job runs at maximum speed.

Time is recorded for each individual stopwatch with an accuracy of 0.1 sec.

INSURANCE. All participants must be in sports shoes, there must be a distance of at least 5 m between them, and voluminous heavy objects cannot be used as indicators.

3. TEST "PULL-UPS" /boys/.

Hanging bar equipment.

The test allows you to determine the level of development of endurance of the muscles of the shoulder girdle and arms.

The technique of execution in the hang on straight arms is performed by bending the arms and pulling up. Only those are considered correct in which there is a complete flexion and extension of the arms, the chin rises above the crossbar. Legs should not participate in movements. It is forbidden to perform jerks or swings. Pull-ups performed with errors do not count.

4. TEST "Hanging on the crossbar" /girls/.

The test helps to assess the strength endurance of the arms and shoulder girdle.

Equipment: low bar.

Method of execution: the subject takes a standing position, performs flexion and extension of the arms. The chin should rise to the level of the crossbar.

5. TEST. Standing long jump.

It is carried out to determine the level of development of speed-strength qualities.

Methodology: uz i.p. narrow stance "legs apart", hands at the top, the subject crouches and performs a jump from two legs to two into a deep squat. The push of the legs and the swing of the arms are the maximum. The result is measured by the last touch with an accuracy of 1 cm.

6. TEST Triple jump from a place.

Helps to determine jump endurance.

Methodology. The subject accepts and n "swimmer start" and from two legs performs a jump on the pushing leg, then on the fly / in the way from foot to foot / and the last on two legs. Hands can work both differently and in a circle, reminiscent of the movements of athletes in a triple run jump. Measurement of the result as in the long jump.

7. TEST Bending the arms in the lying position.

The test allows you to determine the level of development of the muscles of the shoulder girdle.

Method of carrying out: The subject assumes the position of an emphasis lying on the floor and, bending his arms at the elbows, does push-ups. The torso must remain straight.

The chest should touch the object at a height of 7-10 cm from the floor. You can use a special simulator, where the light on indicates the correct execution.

8. Pistol One-Leg Squat Test

The test helps to determine the strength of the leg muscles and the coordination of the student's efforts.

Methodology: Standing at the support, the subject squats on one leg while maintaining and. n. The other leg is brought forward straight. Squats should be performed on the entire foot.

Young men perform the exercise without support.

9. TEST Hanging Angle.

Methodology: the subject takes the position of hanging on the Swedish wall and raises straight legs forward to an angle of 90 degrees. holding them in that position.

The level of strength of the flexor muscles is determined.

10. TEST Lifting the torso from a sitting position "bending legs"

The value is similar to the previous test.

Methodology: The subject assumes a sitting position on the mat, the partner holds his legs in and out. n. Lowering and raising his shoulders, the subject touches his knees with his elbows bent arms. The exercise can be performed without taking into account the time / the most difficult option, / for 1 minute, for 30 seconds.

11. TEST Jump up from a place.

Determines the level of development of jumping ability.

Method of carrying out: the subject measures the growth at the support according to the markup, standing with his hand, and then performs several jumps in turn from a place. The difference in touching the hand markings in the jump and standing is counted.

this technique allows avoiding special devices as in the Abalakov technique. The starting position can be facing or sideways to the markings.

12. TEST Medicine ball throw.

The test allows you to determine the levels of development of speed-strength qualities and coordination.

Methodology. The subject assumes a standing / sitting / legs apart position facing the throwing direction and sitting down / or leaning back / throws a stuffed ball from below. The ball is released at face level. The hands can perform an additional movement. It is impossible to go beyond the measurement line. you can not take your legs out of the line.

13. TEST Forward tilt.

The test determines the level of flexibility of the spine.

Method of implementation: the slope can be performed while sitting on the floor or standing on a gymnastic bench.

After several warm-up inclinations with a jerk, the subject performs an inclination and holds the position of the hands for 1-2 seconds. The measurement is carried out along the ruler with an accuracy of 1 cm.

14. TEST Run 30 m on the move.

The test determines the level of speed development.

Methodology: after running 20-30 m, the subject runs at full speed 30 m. The assistant gives the go-ahead when the subjects run the beginning of the 30-meter mark. Time is recorded with an accuracy of 0.1 sec. If several people run at the same time, each is detected by a separate stopwatch or by two.

15. TEST Running 30 m. from a low start.

Specifies the level of speed.

Methodology. The subject runs from the blocks from the n / start distance for a while.

It can be carried out at a distance of 60 m.

With electronic timing, the result is determined with an accuracy of 0.01 sec.

WARM-UP FOR TESTING.

The warm-up should include exercises similar in structure to those being tested. The following is a sample workout routine.

Warm up:

1. Run 30 sec. slow, 30 sec. faster.

2. Tilts of the torso to the sides, back and forth. 30 sec.

3. Squats 30 sec. with full amplitude at a calm pace.

4. Jumping 30 sec. On one, the other, both legs.

5. Walking with the restoration of breathing.

O.F.P. REGULATIONS

1. Run 1000m.	By program	5	4	3
2. Shuttle run	By program
3. Pull-ups in / lane	. young men	14	10	8
4Pull up n/l	. girls	25	18	10
5. Long jump s/m	young men	250cm.	230 cm.	210 cm.
Long jump s. /m	girls	200	180	160
6. Triple s/m	young men	760	650cm.	550 cm.
7. Bending the arms in an emphasis lying on the floor	Boys girls	25 14	20 10	15 8
8. "Pistol"	At a support without support by hand	10 7	7 5	5 3
9. “Angle” in hanging	Boys girls	10sec. 7 sec.	5 sec. 5 sec.	3 sec. 3 sec.
10. Sitting torso raise	Y. and D. without regard to time	50	35	25
11. Jump up s / m.	Boys girls	50 40cm.	40 30 cm.	30cm 20 cm
12. Throw the ball	Boys girls	11m. 8 m	9.50 7m.	8.50 6 m.
Tilt /flexibility/		25 cm.	15 cm.	7 cm
14. Run 30 m from the move	Boys girls	5,0 5,5	5,3 5,9	5,8 6,1
15. Run 30 m		5,2	5,5	6,0

These standards will determine the level of development of certain physical qualities.

To determine the level of endurance / performance / you can use the following method:

MEASURE HR IN THE FOLLOWING MODES:

1. After 5 min. rest lying down. /rest pulse/.

2. Pulse while standing.

3. Take into account the difference between the first two indicators.

4. After 1min. easy running.

5. After 1 minute of sitting rest.

A lower sum of the pulse indicates a higher level of preparedness. The average heart rate is 280 beats. /min

After 8 weeks of regular training, repeat measurements.

METHODS OF DEVELOPMENT OF PHYSICAL QUALITIES.

PHYSICAL QUALITIES - innate morpho-functional qualities, due to which a person's physical activity is possible, manifested in expedient activity. The main physical qualities include: muscle strength, speed, endurance, flexibility, agility.

DEVELOPMENT F. QUAL. - the natural course of change in physical quality.

EDUCATION - an active and purposeful impact on the growth of physical qualities.

MOTOR ABILITIES - individual characteristics of a person that determine the level of his motor capabilities.

STRENGTH DEVELOPMENT METHODS.

Maximum effort method. This mod ensures the development of strength abilities and concentration of neuromuscular efforts, which provides a large increase in strength. Possible from the age of 16.

For example: rest against the wall with your hands and "move" it for 2-8".

Unlimited Effort Method. Near maximum weights are used with the maximum number of repetitions. /"To failure"/

Method of dynamic forces. Medium weights when performing movements at maximum speed.

- "impact" method. Performing special exercises with small weights.

static dynamic method. Consistent combination of different modes of muscle work.

circuit training method. Consistent work on different muscle groups by stations. 8-10 stations. Mode of work and rest: 15"-45",30"-30", 45"-15". Transfer to the next station during the rest.

game method. Mobile and sports games.

METHODS OF DEVELOPMENT OF SPEED-STRENGTH QUALITIES.

Method of strictly regulated exercise:

Repetitive at maximum speed,

Variable / ex. with different intensity/

Variable / depending on the conditions of performance /.

competitive method. Estimates, relay races, handicap and final competitions.

game method. Performing various exercises with maximum speed in the conditions of outdoor and sports games.

METHODS OF DEVELOPING SPEED ABILITIES.

REPEATED. Execution of ex. with an interval of rest until complete or incomplete recovery.

GAME. Raising the speed of complex motor reactions.

Most of them are reactions of "choosing" from several options of one.

These are martial arts, mobile and sp games.

Those involved learn "starting intuition", that is, they determine the opponent's actions by the position and the beginning of the movement.

Methods of educating the speed of movements. Performing exercises at maximum speed: actual high-speed, outdoor switchgear, special exercises, auxiliary / from other sports /.

CONTROL METHOD. Performing tests, determining the speed of one movement, the speed of reaction to the tempo signal - the number of movements per unit of time.

METHODS OF DEVELOPMENT OF ENDURANCE.

The measure of endurance is time.

The method is uniform. It is the main one in the development of general endurance.

Continuous work of low intensity for a long time.

Long cross-country run.

Special endurance: speed, power, speed-strength.

Tempo cross.

- "fartlek" - a game of speeds. On a whistle or other signal, "race for the leader", "overtake the column."

intermittent method. Repeated run, variable run on segments, interval.

competitive method.

FLEXIBILITY DEVELOPMENT METHODS.

The main method is repeated. Exercises are performed in various joints actively and passively. Muscles should be warmed up / at the end of the session / The number of repetitions in one approach is 15-50 times, depending on the task.

TESTS: mechanical / toniometer /, electro-mechanical, optical, radiographic.

METHODS OF DEVELOPMENT OF AGGRESSION.

Actually, the dexterity of simple movements develops up to 11-12 years in outdoor games. UVP - skills of a higher order are developed when performing exercises in an unusual or extreme situation. For example, in competitions.

According to Bernstein, dexterity manifests itself at 5 levels:

A - muscle tone. /the lowest/ It is lost in a person only when he loses consciousness. Spinal cord.

B - level pos. Preservation of body position in space.

For example: maintaining a sitting position by a person sleeping in transport. Motor center of the medulla oblongata.

C - level of simple movements. For example ORU. These are motor skills.

D - the level of motor skill, i.e., automated motor actions. Adjustable under the cortex.

E - UVP level. Ability to perform movements in an extreme situation, sometimes with a threat to life. For example, driving a car, etc.

dexterity is a universal physical quality, if necessary, it can compensate for others.

METHODS OF ORGANIZING STUDENTS IN THE LESSON F.K.

The organization of those involved in the F.K. lesson presents a certain difficulty and has its own specifics. During the lesson, students are not connected by a learning place in the same way as in a regular class, so the teacher must organize them. The ability to organize students with the least amount of time passes with experience and requires knowledge of the methods of organizing those involved in the lesson.

More often than others, the following methods are used in physical education lessons:

FRONT. It consists in building those involved in a line or circle. It is used when familiarizing with a motor action, initial learning. When explaining or demonstrating an exercise.

This method is that it gives a high motor density of the lesson

Something that cannot be captured by the attention of all those performing the exercise.

This method is also used in the warm-up when performing outdoor switchgear.

GROUP. It consists in dividing those involved into groups-departments. Each can perform its own motor task. Branches can be 2.3 or more. As for example in gymnastics, where when installing 5 - 6 shells there will be the same number of compartments.

Allows you to increase motor density several times,

Something that requires strict adherence to safety rules and the teacher's ability to distribute attention.

FLOW. It consists in the sequential execution of those involved in one task. For example: running long jump, vault in gymnastics, etc.

REPLACED. It consists in dividing those involved into shifts to perform the exercise. For example: throwing a ball in athletics. The number of throwers depends on the size of the court and the availability of balls.

CIRCULAR. It consists in placing those involved in a circle at the stations. Each consists of one task. Time at each station is limited, often 1 minute. With this method, you can conduct both a warm-up of the outdoor switchgear and general physical training in the main part of the lesson.

1. BASIC.

1. Velitchenko V.K. Physical culture without injuries. - M. Enlightenment. 1993

2. Vilensky N. Ya. Mishin V. I. Pekhletsky N. N. ZagoruikoV. I. Shcherbakov V. G. An exemplary program for the discipline "Physical culture of a secondary specialized educational institution." M. 1997

3. Gleyberman A. N. Exercises in pairs Series "Sport in drawings" - M. FiS 2005

4. Gurevich I. A Circular training for the development of physical qualities. Minsk. Graduate School 1985

5. I. M. Korotkov, Outdoor games. -M. F&S. 1982

6. Korobeinikov N. K. Mikheev A. A. Nikolenko I. G. "Physical education" Textbook for SUZs. M. Higher school. 1989

7. Nikolaychuk L. V. Osteochondrosis Scoliosis Flat feet. - Minsk. Book house. 2004

8. Malkov E. A. Make friends with the "queen of sports". M. Enlightenment. 1991

9. Shefer I. G. Gymastics. Tutorial. M F and S. 1996

10. Kholodov Zh. K. Workshop on the theory and methodology of physical education and sports. M. FiS. 2001

2. ADDITIONAL LITERATURE.

1. Test - the program of the mayor of Moscow. - M. 1996

2. Requirements for testing the physical fitness of students - M. 1996

3. Passport of the methodological support of the educational process in physical education by means of training. 1992

4. Companion of a sports worker - M. FiS 1972

Sections: Sports at school and children's health

The work of the section of general physical training provides for the promotion of the harmonious development of the child's body, health promotion, instilling interest in systematic physical exercises. General physical training is a system of physical exercises aimed at developing all physical qualities - endurance, strength, agility, flexibility, speed in their harmonious combination. Physical readiness of a person is characterized by the degree of development of basic physical qualities - strength, endurance, flexibility, speed, agility and coordination. The idea of ​​complex training of people's physical abilities comes from ancient times. So the basic physical qualities of a person develop better, the harmony in the activity of all systems and organs of a person is not disturbed. So, for example, the development of speed should occur in unity with the development of strength, endurance, and dexterity. It is this coherence that leads to the mastery of vital skills. There is a close relationship between the development of physical qualities and the formation of motor skills. Motor qualities are formed unevenly and non-simultaneously. The highest achievements in strength, speed, endurance are achieved at different ages. The concept of strength and power qualities. There are maximum (absolute) strength, speed strength and strength endurance. The maximum force depends on the size of the cross section of the muscle. Speed ​​strength is defined as the speed at which a power exercise or power move can be performed. And strength endurance is determined by the number of repetitions of a strength exercise to extreme fatigue. For the development of maximum strength, a method of maximum effort has been developed, designed to develop muscle strength by repeating the required exercise with maximum effort. to develop speed strength, it is necessary to strive to increase the speed of performing exercises or add load at the same speed. At the same time, the maximum strength also grows, and on it, as on a platform, a high-speed one is formed. For the development of strength endurance, the “to failure” method is used, which consists in continuous exercise with medium effort until the muscles are completely tired. Health requires a certain level of muscle development in general and in each major muscle group - the muscles of the back, chest, abdominals, legs, arms. Muscle development occurs unevenly both by age and individually. Therefore, one should not force the exit to the proper level in children 7–11 years old. At the age of 12–15 years, there is a significant increase in strength and strength standards increase by an order of magnitude. It must be remembered that the relationship between the level of individual muscle groups is relatively weak and therefore the strength standards should be complex and relatively simple to perform. The best tests are exercises with overcoming body weight, when not absolute strength is taken into account, but relative strength, which allows you to smooth out the difference in absolute strength due to age, sex and functional factors. Rapidity is the ability of a person to perform a motor action in the shortest possible period of time. To develop speed, you need to use exercises that can be performed at the maximum pace. Such exercises should be simple in technique, well mastered, and their duration should be such that by the end the speed of their performance does not decrease. For the development of speed, the main methods are repeated, re-progressive and variable exercise. . Under Flexibility understand the ability to max range of motion in the joints. Flexibility is a morphofunctional motor quality. Distinguish between active and passive flexibility. Active flexibility is the ability to perform movements with a large amplitude due to one's own muscle efforts. Passive flexibility - the ability to perform movements with a large amplitude due to the action of external forces (partner, gravity). The value of passive flexibility is higher than the indicators of active flexibility. Flexibility is also influenced by external factors: age, gender, physique, time of day, fatigue, warm-up. Flexibility scores in junior and middle grades are (on average) higher than in high school students; The greatest increase in active flexibility is observed in the middle classes. Sex differences determine the biological flexibility in girls by 20–30% higher than in boys. Time of day also affects flexibility, with age this effect decreases. In the morning, flexibility is significantly reduced, the best indicators of flexibility are observed from 12 to 17 hours. Warming up the muscles in the preparatory part of the training session before performing the main exercises increases mobility in the joints. The measure of flexibility is the range of motion. The amplitude of movements is measured in angular degrees or in centimeters. Stretching exercises are a means of developing flexibility. They are divided into 2 groups: active and passive. Active exercises: springy slopes, swing and fixed, static exercises (maintaining a stationary position with maximum amplitude). Passive exercises: the posture is maintained by external forces. Applying them, they achieve the greatest indicators of flexibility. For the development of active flexibility, stretching exercises in dynamic mode are effective. The general methodological requirement for the development of flexibility is a mandatory warm-up (before sweating) before performing stretching exercises. At primary school age, exercises in an active dynamic mode are mainly used, at middle and older age - all options. Moreover, if flexibility develops in the lower and middle grades (developing mode), then in the upper grades they try to maintain the achieved level of its development. The best indicators of flexibility in large parts of the body are observed at the age of 13–14 years. Endurance determines the possibility of performing long-term work, resisting fatigue. Different people cope with sports loads in different ways. The secret of endurance is in the directed preparation of the body. For the development of general endurance, exercises of medium intensity, long in time, performed at a uniform pace are necessary. With a progressive increase in load as training intensifies. Under Agility It means the ability of a person to quickly master new movements or to quickly restructure motor activity in accordance with the requirements of a suddenly changed situation. Agility education is associated with an increase in the ability to perform movements that are complex in coordination, quickly switch from one motor act to another, and with the development of the ability to act most appropriately in accordance with suddenly changing conditions or tasks (i.e., the ability to quickly, accurately and economically solve a complex motor task). Agility largely depends on the existing motor experience. Possession of various motor skills and habits has a positive effect on the functional capabilities of the motor analyzer. Gymnastic and acrobatic exercises develop analyzer systems, increase vestibular stability and improve the coordination capabilities of those involved. Specially selected outdoor switchgear for coordination and accuracy of movements is especially effective. The most effective and affordable means of developing dexterity among students are outdoor and sports games. They develop coordination, accuracy and proportionality of movements, analyzer systems. In sports and game exercises, the skills of fast and effective movements in an unexpected situation are acquired. The general methodological requirements in the learning process are the “novelty” of the exercises and the gradual increase in their coordination complexity. To develop dexterity, you can use any new exercises or learned exercises with elements of novelty. Recommended methodological techniques and approaches: ORU for the accuracy of movements on commands, distance marking, setting additional landmarks in jumps or dismounts, throwing at a target (at a specified distance, into a basket, at a target), jumps and dismounts for accuracy of landing (0.5 x 0.5 m), running with different stride size and frequency. Children easily grasp the technique of rather complex coordination exercises. In primary and secondary school age, the ability to maintain the balance of the body develops. In middle school age, it is necessary to improve spatial orientation, develop rhythmic abilities. The accuracy of movements and the eye is facilitated by throwing at a target, at different distances, throwing various objects at a specified distance, adjusting the positions of the hands in the outdoor switchgear. During puberty, the growth of coordination abilities stops. At senior school age, dexterity and coordination abilities mainly develop when the conditions for performing the studied exercises change.

OFP program.

The name of the program.	"General physical preparation".
Direction.	Physical culture and health.
Classification.	Special; mass; uneven-aged.
Target group.	Occupancy: 2 years NP - up to 15 people.
Purpose of the program.	Creation of conditions for having a beneficial effect on health promotion and further involvement in active physical education and sports.
Program objectives.	1. Health promotion, elimination or stable compensation of disorders caused by the disease; 2. Gradual adaptation of the body to the effects of physical exertion, expanding the range of functional capabilities of the physiological systems of the body; 3. Formation of volitional qualities of the individual and interest in regular physical education; 4. Raising a conscious and active attitude to health and a healthy lifestyle as values.
Implementation deadlines.	1 year.
Practice mode.	NP 2 years - 3 times a week, lesson 80 minutes.
Expected results.	Improving indicators of physical development. Fulfillment of normative indicators.

Explanatory note.

The initial documents for compiling the working program of the training course are:

The federal component of the state educational standard, approved by the Order of the Ministry of Education of the Russian Federation dated 05.03.2004 No. 1089.

Exemplary program, doctor of pedagogical students of grades 1–11” V.I. Lyakh, 2011 created on the basis of the federal component of the state educational standard.

The work of the section of general physical training provides for the promotion of the harmonious development of the child's body, health promotion, instilling interest in systematic physical exercises. Duration of classes in the group 3 times a week for 80 minutes. The program provides for the study of theoretical material, practical training in physical, technical and tactical training. The study of theoretical material is carried out in the form of 15-20 minute conversations, which are held at the beginning and during the classes. The program contains a mandatory minimum of education in the subject "Physical Education". The structuring of the educational material is presented in accordance with the basic components of physical culture and health-improving activities: “Basics of knowledge about physical culture” (information component), “Methods of activity” (operational component), Physical improvement” (motivational component), which allow using a variety of forms of education that promote the development of independence and creativity. The logic of presentation of the content of each section of the program determines the stages of its development by schoolchildren (“from the general to the particular” and “from the particular to the specific”), the translation of the acquired knowledge into practical skills and abilities.

Requirements for the level of preparation of students in the subject "Physical culture". These requirements are consistent with the requirements of the State Standard.

In accordance with the concept of physical education, general physical education training groups are designed to solve the following tasks:

• To consolidate and improve the skills and abilities acquired in physical education lessons;
• Contribute to the formation of vital physical qualities;
• To educate schoolchildren in social activity and diligence;
• To develop creative initiative, independence and organizational skills.

During this period, in addition to the general education school task of strengthening health, comprehensive physical, moral and mental training of students, the task of forming special physical qualities (strength, speed, flexibility, jumping ability, coordination of movements) is solved, acquiring the skills of correct execution of movements.

The educational and training process is carried out on the basis of the curriculum, annual schedules of checkout hours and the program, specified in the class schedule, work log and teacher's diary.

Purpose and objectives of the educational program.

Purpose: To create conditions for having a beneficial effect on health promotion and further involvement in active physical education and sports.

Main tasks.

Strengthening health, improving physical fitness; the formation of volitional qualities of the individual and interest in regular physical education; education of a conscious and active attitude to health and a healthy lifestyle as values; promoting harmonious physical development, comprehensive physical fitness and strengthening the health of students; education of the need and ability to independently engage in physical exercises. Achieving high performance in physical and technical training. Education of moral and volitional qualities. Education of activity, consciousness and self-discipline and on their basis the creation of a friendly team. Education of hard work, nobility and the ability to experience failures and the joys of victories. Development of physical qualities and mental properties.

Basic educational and thematic plan of the second year of study.

The number of hours per week is 3 hours.

№	Name of sections.	Total hours	Including
			theoretical	practical
1.	Theoretical preparation.	6	6
2.	General physical preparation.	48		48
3.	Special physical training.	36		36
4	Technical training.	24		24
5	Tactical training.	24		24
6	Control tests. Tests.	6		6
7	Total hours:	144	6	138

Section tasks:

• increasing the physiological activity of body systems, promoting the optimization of mental and physiological performance;
• improving applied vital skills and abilities in walking, running, jumping, climbing, enriching motor experience with physical exercises; increase in physical fitness and development of basic physical qualities; training in complexes of physical exercises with a health-improving and corrective orientation; formation of general ideas about physical culture, its significance in human life, health promotion;
• strengthening health, increasing the functional and adaptive capabilities of the main life-supporting systems of the body, developing physical qualities that underlie general physical fitness; training in physical exercises from modern health-saving systems of physical education, the formation of an individual physique, correct posture and rational breathing, the ability to organize independent physical education classes with a health-improving orientation;
• improving the culture of movements, enriching the motor experience with exercises of basic sports (gymnastics, acrobatics, athletics, cross-country training, sports games);
• mastering the complex of knowledge about physical culture, its history and forms of organization, connection with the culture of health.

№	Section name.	Number of hours.
		2 year of study.
		Theoretical.	Practical.
1	The importance of exercise for human health.	1
2	Rules and norms of behavior in physical education classes.	1
3	Athlete hygiene.	1
4	HLS and its components.	1
5	History of the Olympic Movement.	1
6	What is physical performance and physical fitness.	1
7	General physical preparation.		48
8	Special physical training.		36
9	Technical training.		24
10	Tactical training.		24
11	Control tests.		6
	Total:	6	138

Theoretical preparation:

• the importance of physical education and sports in human life;
• the influence of physical exercises on the human body, training as a process of improving body functions; healthy lifestyle, hygiene, medical supervision and self-control, daily routine and nutrition, injury prevention;
• safety in the classroom and first aid;
• history of the Olympic movement;
• the basics of teaching and training methods, the procedure for teaching technique and tactics;
• rules of the game, organization and conduct of competitions;
• tactical game plans, installation on games and their analysis, individual and team actions during competitions and control games.

General physical preparation:

• complex classes with a set of exercises for the development of physical qualities (endurance, perseverance, will, speed, strength, dexterity), the development of physical qualities using various items: stuffed balls, jump rope, balls, exercise equipment, hoops; athletics exercises: relay races, shuttle running, running 15, 30, 250, meters, cross-country 500 to 1000 meters, throwing, high and long jumps from a place;
• gymnastic and acrobatic exercises: exercises for the development of strength, strength and statistical endurance, exercises for the development of mobility in the joints, exercises for developing vestibular stability, etc.; outdoor sports games: “tags”, “jumps”, “empty place”, basketball without a lead, “shootout”, “pioneerball”, etc.; delivery of standards for physical training.

Special physical training:

• development of special physical abilities necessary for improvement;
• exercises for the development of speed and agility, the speed of the visual-motor reaction to the ball, the speed of movement and orientation on the field;
• development of speed strength, explosive strength, endurance and purposefulness in attacking and tackling the ball; development and improvement of the starting speed with a change in the direction of movement, high-speed obstruction; special physical exercises for the development of jumping ability, long jumps and high jumps; acrobatic exercises in the selection of the ball. Special acrobatic exercises for goalkeeper training.

Technical background:

• learning the technique of playing without the ball: regular running, running backwards, running with cross and side steps, jumping with one and two legs, stopping with a jump and lunge, turning on the spot and in motion by stepping over and jumping;
• teaching ball possession techniques: kicking the ball, stopping the ball, dribbling; middle, inner and outer parts of the instep, toe, heel; ball dribbling training: dribbling by step and run, with a change of direction; training in giving the ball, receiving the ball, catching the ball; teaching the technique of the game: the main stand, catching the ball from below, from above, from the side, in the fall, hitting the ball, passing the ball, throwing and knocking out the ball;

Tactical training:

• formation of a stable relationship between the physical, special and tactical and technical aspects of training; training in individual tactical actions: choosing a place, dribbling the ball and tracing an opponent, deceptive actions, throws on the ring, taking the ball from an opponent;
• training in group tactical actions: passing the ball, taking the ball from an opponent with the help of coordinated actions of two, three or more players, holding (closing) an opponent; team tactical training:

The educational process with students is organized in the form of a lesson (according to the scheme):

Preparatory, main and final parts.

In the preparatory part of the lesson, it is necessary to organize students; determine the heart rate; contribute to the gradual functional preparation of the body for increased loads.

In the preparatory part, various exercises with a change in rhythm are used, the simplest tasks for coordinating movements, accelerated walking, and running. In the main part of the lesson, the tasks of the harmonious general development of the cardiovascular and respiratory systems, the whole organism as a whole, the education of motor qualities, the improvement of motor skills, the education of moral and volitional qualities are solved. The main part uses exercises in balance, on apparatuses, individual elements of athletics, etc. The final part contributes to a faster flow of recovery processes, reducing the load, relieving fatigue. In the final part, simple hand exercises, various types of walking, muscle relaxation exercises, breathing exercises and, of course, sitting rest are used. Completion of the lesson should set you up for subsequent work and cause satisfaction.

Methodological support of educational activities.

The leading principle is a differentiated approach, dosing the load in the classroom, taking into account the individual characteristics of students.

In the classroom, students should master the basic skills included in the physical education program for schoolchildren, as well as learn how to use self-monitoring data to determine the state of health. These tasks must be solved taking into account age, health status and level of physical fitness.

Expected results, forms, criteria for their evaluation:

Students should be able to use the acquired knowledge, skills and abilities in practical activities and everyday life: to show skills and abilities, personal individuality when performing physical exercises; have independent work skills; use various sources of information to obtain information in your chosen sport.

When implementing the program, optimal conditions are created for the formation and development of the child's personality. Training is structured in such a way that students, acquiring simple knowledge, skills and abilities, first perform simple exercises that become more difficult with each subsequent task. Such a formulation of the educational process forms the psychological preparation for work.

Requirements for the development of educational material. Appendix 1 .

Bibliography.

1. Lyakh V.I., Zdanevich A.A.. Comprehensive program of physical education for grades 1–11. – M.; "Enlightenment" 2011
2. Kuznetsov V. S., Kolodnitsky G. A.“Planning and organization of classes. Methodological manual on physical culture. - M. DROFA 2006.
3. Ashmarin B.A. Theory and methods of physical education. M.; Enlightenment 2006
4. Mason G.B., Lyubomirsky L.E. Methods of physical education of schoolchildren. M.: Enlightenment 2005