Age features of motor qualities in younger schoolchildren. Features of the development of motor qualities in children of primary school age with the help of outdoor games

1.1. Anatomical and physiological characteristics of primary school children.

The younger school age of a child is the age when the next period of deep qualitative changes all systems of the body, its improvement. At the same time, primary school age is most favorable for the formation of almost all children in children. physical qualities and coordination abilities, realized in motor activity. In order to build quality work with this category of students, the teacher must have a deep knowledge of the anatomy, physiology, psychology of the child.

Anatomical and physiological characteristics of a younger student, his level physical development should be taken into account when organizing pedagogical work in primary grades... At no other school age learning activities not worth it close connection with the state of health and physical development, as in the younger.

At 7-11 years old, the child physically develops relatively calmly and evenly. Increase in height and weight, stamina, vital capacity lungs goes pretty evenly and proportionally.

The skeletal system of a younger student is in the stage of formation: ossification of the spine, chest, pelvis, limbs is not complete and there is a lot of cartilaginous tissue in the skeletal system. This must be taken into account and taken care of relentlessly. correct posture, posture, gait of students. The process of ossification of the hand and fingers at primary school age does not end completely; therefore, small and precise movements of the fingers and hand are difficult and tedious, especially for first graders.

The muscles of the heart, initially still weak, grow rapidly. The diameter of the blood vessels is relatively large. Brain weight in primary school age almost reaches that of an adult and increases from an average of 1280 grams (7 years old) to 1400 grams (11 years old). There is a functional improvement of the brain - the analytical and synthetic function of the cortex develops, the relationship between the processes of excitation and inhibition gradually changes: the process of inhibition becomes stronger, but the process of excitation still prevails and younger schoolchildren in high degree excitable.

Although it is necessary to strictly observe the mode of study and rest, not to overwork the younger student, however, it should be borne in mind that his physical development, as a rule, allows him to engage in 3-5 hours without overexertion and special fatigue (3-4 lessons at school and doing homework). assignments). Working according to existing programs does not give reason to worry about the state of health of a younger student (of course, with the correct organization of the regime), talk about his overload and overwork.

A sports director working with children of primary school age needs to know well their anatomical, physiological and psychological characteristics. Insufficient knowledge of the characteristics of the child's body can lead to errors in the methodology of physical education and, as a result, to overloading children, causing damage to their health.

A child's body is not a miniature copy of an adult's body. At each age, he is distinguished by the characteristics inherent in this age that affect life processes in the body, on the physical and mental activity of the child.

Physical development junior schoolchildren differs from the development of children of middle and special senior school age.

Let us dwell on the anatomical, physiological and psychological characteristics of primary school children. According to some indicators of development big difference there is no primary school age between boys and girls; up to 11-12 years old, the body proportions of boys and girls are almost the same. At this age, the structure of tissues continues to form, their growth continues. The growth rate in length is slightly slowing down compared to the previous period preschool age but body weight increases. Growth increases annually by 4-5 cm, and weight by 2-2.5 kg.

The circumference of the chest increases noticeably, its shape changes for the better, turning into a cone with the base facing upwards. Due to this, the vital capacity of the lungs becomes larger. The average data on the vital capacity of the lungs in boys of 7 years is 1400 ml, in girls of 7 years - 1200 ml. Boys 12 years old - 2200 ml, girls 12 years old - 2000 ml. The annual increase in the vital capacity of the lungs is, on average, 160 ml in boys and girls of this age.

However, the respiratory function is still imperfect: due to the weakness of the respiratory muscles, breathing in the younger schoolchild is relatively rapid and shallow; in the exhaled air 2% carbon dioxide (versus 4% in an adult). In other words, the respiratory apparatus of children functions less efficiently. Per unit volume of ventilated air, their body absorbs less oxygen (about 2%) than older children or adults (about 4%). Retention, as well as difficulty breathing in children during muscle activity, causes a rapid decrease in blood oxygen saturation (hypoxemia). In this regard, when teaching children physical exercises, it is necessary to strictly coordinate their breathing with body movements. Teaching correct breathing during exercise is the most important task when conducting classes with a group of children of primary school age.

The circulatory organs function in close connection with the respiratory system. The circulatory system serves to maintain the level of tissue metabolism, including gas exchange. In other words, blood delivers nutrients and oxygen to all cells of our body and takes in those waste products that need to be removed from the human body. The weight of the heart increases with age in line with the increase in body weight. The weight of the heart is approaching the norm of an adult: 4 g per 1 kg of total body weight. However, the pulse remains quickened up to 84-90 beats per minute (in an adult 70-72 beats per minute). In this regard, due to the accelerated blood circulation, the supply of blood to organs is almost 2 times greater than that of an adult. The high activity of metabolic processes in children is also associated with a large amount of blood in relation to body weight, 9% compared to 7-8% in an adult.

The heart of a younger student does better at work, because the lumen of the arteries at this age is relatively wider. Blood pressure in children is usually slightly lower than in adults. By the age of 7-8, it is equal to 99/64 mm Hg. Art., by the age of 9-12 - 105/70 mm Hg. Art. With extreme strenuous muscular work, heart contractions in children become much more frequent, exceeding, as a rule, 200 beats per minute. After competitions associated with great emotional arousal, they increase even more - up to 270 beats per minute. The disadvantage of this age is the slight excitability of the heart, in the work of which arrhythmia is often observed, due to various external influences. Systematic training usually results in improved function. of cardio-vascular system, expands functionality children of primary school age.

The vital activity of the body, including muscle work, is provided by metabolism. As a result of oxidative processes, carbohydrates, fats and proteins break down, and the energy necessary for the body's functions arises. Part of this energy is spent on the synthesis of new tissues of the growing organism of children, on "plastic" processes. As you know, heat transfer occurs from the surface of the body. And since the body surface of children of primary school age is relatively large in comparison with the mass, it gives off more heat to the environment.

And the return of heat, and growth, and significant muscle activity of the child requires a lot of energy. For such energy consumption, a high intensity of oxidative processes is also required. Younger schoolchildren also have a relatively low ability to work in anaerobic (without sufficient oxygen) conditions.

Physical exercise and participation in sports competitions require much more energy from younger children than older students and adults.

In this regard, the high costs of work, relatively high level basal metabolic rate associated with the growth of the body must be taken into account when organizing classes with younger students, remember that children need to cover the energy costs for "plastic" processes, thermoregulation and physical work... With systematic physical exercises, "plastic" processes proceed more successfully and fully, in this regard, children develop physically much better. In front of you educational material published on the website ref.rf

But similar positive influence only optimal loads exert on metabolism. Excessively hard work, or insufficient rest, impairs metabolism and can slow down the growth and development of the child.

The formation of the organs of movement - the skeleton, muscles, tendons and ligamentous-articular apparatus - has great value for the growth of the child's body.

Muscles at primary school age are still weak, especially the muscles of the back, and are not able to maintain the body in the correct position for a long time, which leads to poor posture. The muscles of the trunk are very weak at fixing the spine in static positions. The bones of the skeleton, especially the spine, are very flexible external influences... In this regard, the posture of the children seems to be very unstable, they easily develop an asymmetric body position. In this regard, the curvature of the spine can be observed in younger schoolchildren as a result of prolonged static stress.

Most often muscle strength right side trunk and right extremities in primary school age is greater than the strength of the left side of the trunk and left extremities. Complete symmetry of development is observed quite rarely, and in some children the asymmetry is very sharp.

In this regard, when engaging in physical exercise, you need to pay great attention symmetrical development of the muscles of the right side of the trunk and limbs, as well as the left side of the trunk and limbs, education of correct posture. Symmetrical development strength of the muscles of the trunk when engaging in various exercises leads to the creation of " muscle corset»And prevents painful lateral curvature of the spine. Rational sports activities always contribute to the formation of a full-fledged posture in children.

The muscular system in children of this age is capable of intensive development, which is expressed in an increase in muscle volume and muscle strength. But this development does not happen by itself, but in connection with a sufficient amount of movement and muscle work.

By the age of 8-9, the anatomical formation of the structure of the brain ends, however, in functional terms, it still requires development. At this age, the main types of "closure activity of the cerebral hemispheres" are gradually formed, which underlie the individual psychological characteristics of the intellectual and emotional activity of children (types: labile, inert, inhibitory, excitable, etc.).

The ability to perceive and observe external reality in children of primary school age is still imperfect: children perceive external objects and phenomena inaccurately, highlighting in them random signs and features that for some reason attracted their attention.

A feature of the attention of younger students is its involuntary nature: it is easily and quickly distracted by any external stimulus that interferes with the learning process. The ability to concentrate on the phenomenon under study is also underdeveloped. They still cannot hold their attention for a long time on the same object. Tense and focused attention quickly leads to fatigue.

The memory of younger schoolchildren has a visual-figurative character: children better remember the external features of the subjects being studied than their logical semantic essence. Children of this age still find it difficult to connect in their memory the individual parts of the phenomenon being studied, it is difficult to imagine general structure phenomena, its integrity and interconnection of parts. Memorization is mainly mechanical in nature, based on the strength of the impression or on the repeated repetition of the act of perception. In this regard, the process of reproducing what was learned by younger students is distinguished by inaccuracy, a large number of errors, the memorized material is not retained for long in memory.

All of the above is directly related to the learning of movements during physical education. Numerous observations show that junior schoolchildren forget a lot that they studied 1-2 months ago. To avoid this, it is necessary to systematically, over a long period of time, repeat the passed educational material with the children.

Thinking in children at this age is also distinguished by a visual-figurative character, is inseparable from the perception of specific features of the studied phenomena, and is closely related to the activity of the imagination. Children still have difficulty in assimilating concepts that are very abstract, since, apart from verbal expression, they are not connected with concrete reality. And the reason for this, mainly, is the lack of knowledge about the general laws of nature and society.

That is why at this age the methods of verbal explanation, divorced from visual images the essence of phenomena and the laws that determine it. Visual method learning is basic at this age. Showing movements should be simple in content. It is necessary to clearly highlight the necessary parts and basic elements of the movements, to consolidate the perception with the help of the word.

Of great importance for the development of the thinking function are games that require the manifestation of strength, dexterity, speed, both the movements themselves and the reaction to various circumstances and situations of the game. The educational value of outdoor games is great: in the process of playing activity, literally all mental functions and qualities of a child develop: acuity of sensations and perception, attention, working memory, imagination, thinking, social feelings, volitional qualities

However, such a positive influence is achieved only with the correct pedagogical guidance of the games. Outdoor games are also useful for developing the abilities of younger students to regulate their emotional states. Interest in games is associated in children with bright emotional experiences... They are characterized by the following features of emotions: direct character, vivid external expression in facial expressions, movements, exclamations. Children of this age are not yet able to hide their emotional states, they spontaneously succumb to them. The emotional state changes rapidly both in intensity and character. Children are not able to control and restrain emotions, if required by the circumstances. These qualities emotional states presented to a spontaneous current can gain a foothold and become character traits. In primary school age, volitional qualities are formed and brought up. As a rule, in their volitional activities, they are guided only by immediate goals. They cannot yet put forward distant goals that require intermediate actions to achieve them. But even in this case, children of this age often lack endurance, the ability to persistent action, the required result. Some of their goals are quickly replaced by others. In this regard, the children need to cultivate a stable sense of purpose, endurance, initiative, independence, decisiveness.

The character traits of a younger student are also unstable. This is especially true for the moral traits of the child's personality. Often children are capricious, selfish, rude, undisciplined. These unwanted manifestations of the child's personality are associated with incorrect preschool education.

Specificity physical exercise opens up great opportunities for the upbringing and development of the necessary volitional qualities in children.

Having become familiar with the anatomical, physiological and psychological characteristics, it is necessary to pay attention to the correct organization and construction of additional physical exercises with children of primary school age. Exercises should be given taking into account the physical fitness of the students. The load should not be excessive. Classes are held no more than 1-2 times a week, taking into account the fact that the guys are engaged in physical education classes 2 times. The training should be visual in nature with a simple and easy-to-understand explanation.

Need to convert Special attention on the formation of correct posture

in children and learning how to breathe correctly when doing physical exercise. In the classroom, widely use outdoor games as an irreplaceable educational tool for the development of moral, volitional and physical qualities of a younger student.

In pedagogy, the age from 7 to 18 years old is usually divided into three periods - junior (7-11 years old), middle, or adolescent (12-15 years old), and senior, or youthful (16-18 years old) school age.

Younger school age is characterized by a relatively uniform development of the musculoskeletal system. However, body length during this period increases faster than weight. The joints of children are distinguished by mobility, and the ligamentous apparatus is elastic, the skeleton contains a large amount of cartilaginous tissue. The spinal column retains great mobility up to 8-9 years. Children's muscles are thin fibers and contain only small amounts of protein and fat. In this case, the large muscles of the limbs are more developed than the small ones.

At primary school age, the morphological development of the nervous system ends, growth and structural differentiation ends nerve cells... Functioning nervous system differs in the predominance of excitation processes. By the age of 10-11, the lung volume is half the lung volume of an adult. The minute breathing volume increases from 3.5 l / min in 7-year-old schoolchildren to 4.4 l / min in 11-year-old children. The vital capacity of the lungs increases from 1200 cm 3 at the age of 7 to 2000 cm 3 at the age of 10.

The need for high physical activity is natural for children of primary school age. Moreover, girls have such a need to a lesser extent than boys. Girls show physical activity to a lesser extent on their own. That is why it is recommended to involve them more in the organizational forms of physical education.

In general, younger school age is most favorable for development physical ability- speed and coordination, as well as the ability to perform cyclic actions for a long time in modes of moderate and high intensity. At this age, children begin to develop interests and propensities for certain types of physical activity, the specificity of individual motor manifestations, a predisposition to certain sports are revealed.

Classes with children of primary school age attending the mini-football section should be built taking into account the indicators of the functional capabilities of the child's body, which are the leading criteria in health-improving physical culture when choosing physical loads, the structure of motor actions, methods of influencing the body.

In the content of such activities, it is recommended to widely include outdoor games, elements of various sports games and other physical exercises available to them. Naturally, the dominant method in such exercises should be game method that supports children's interest in physical activity and helps them to easily fulfill the teacher's tasks. At the same time, it should be borne in mind that carrying out monotonous and monotonous activities with great physical and psychological stress with children of this age is unacceptable, since they can cause great harm to those involved.

Middle school age is characterized by intensive growth and an increase in body size. Thus, the annual increase in body length reaches 4-7 cm, mainly due to the lengthening of the legs. Body weight annually increases by 3-6 kg. The most intensive growth rate for boys is at 13-14 years old, and for girls - at 11-12 years old. V adolescence long tubular bones of the upper and lower limbs, the growth in height of the vertebrae is accelerated. Vertebral column differs in great mobility. At this age, excessive muscle loads are not recommended, which lead to an acceleration of the ossification process, which, in turn, can slow down growth. tubular bones in length.

This period accounts for the rapid development of the muscular system. So, from the age of 13, it is noted sudden jump in increasing the total mass of muscle fibers. At the same time, in boys, muscle mass increases especially intensively at 13-14 years old, and in girls - at 11-12 years old. Against the background of morphological and functional immaturity of the cardiovascular system, as well as the ongoing development of the central nervous system in adolescents, the incompleteness of the formation of mechanisms that regulate and coordinate various functions of the heart and blood vessels is noticeably felt. Therefore, in adolescents 12-15 years old, the adaptive capabilities of the circulatory system during muscular activity are significantly lower than in adolescence... The heart reaches full morphological and functional perfection only by the age of 20.

The process of puberty in boys usually occurs 1-2 years later than in girls. During this period, adolescents have the highest rate of development of the respiratory system. So, the volume of the lungs almost doubles, the minute volume of respiration increases significantly. The indicator of the vital capacity of the lungs is also growing: in boys from 1970 cm 3 to 2600 cm 3, in girls - from 1900 cm 3 to 2500 cm 3. Compared to adults, adolescents have less effective breathing patterns. In one breathing cycle, a teenager consumes 14 ml of oxygen, and an adult - 20 ml. They have a lower ability to hold their breath and work in conditions of lack of oxygen, their blood oxygen saturation decreases faster than in adults.

In adolescence, the formation of all functional systems is basically completed. At this age there is a period of continuing improvement of motor abilities, great opportunities in the development of motor qualities. Coordination, power and speed-power abilities are rapidly improving. But speed abilities and endurance during this period develop moderately. A low rate of development is inherent in such a physical quality as flexibility. All these factors, of course, should be taken into account when working with schoolchildren in the mini-football section.

The process of education and training of young footballers of secondary school age is becoming more individualized, and the means used in classes are more and more approaching in form and content to playing activities. Along with raising the level of general and special physical fitness set the tasks of mastering those involved in complex techniques, basic group and team tactical actions, determining the role of the game.

Senior school age is characterized by the continuation of the process of growth and development of the body. This process takes place in individual organs and systems relatively calmly and evenly. Ends puberty for boys and girls, gender and individual differences are clearly manifested in both structure and functions of the body, the growth of the body in length and an increase in its size in width, as well as weight gain, slow down. Boys are noticeably ahead of girls in these indicators. On average, boys are 10-12 cm taller than girls and 5-8 kg heavier; 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 less than 10%. The torso of the boys is slightly shorter and the arms and legs are longer than those of the girls.

During this period, the process of ossification of most of the skeleton is almost completed. The growth of tubular bones increases in width and slows down in length. The chest is developing intensively, especially in young men, their skeleton is already 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. Due to the increase muscle mass there are favorable opportunities for the further development of such physical qualities as strength and endurance. At this age, there is an asymmetry in the increase in the strength of the muscles of the trunk.

In girls, in contrast to boys, there is a significantly lower increase in muscle mass. The shoulder girdle also lags behind in its development. And here pelvic girdle and pelvic floor girls develop intensively. The chest, as well as the heart and lungs, is less developed, therefore the functional capabilities of the circulatory and respiratory organs are much lower than that of young men. So, the heart of young men is 10-15% larger in volume and mass, the pulse is less frequent by 6-8 beats / min, heart contractions are stronger than that of girls, which causes a large release of blood into the vessels and higher blood pressure. Girls breathe more often and not as deeply as boys. Their lung capacity is less.

Senior school age is characterized by the completion of cognitive sphere. The biggest changes visible in mental activity... In boys and girls, the ability to understand the structure of movements increases, to accurately reproduce and differentiate individual movements (power, temporal, spatial), to carry out complex motor actions in general.

At this age, schoolchildren are already capable of displaying a sufficiently high volitional activity. For example, they have a pronounced persistence in achieving courage, which, of course, can negatively affect their athletic performance.

In general, this age coincides with favorable period for a noticeable increase in the sports skills of schoolchildren. In working with young football players in the mini-football section, at this stage, it is recommended to use a wide range of effective forms of training, during which the volume and intensity of physical activity can reach a fairly high level. Moreover, along with further increasing the level of general and special physical training provides for an increase in the level of technical and tactical skill, taking into account the individual characteristics of the trainees, an increase in the volume of individual training and the improvement of competitive experience.

The physical education program for primary school students pays great attention to the development of the motor qualities of schoolchildren. In each of its sections, devoted to the formation and improvement of motor skills and abilities, material is provided for the development of motor qualities. Physical education teachers need to focus on this material and, based on the conditions of the school, highlight at each lesson a certain amount of time (6-12 minutes) for the development of students' motor qualities.

In the work on the development of motor qualities, the teacher must take into account the peculiarities of the individual and age development child. If purposeful development motor qualities are carried out during the period of accelerated age-related development, then the pedagogical effect is significantly higher than during the period of slow growth. Therefore, it is advisable to carry out the directed development of certain motor qualities in children in those age periods when their most intensive age-related growth is observed.

The development of physical qualities is carried out in the process of teaching children motor actions, in unity with the formation of motor skills. However, this does not exclude the need to plan special tasks for the development of the physical qualities of schoolchildren, both for a separate lesson and for a series of lessons. Systematically studying the physical fitness of children, the teacher decides on the development of what physical qualities of students he will work, sets certain tasks and selects physical exercises to perform during the lesson.

Tasks aimed at developing physical qualities change from lesson to lesson not as dynamically as educational tasks. Very often one and the same task is designed for a whole series (system) of lessons. Their formulation in a lesson plan may be as follows: "To promote the development of speed, agility, flexibility while performing certain physical exercises and conducting outdoor games."

Exercises for the development of motor qualities in the outline of the lesson can be presented in the form of both separate exercises and complexes. In order to maintain a stable interest in performing the complex, one should periodically change some exercises of the complex with others. In the outline of the lesson, it is necessary to indicate the dosage of the exercises and write down all the necessary organizational and methodological instructions.

A description of the complex or individual exercises for the development of motor qualities can be done both in the outline of the lesson, and on separate cards that are added to the outline of the outline.

For the development of dexterity and coordination of movements, it is necessary to use different combinations of elementary movements of the arms and legs, gradually complicating them, dance movements, rhythmic walking, jumping rope with additional movements of the hands; jumping over various obstacles; exercises with a large ball - passing, throwing, and the like.

Children 7-8 years old are rapidly improving the ability to various precise movements. Throwing at the target, exercises with a small ball - hitting the floor and throwing against the wall with the next catch, throwing and catching the ball with additional movements help this.

One of the manifestations of dexterity is the ability to maintain balance in a static position and during movement. The main exercises for building balance are walking on a bench and a deck. different ways, with additional tasks, and gymnastic exercises and games.

Strength is developed mainly through dynamic exercises. The teacher needs to ensure that the loads are not extreme, because maximum stresses are associated with high energy costs, which can lead to a general growth retardation. Strength exercises should not lead to prolonged use of force, since this increases the internal chest pressure, which leads to compression of the vena cava and makes it difficult for blood to reach the heart. As a result of an increase in intrapulmonary pressure, pulmonary capillaries are compressed, pulmonary circulation deteriorates, which can lead to brain anemia and loss of consciousness. Therefore, for the development of strength, it is better to use games, which require short-term speed-power stresses and moderate loads from children.

For the development of static endurance, it is advisable to use exercises with a sufficiently long holding of certain poses: mixed hangs, stops, balance exercises on one leg.

Exercises that develop endurance of a dynamic nature are multiple repetitions of flexion and extension of the arms in the position of mixed hangs and stops, squats.

For the formation of endurance, exercises are used that give a physical load on the child's body, a little more than that which he is used to enduring. Gradually, his body adapts to a larger volume of work, acquires the ability to perform this or that movement (running, series of jumps) for a longer time and quickly renew strength after physical exertion. Endurance develops primarily during running, jumping, skiing. This is the so-called special endurance, which tends to move on to other activities of the same nature, intensity and duration. This is how the child's overall stamina increases.

The best way to build endurance in younger students is games with short repetitions and with continuous movement associated with a significant expenditure of strength and energy. However, the total number of repetitions should be small - they should be alternated with short rest breaks.

The main directions of speed development: increasing the speed of single simple movements and the frequency of movements in locomotor, that is, associated with the movement of the whole body in space, actions. Simple motor reactions- these are movements-responses to known signals that appear suddenly. In life they have great importance, for example, during operations in difficult terrain conditions, when operating mechanisms. The transition from already produced motor reactions to new ones is rather fast: a quick reaction in some conditions stimulates the same reaction in others.

The speed of a child's reaction largely depends on the type of his nervous system and is an innate quality, but it can be developed with the help of certain exercises.

Complex motor reactions are no less important for children of primary school age. The main ones are the reaction to the object that moves and the reaction of choice. To improve the ability of children to quickly catch the object that moves with their eyes, the teacher uses outdoor games with large and small balls. Exercises can be made more difficult by increasing the flight speed, unexpected throws, or closing the distance between the players. Gradually, children develop the ability to foresee the direction and speed of movement of the object, while the speed and accuracy of the corresponding movement develop.

The choice reaction is finding the best (out of several possible options) response to the actions of the “enemy”. Most of the movements in order to train the choice reaction should be included in outdoor games.

The frequency of movements while walking, running, swimming, skiing is done in two ways: maximum speed movement as a whole and improving the speed of its individual elements (repulsion, leg swing, etc.). For this purpose, the teacher makes extensive use of games, exercises with sudden stops, overcoming short distances for shortest time... For the correct organization of the educational process in physical culture, it is necessary to know the state of development of physical qualities of each student. They can be assessed using express tests that are given in the program: long jump from a spot, 30 m running, medicine ball throwing (weight - 1 kg), hand clenching.

The standing long jump reflects the development of leg strength and speed of movement. To complete it, the student stands on the starting line (toes behind the dash), feet shoulder-width apart, swing his arms back and, pushing off with both legs, jumps forward, landing on both feet. Do not lift your heels off the floor while swinging your hands. Out of three attempts, the best is evaluated.

With the help of a 30 m run, which is carried out from a high start on the site or indoors (in rubber slippers), the child's speed-strength qualities are assessed. The student runs the distance twice with a break of 10-15 minutes. Take into account best result... Each race is attended by two students.

To assess the speed-power qualities of the muscles of the arms and trunk, throwing a medicine ball with both hands from behind the head is used, sitting on the floor. Of the three throws, the best result is recorded, which is measured from the starting line (behind the back) to the place where the ball fell. A marked rubber track is used for measurement. At a distance of up to 1.5 m in front of the student, a cord is pulled or some obstacle of the same height is placed, which will predetermine the trajectory of the ball's departure at an angle of 40-45 °, because the result of the throw depends on this.

The gripping force of the hand is measured with a hand-held children's dynamometer twice with each hand in turn. It is held in a hand outstretched to the side. The best of the two attempts is taken into account.

Lessons on taking rapid tests should be organized so that the exams can be conducted in one or two sessions. At the beginning of the lesson, students of the whole class run 30 meters, then the class is divided into 3 groups, which corresponds to the number of express tests.

The test results are recorded in the corresponding columns of the class journal. Rapid tests should be performed twice per academic year: from 15 to 25 September and from 15 to 25 April. The results of the pupils are compared with the norms for assessing the physical fitness of children of the corresponding age and gender.

This makes it possible to assess the physical fitness of the student at five levels - low, below average, average, above average and high.

It is advisable to record the levels of physical fitness of students in cool magazine in the form of points: high level - 5, above average - 4, average - 3, below average - 2 and low - 1. Then, by adding points and dividing them by the number of express tests, the average score is displayed, which indicates the level of physical fitness of the student.

After defining the specific tasks of the lesson, the teacher selects the means with which he will solve the assigned tasks. Since the main tasks of the lesson are performed in the main part of the lesson, then the selection of content and means should begin with it, and then determine the content, means and methods of the preparatory and final parts.

Then the teacher determines the place of the lesson, necessary equipment and inventory, dispensing exercises, making appropriate methodological notes regarding their implementation.

To this end, it provides for a variety of methods and techniques, establishes a certain order of learning exercises and the transition from one to another, as well as ways of movement of students in the lesson.

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In the process of physical education of children of primary school age, it is necessary to solve educational problems: the formation of motor skills and abilities, the development of motor qualities, the instilling of the skills of correct posture, hygiene skills, the development of special knowledge.

In children of primary school age, it is necessary to develop motor qualities (dexterity, speed, balance, eye, flexibility, strength, endurance, etc.). To walk, run, jump, throw, you need to have the appropriate motor qualities.

Endurance allows children to do physical exercises without getting tired and walk long distances. The accuracy of hitting the target when throwing, the accuracy of landing when jumping, adherence to the direction in walking, running indicate the presence of a good eye. A child would not have been able to perform even elementary exercises, let alone more complex types of activity, if he had not developed, to one degree or another, the basic motor qualities.

The main motor qualities of a person are considered to be agility, speed, flexibility, strength, endurance. When performing any exercise, all motor qualities are manifested to one degree or another, but one of them acquires predominant importance. For example, when running for short distances - speed, when running on long distance- endurance, and when jumping long and high with a run - strength combined with speed.

In primary school age, priority should be given to the development of agility, quickness, eye, flexibility, balance, but one should not forget about the proportionate development of strength and endurance.

Agility is the ability of a person to quickly master new movements, as well as rearrange them in accordance with the requirements of a suddenly changing environment.

The systematic learning of new exercises with children leads to the development of dexterity. Learning increases the plasticity of the nervous system, improves coordination of movements and develops the ability to master new, more complex exercises.

The development of dexterity is facilitated by performing exercises in a changing environment. So, in outdoor games, children have to continuously switch from one movement to another, not predetermined in advance; quickly, without any delay, solve complex motor problems, in accordance with the actions of their peers.

Dexterity develops when performing exercises carried out in complicated conditions, requiring a sudden change in the technique of movement (running between objects, skiing up and down a hill, etc.), using various objects, exercise equipment, equipment; with additional tasks, with collective performance of exercises with one object (hoop, cord),.

Quickness is the ability of a person to perform movements in the shortest possible time.

The high plasticity of nervous processes, the comparative ease of formation and restructuring of conditioned reflex connections in children create favorable conditions for the development of speed in them.

Speed ​​develops in exercises performed with acceleration (walking, running at a gradually increasing speed), for speed (to reach the finish line as quickly as possible), with a change in pace (slow, medium, fast and very fast), as well as in outdoor games when children are forced to perform exercises at the highest speed (run away from the driver).

The development of speed is promoted by speed-strength exercises: jumping, throwing (push when jumping long and high from a run, throw when throwing is made at high speed). For the development of speed, it is advisable to use well-mastered exercises, while taking into account the physical fitness of children, as well as their state of health.

Flexibility - the ability to achieve the greatest value of the range (amplitude) of movements of individual parts of the body in a certain direction.

Flexibility depends on the condition of the spine, joints, ligaments, as well as the elasticity of the muscles. Flexibility develops when performing physical exercises with a large amplitude, in particular general developmental ones.

In children of primary school age, the musculoskeletal system is very flexible. You should strive to maintain this natural flexibility without overusing stretching exercises that can lead to irreversible deformations of individual joints (for example, the knee).

It is advisable to first perform flexibility exercises with an incomplete swing, for example, do 2-3 half-inclines, and then a full incline, 2-3 half-squats, then a deep squat.

Equilibrium is the ability of a person to maintain a stable position while performing various movements and postures on a support area that is reduced and raised above the ground (floor) level.

This quality is necessary for a person in order to move indoors and on the street, without touching objects, each other, to successfully cope with the duties necessary for different works(steeplejack, etc.).

The balance depends on the state of the vestibular apparatus, all body systems, as well as on the location common center body severity (GCT). In primary school age, the GCT is located high, so it is more difficult for them to maintain balance. When performing exercises, changing position, the center of gravity of the body shifts and the balance is disturbed. It takes an effort to restore the desired body position.

Balance develops to a greater extent in exercises performed on a reduced and raised support area (skating, cycling, walking, running on a bench), as well as in exercises that require significant efforts to maintain a stable body position (throwing at a distance, long jump from a place and from a run, etc.).

An eye gauge is a person's ability to determine distance using vision and muscle sensations.

You can develop an eye when performing any exercises: when walking, children should be able to put their feet correctly, follow the direction; in jumps - exactly hitting the board with your foot in order to push off, fly in the right direction, and then land in a certain place; when building in a column one by one, you need to measure the distance to the front by eye standing child; in throwing at a distance and especially at a target - the distance to the target, etc. It is important when doing the exercises to teach children to measure the distance by the eye, then checking it in steps.

Strength is the degree of muscle tension as they contract.

The development of muscle strength can be achieved by increasing the weight of the objects used in the exercises (medicine ball, sandbags, etc.); the use of exercises, including raising your own mass (jumping), overcoming the partner's resistance (in pair exercises).

The school should use a variety of exercises to develop the strength of all muscle groups, with a focus on the extensor muscles. Given the anatomical and physiological characteristics of primary school age, one should not strive for maximum results and exceed the norms for long jumps, high jumps, as this can negatively affect the development of the skeletal system, as well as internal organs. Exercises that cause breath holding and high tension of the body are not recommended.

The intensity of the exercises performed, the mass of objects (sandbags, etc.), the dosage of physical activity should be increased gradually.

Endurance is the ability of a person to perform physical exercises of an acceptable intensity for as long as possible.

Developing endurance requires a lot of repetitions of the same exercise. The monotonous load leads to fatigue, and children lose interest in this exercise. Therefore, it is best to apply a variety of dynamic exercises, especially in the fresh air: walking, running, skiing, ice skating, sledding, cycling, swimming, etc.

Also useful are outdoor games, which evoke positive emotions and reduce the feeling of fatigue. Walking (hiking, skiing) is also recommended, during which exercise alternates with rest.

Conclusions on chapter 3

In the process of physical education of children, motor skills and abilities are formed, motor qualities are developed, the skills of correct posture, hygiene skills are taught, and special knowledge is mastered. At primary school age, it is necessary to develop motor qualities: dexterity, speed, flexibility, strength, endurance.

Hearing loss in early childhood leads to a lack of spoken language, which gives rise to various problems social nature. To identify the degree negative impact hearing loss on the psychophysical development of children, it is necessary to have an idea of ​​the causes of hearing impairment.

Hearing impairments can be either congenital or acquired. Acquired auditory disorders are most common in practice. Congenital causes suggest that hearing impairment is present from birth. These include hereditary hearing loss, loss of hearing in utero or at the time of birth.

Genetic factors account for more than 50% of all cases of congenital hearing loss in children. Numerous foreign studies are devoted to the study of this problem.

Today, thanks to genetic research, more than 37 different genes are known that are responsible for hearing impairment. Hereditary hearing disorders can be autosomal dominant, autosomal recessive, or X-linked (sex-linked). With an autosomal dominant factor, one of the parents who carries the dominant hearing loss gene passes it on to the child.

In this case, the child has a 50% chance of hearing impairment. With an autosomal recessive factor, the parents usually have normal hearing but carry the recessive gene. In this case, the probability that the child will have a hearing impairment is 25%. ...

With the X-linked factor, the mother carries a recessive gene on the sex chromosomes, and hearing impairment occurs only in male children.

Acquired auditory disorders result from damage to a normally formed auditory analyzer. The reasons for this are manifold. Lightweight and middle form Hearing impairment occurs when the middle ear is affected, and severe hearing impairment occurs when the auditory nerve and inner ear are affected.

The consequences of acute inflammatory processes in the middle ear rank first in a number of causes of hearing disorders in children. The consequences this disease persistent changes in the middle ear become, which leads to disruptions in the operation of the sound-conducting apparatus and is accompanied by a significant decrease in auditory perception. Common causes of hearing impairments are various diseases nasopharynx, in particular, adenoid growths.

The reason for the hearing loss in this case is a violation of the ventilation of the middle ear and the resulting changes in the position of the eardrum.

Hearing impairment can also occur due to complications after previous infectious diseases, such as measles, viral parotitis, epidemic cerebrospinal meningitis, influenza, scarlet fever.

The inflammatory process covers the middle and inner ear, extends to the vestibule and semicircular canals of the vestibular apparatus.

With the combination of favorable conditions for the upbringing and training of a late deaf child, the development of his speech, cognitive and volitional processes approaches normal. But in very rare cases, the originality is overcome in the formation emotional sphere, personality traits and interpersonal relationships.

This combination of reasons is especially clearly manifested in coordination abilities, since they are realized on a defective basis of the sensory systems participating in the control of movements.

In hearing impaired schoolchildren, hearing impairment leads to impaired development of speech, and in hearing impaired schoolchildren, to its complete absence, which limits the possibilities figurative thinking, is reflected in the peculiarities of behavior. For the hearing-impaired, this is the fear of being incomprehensible, for the hearing-impaired, isolation, unwillingness to make contact.

The development of attention of hearing impaired children is associated with an increase in visual perception.

A child with hearing impairment perceives verbal speech by reading from the lips, and this requires concentration on the speaker's face, and when perceiving dactyl speech, concentration on the positions of the fingers. This is possible only with the steady attention of a hearing impaired child, therefore, children with hearing impairments get tired faster, as a result of which the instability of their attention increases. Hearing impaired children experience difficulties in switching attention, they need a much longer amount of time to "work out", which ultimately negatively affects the speed of action and an increase in the number of errors.

Hearing impairment also affects the developmental features of the child's psyche, which are manifested in the originality of communication with other people and the entire surrounding world as a whole. Lack of hearing and speaking reduces the amount of incoming information and is accompanied by slowness and a decrease in thinking, memory, attention and all cognitive activities generally .

Hearing impaired children often have difficulties in the formation of moral and ethical concepts. Difficulties in understanding personal qualities also prevail. This prevents them from forming correct self-esteem and adequately assessing those around them. Students with hearing impairments are much more likely to come into conflict with classmates in comparison with their practically healthy peers. This is due to the narrow field social interaction hearing impaired children, of great importance in their communication of the emotional aspect.

Throughout schooling, the level of attention of hearing impaired students remains lower compared to practically healthy peers.

Hearing impairment and, as a consequence, a violation in the development of speech and cognitive activity leads to the appearance in children with hearing impairments of originality in development motor activity... In numerous studies, the following features of the motor sphere of hearing impaired children have been noted:

Difficulty maintaining dynamic and static balance;

Low level of spatial orientation;

Impaired coordination and lack of confidence in movements;

Delayed mastering of motor skills;

Slow reaction, as well as low speed of motor activity fulfillment;

Lagging in the development of strength, flexibility, endurance and other physical abilities that characterize physical fitness;

Deviation in the development of general and fine motor skills.

All the above-mentioned disorders of the motor activity of hearing-impaired children, according to L.V. Shapkova, are interconnected and due to the following reasons: the degree of disturbances in the work of the vestibular apparatus, the structure of the auditory defect, the absence or insufficiency of speech, the state of the kinesthetic analyzer, as well as a decrease in the volume of incoming information.

In the course of the analysis of scientific and methodological literature, it was found that hearing impaired schoolchildren are characterized by unstable states of the autonomic system, motor disorders, fatigue, and lability of the emotional sphere.

There is no doubt that physical culture and sports are effective means correction of the psychophysical state of hearing impaired children. Hearing impairments do not limit the child's physical development, but require the use of special techniques, which will ultimately allow achieving the same results as in practically healthy peers.