Physical education classes for schoolchildren. Physical education lesson in a special medical group

All students, regardless of the type of educational institution (school, college, college, university, etc.), before starting physical education, undergo a medical examination and, based on its results, are divided into three groups: basic, preparatory and special.

The special medical group includes persons with significant deviations in the state of health of a permanent or temporary nature, enrolled in the usual curriculum, but having contraindications to physical education according to state programs in general groups.

Taking into account medical indications, data on physical development and physical fitness in a special educational department, it is customary to recruit groups of students, the number of which should not exceed 15-20 people. per teacher.

At school, the recruitment of special groups is carried out taking into account the age, nature of the disease, physical development and the functional state of students. Depending on age, students of two or three grades are grouped into one group: for example, from 1st to 3rd; from 4th to 6th grade; 7th and 8th; 9th, 10th and 11th grades.

For most of the schoolchildren - group "A" - physical education should be built according to special programs, taking into account the nature and degree of deviation in the state of health and physical development.

A smaller part of schoolchildren - group "B" - unable to cope with physical activity for special medical groups and therefore is sent to exercise therapy classes in a polyclinic or in a medical and physical dispensary.

To conduct classes, students with diseases are combined into one group internal organs: cardiovascular, respiratory, digestive and endocrine systems; in the other - with visual impairments and functional disorders of the nervous system; in the third - with dysfunctions of the musculoskeletal system (traumatology and orthopedics). When the number of groups is small, they are united.

In higher and secondary specialized educational institutions (colleges, schools), recruitment takes place differently. Students with more severe illnesses are allocated to a separate curative , group.

The treatment group is created in those universities where the departments of physical education have specialists in physiotherapy exercises and a doctor. This group consists of students with significant health deviations.

Group "A" is formed from students with cardiovascular and pulmonary diseases.

V group "B" students with diseases of other internal organs (gastrointestinal tract, genitourinary system), metabolic disorders in the body. The same group can include those who have visual impairments (mainly myopia, i.e. myopia, from 5.0 to 7.0 D). Students with myopia have limitations in jumping, resistance and straining exercises.

TO group "B" can be attributed to students with severe dysfunctions of the musculoskeletal system, with residual effects after paralysis and paresis, after previous injuries of the upper and lower limbs, with osteochondrosis of the spine, with poor posture, scoliosis, flat feet.

The main tasks of physical education in special medical groups are:

Health promotion;

Reduction or elimination of the consequences of the transferred diseases;

Elimination of functional deviations and disabilities in physical development;

Promotion of proper physical development and hardening of the body;

Enhancement physical activity organs and systems weakened by the disease;

Mastering basic motor skills and abilities;

Formation of the correct posture, and, if necessary, its correction;

Learning to breathe correctly.

Classes with special groups in schools are held after school hours - 2 times a week for 45 minutes or 3 times a week for 30 minutes.

Classes on physical education in universities are carried out in the following forms.

1. Training sessions - 2 times a week (in the grid of the curriculum) for 2 hours.

2. Physical exercises during the day (morning hygienic gymnastics, physical culture breaks).

3. Mass and self-study physical exercise.

4. Mass health-improving physical education activities carried out in their free time: on weekends, in winter and summer holidays, in health and sports camps, during training practice.

When conducting classes, the teacher should take into account the following characteristics of the organism of this contingent: insufficient physical fitness, a low level of functional capabilities and a slight adaptability to physical activity.

School methodology

In the classroom, along with teaching motor actions and the development of physical qualities, the teacher must provide the students with the necessary information about the daily routine, hardening, proper breathing; in the introductory part of the lesson, he must determine the well-being of the trainees (pulse control is carried out) or teach them self-control.

In a programme ad hoc group widely used educational material the main group, but at the same time, exercises for speed, strength and endurance are limited; the distances in walking, running, swimming, skiing are noticeably reduced. In addition, a section for breathing exercises has been introduced; great attention given to exercises to educate correct posture and strengthen muscles abdominal and back. This is especially important for schoolchildren with postural disorders and scoliosis. After exercises that cause significant tension in the body and are difficult to coordinate, relaxation exercises and breathing exercises are mandatory.

The curriculum for classes 1-3 includes mainly general developmental exercises with objects (balls, gymnastic sticks, skipping ropes); exercises at the gymnastic wall and on it; climbing over various obstacles. Posture exercises are required, breathing exercises, walking, running, jumping, throwing a ball, outdoor games, cross-country skiing and etc.

In the 4th grade, exercises on gymnastic apparatus (mixed hanging on a low bar, rings) are additionally included in the classes.

From the 5th grade, simple hangs and supports, dance exercises, long and high jumps from a short run, skiing on rough terrain (up to 1.5 km for boys and up to 1 km for girls), elements of sports games are introduced.

In grades 7-8, gymnastic exercises are more complex and varied. Elements of sports games are used more widely, skiing on medium-rugged terrain (up to 3 km for boys and up to 2 km for girls); throwing balls, and then grenades (weighing 250-500 g), pushing a medicine ball (weighing 3 kg for boys and 2 kg for girls) are included.

For students of a special group, it is recommended to conduct mixed-type lessons: a variety of means used and their timely alternation increase students' interest in classes, give them an emotional color, and prevent the appearance of fatigue in the course of classes. Using different methods performing exercises (group, flow, circular), gradually increase the density of classes up to 50-70%.

The lesson scheme in group "B" (weaker for health reasons) consists of four parts: introductory, preparatory, main and final. The content and duration of the parts of the lesson have some peculiarities in comparison with the usual one. So, the preparatory part lasts up to 20 minutes and consists mainly of general developmental exercises performed at an average and slow pace. In the main part of the lesson, only one of the main types of movement is taught; outdoor games or elements of sports games are widely used. The final part lasts about 5-7 minutes: slow walking, breathing exercises, exercises to educate correct posture, to relax muscles and to concentrate are performed.

It is recommended to conduct classes for students of special medical groups mainly in the open air, which contributes to their tempering and health improvement.

For schoolchildren with abnormalities in the activity of the cardiovascular system to activate the function of the circulatory system and improve the adaptation of CVS, along with gymnastic exercises, endurance exercises (walking, running, swimming, skiing, etc.), effective for this contingent, are widely used, without excessive stress and with a strict dosage. Breathing exercises are mandatory.

Heart rate indicators for schoolchildren of these groups in the course of classes can be as follows: in the initial period of classes, an increase in heart rate can reach up to 100-110 beats / min; subsequently, as the adaptation of the circulatory apparatus to stress improves, the heart rate can increase - up to 130-140 beats / min for middle school students and up to 140-150 beats / min for senior students.

For schoolchildren juvenile hypertension abrupt head tilts, abrupt changes in body position, exercises with straining, holding the breath, hanging upside down, somersaults are contraindicated. They need a gradual training of the vestibular apparatus. For this purpose, exercises for balance, coordination of movements are included in the classes. Relaxation and breathing exercises are used to reduce the increased tone of arterial vessels.

At respiratory diseases also preferable to endurance exercise. Students need to be taught how to control breathing, extended exhalation. From the means of physical education, walking, calm running, elements of sports games are used. Students must learn to change the rhythm, depth, and frequency of breathing at will.

At diseases of the joints and peripheral nervous system mainly exercises are used to increase joint mobility and strengthen the neuromuscular system.

Students with functional diseases of the nervous system exercises for attention and coordination of movements, games that must be alternated with relaxation exercises, and breathing exercises are recommended.

For schoolchildren with posture disorders and scoliosis , exercises should be used to strengthen the muscles of the shoulder girdle and torso (back, chest and abdominals), as well as to educate the correct posture. Exercises in the starting positions that relieve the spine, as well as hanging on the gymnastic wall should be widely used.

To increase the effectiveness of physical education of children of a special medical group, it is necessary to use, in addition to physical education lessons, additional forms and means of physical education: morning hygienic gymnastics, physical training pauses, outdoor games during breaks; walks in the fresh air, close tourism, elements of various sports (skiing, swimming, etc.) are extremely useful.

Correctly conducted classes significantly improve physical fitness, increase the level of functional capabilities of the body of schoolchildren of a special medical group, which allows the teacher to send the most prepared children to the doctor to resolve the issue of transferring to the preparatory group.

An important condition for the competent conduct of physical education classes with students of special groups is compulsory medical supervision. It allows you to monitor the state of schoolchildren and the reaction of their bodies to physical activity. The teacher, on the other hand, must very carefully observe the objective external signs of fatigue and, depending on the degree of fatigue, change the parameters during the lesson. physical activity- for the whole group or for individual students.

Methodology for conducting classes at the university

Physical education classes at the university provide not only strengthening the health of students, improving their motor coordination and increasing the level physical qualities, but also mastering the technique of most types of physical exercises included in the program.

Physical education lesson is built in accordance with the standard plan and consists of four parts.

In the introductory part of the lesson, it is necessary to mobilize the attention of the students. For this, the elements of building and rebuilding are used, walking in different directions, jogging.

The main task of the preparatory part is the physiological preparation of the body, the creation optimal conditions for the main part of the classes.

In the preparatory part of the lesson, it is undesirable to give too many new exercises: this can cause nervous fatigue, which will subsequently affect the development of motor skills in the main part of the lesson. It is recommended to include in the warm-up no more than 8-10 exercises, between which breathing exercises should be performed (especially after exercises with tension and after jumping).

The main part of the lesson is aimed at the formation and improvement of motor skills. Students acquire and improve special knowledge and motor skills; it is in this part of the lesson that the development of physical and volitional qualities is achieved.

The means used in the main part are very diverse, since they are aimed at developing the basic physical qualities (speed, strength, endurance). The classes include exercises aimed at strengthening the musculoskeletal system: running, jumping, rope exercises. Also widely used are movable and sport games, various relay races, throwing objects.

To regulate and reduce physical activity, slow walking and breathing exercises are used - in between different kinds loads.

As the physical fitness grows and the functional state of students improves, in agreement with the doctor, you can go to specialized classes in one of the sports: gymnastics, athletics, ski training, swimming, sports games (volleyball, tennis, badminton, basketball according to the simplified rules, football on a reduced area according to the simplified rules).

In the final part of the lesson, it is necessary to use the simplest gymnastic exercises in combination with breathing exercises, slow walking, muscle relaxation exercises.

In classes with special medical groups, an individual approach to the trainees is very important and, depending on their condition, the differentiation of the load.

If necessary, individual students have less workloads. For example, students with visual impairments are withdrawn from jumping, straining, bending, and rotating trunk movements.

The intensity and volume of the load change throughout the entire training cycle. So for the 1st semester is characterized by a relatively low density of classes (55%). The same picture is observed in the 2nd semester. This is due to the fact that, firstly, in the initial period of classes, the load should be low, and then gradually increase; secondly, in the 1st and 2nd semesters, mastering new educational material takes a lot of time. The density of classes increases markedly in the second year, since students have already mastered the necessary motor actions, acquired some skills and abilities, and increased the level of physical fitness. The density of classes by the 4th semester rises to 65-75%.

The intensity of training is determined by heart rate and depends on the nature and stage of training. So, in classes with a predominance of teaching motor actions, the heart rate is 96-138 beats / min. At subsequent stages, where the amount of work (the number of exercises, the length of the segments, the number of repetitions, etc.) and the speed of their implementation increase, the heart rate increases to 132-175 beats / min.

The conduct of games (especially basketball and football) requires close supervision by the teacher due to their high emotional saturation and constant contact of the players. For a rational dosage of loads, the following can be recommended:

Give the load fractionally, i.e. take breaks at regular intervals to analyze technical and tactical errors;

Simplify the rules of the game a little;

Limit the size of the site;

Closely monitor the game and the actions of the players, for the manifestations of external signs of fatigue (complexion, sweating, shortness of breath, impaired coordination, decreased gaming activity).

The teacher, on the basis of curricula and programs for physical education, develops work plans for each training lesson, draws up a synopsis plan that details the objectives of the lesson (lesson), its content (means, methodology, dosage of exercises, etc.), and also conducts taking into account shifts in physical development and functional state special medical group students.

Test questions and tasks

1. Which students can be assigned to a special medical group?

2. How are classes in special groups organized at school and at the university?

3. How is the recruiting of groups for conducting classes carried out?

4. What forms of physical exercise are used in school and university?

5. The main tasks of physical education in special medical groups.

6. What teaching principles should be used in these groups?

7. Methods of teaching at school.

8. What teaching material is used in the classroom?

9. Features of the methodology of classes with schoolchildren with deviations from the cardiovascular system.

10. Features of the methodology of classes with schoolchildren with deviations in the functional state.

11. What features of the students should be taken into account by the teacher of the university?

12. Methodology of studies at the university. Description of the main part of the lesson.

13. Change in the density of classes with students.

14. Pulse modes typical for classes with students.

15. Methods of rational dosage of the load in the classroom.

16. The value of medical supervision and medical and pedagogical supervision when conducting classes in special medical groups.

A quality management system is being introduced in universities. Analysis of the state of higher education leads to the conclusion that there is a mismatch in the processes associated with the reform and modernization of the higher education system. Pedagogical management is actively developing, but the issues of managing a higher educational institution in the modern period have been little touched upon by researchers in the field of pedagogy and pedagogical management.

This direction is currently becoming the object of close attention of Russian scientists. Despite the great interest of researchers, the problem of improving the quality of education still remains unresolved. This is due to the following:

Lack of a common theoretical and methodological platform for building the theory of education, fuzzy goal setting educational process in general and in higher education in particular;

The prevalence of a simplified approach to education quality management, based on the presentation of the result as a predictable consequence of the efforts made;

The actual predominance of extensive ways to improve the training of future specialists, despite the need for its intensification;

Inconsistency of modern requirements for the resource provision of the educational process with its actual level;

Lack of an accurate and unified system for monitoring and evaluating the educational process, corresponding modern requirements to assess the quality of education;

The lack of a clearly developed measurement methodology in pedagogy, underdevelopment and dissemination of ideas of pedagogical qualimetry. Not developed effective options management technologies from the standpoint modern ideas synergetics and qualimetry;

An integral concept has not been formed within the university education quality management from the standpoint of modern achievements various sciences, in particular, philosophy, pedagogy, special subjects and methods of teaching them.

Practical experience of many educational institutions shows that ensuring an efficiently operating quality management system (QMS) of a higher educational institution is a certain difficulty, since any educational organization is, first of all, pedagogical system in which the establishment of processes and documentation of procedures cannot fully ensure the quality of its life. The efficiency of the work of a higher educational institution depends on the solution of many problems, the significance and level of complexity of which are different. The totality of such tasks and their solution make up a system that ensures the development and dynamics of the university. All elements of the system of functioning of the university make up the complexity of management methods that provide coverage of all aspects of its activities to achieve efficiency.

The problem of improving the management of the quality of education is being actualized for universities today for several reasons. On the one hand, future applicants are increasingly paying attention to the quality of education at a university, whose opportunities to choose one or another university, taking into account higher education on a paid basis, have grown significantly. On the other hand, the labor market requirements for the qualifications of the graduate are increasing, and, consequently, for the authority of the higher educational institution, the diploma of which is presented by the graduate to a potential employer. Thus, for modern applicants, the issue of the quality of the potential received education has become relevant. And in turn, before the heads of universities and their structural units the problem arises of creating such conditions for its functioning and management that would guarantee high quality education of its graduates.

The problems of management of a higher educational institution presuppose the presence of management in it at all levels. Characterizing the approach to solving the problems of the quality of higher education, it should be noted that the strategy for the development of education is built taking into account the concepts of sustainable development, lifelong education, globalization of knowledge, the continuity of the process of reform and improvement. In this context, let's take a closer look at the requirements-based approach to quality. international standards ISO 9000: 2000; the concept of Total Quality Management (TQM); issues of monitoring the quality of higher education.

Use of a quality management system for higher education in accordance with the requirements of ISO 9000: 2000 standards.

Currently, universities can use the following three main models for managing the quality of training specialists, based on such methods and approaches:

1. an evaluative approach to managing the quality of the university's activities (SWOT analysis);

2. a concept based on the principles of Total Quality Management (TQM);

3.An approach based on the requirements of international quality standards ISO 9000: 2000.

An evaluative-based management model involves a systematic self-assessment to identify strengths and weaknesses activities of the university, as well as positive and negative factors its development. On this basis, measures are developed and proposed to resolve the identified problem situations and improving performance.

The management model based on the principles of TQM (total quality management) also uses the method of evaluations, however, it is based on a deeper analysis of the activities of the institution as a manufacturer of products and services. The TQM concept assumes that the university has a clearly and clearly formulated mission, strategic goals that are developed as a result of comprehensive research of needs external environment in the main products of its activities. General quality management assumes a process approach to activities, uses a number of specific, rather complex, but very effective methods and quality management tools.

The management model based on the requirements of international quality standards of the ISO 9000: 2000 series involves the establishment of interested parties, the identification of their requirements for product quality, the creation of a system for continuous improvement of activities. This model is based on fundamental principles quality management, including process approach... In contrast to the TQM model, in this model, the main management toolkit is a documented quality-oriented management system (in the form of relevant standards, instructions, etc.).

Most important point the creation and operation of a quality management system in any organization, including a university, is customer orientation: identifying their requirements and assessing the degree of compliance with established requirements. The relevance of the study of the satisfaction of consumers of educational services lies in the fact that the results obtained make it possible not only to diagnose the educational process, but also to effectively manage it, which is very important at the initial stage of the formation of the QMS.

To implement a quality management system, it is necessary:

1.to optimize the organizational and staff structure of the university (appointment of process managers; development and updating of the process model);

2.develop QMS documentation (quality manual; standards for mandatory procedures; documentation of structural divisions);

3. manage the implementation of the QMS (responsibility of management; acceptance of the QMS by personnel and their participation in implementation; monitoring, measurement, analysis, improvement);

4. Conduct an analysis of the QMS (assessment of the QMS; assessment of the documentation of the QMS; focus on continuous development and improvement; internal audits);

5. get confirmation - a certificate.

The problem of creating and mastering a system of objective testing of students' knowledge in education is especially relevant today. In this regard, it is currently attached great importance its solution, since the active use of such systems helps to maintain the desired educational level of students, provides the teacher with the opportunity to pay more attention individual work with trainees. So, among the functions of pedagogical control, there are: diagnostic, teaching, organizing and upbringing. In particular, as the goals of the diagnostic function, we will single out: obtaining information about the degree of preparation of a student, identifying the level of knowledge, abilities and skills.

The learning process is inconceivable without constant feedback informing the teacher about the state of knowledge of each student, about the difficulties that the student has in the learning process, about the level of his mastery of knowledge. Such Feedback is established different ways control (oral questioning, checking individual homework assignments, test papers etc.). To help the teacher, technical controls were introduced and strengthened to accelerate this aspect of his activity.

The results of the implementation and functioning of the QMS on the scale of the university and in individual structural divisions (faculties) can be analyzed based on the basic principles of quality management:

The application of the principle of customer orientation is measured by analyzing the feedback received from the graduates; characteristics of student trainees; documents confirming the conduct of sociological surveys of students; model training programs; corrective action plans based on document analysis;

The principle of leadership leadership is analyzed from the point of view of taking into account the personal participation of heads of structural divisions in the QMS; ability to plan the development of a structural unit; quality of resource management (human, material, intellectual, informational); ability to lead and analyze, taking into account all types of improvement-oriented activities;

The principle of employee involvement was identified through the availability of QMS certificates, based on the facts of taking the initiative in solving problems and responsibility for implementing job descriptions QMS;

The application of the process-system approach is expressed through the understanding of requirements and compliance with them;

The principle of continuous improvement is aimed at continuous growth of the effectiveness of the work of departments and dean's offices in achieving the set goals and objectives. It is focused primarily on the continuous improvement of the quality of education;

The principle of decision-making based on facts is implemented in the conclusions and proposals of the verification commission.

Thus, the quality of higher education is determined through:

The quality of training of university graduates, which belongs to the category of "quality of the result of higher education";

The quality of human resources;

The quality of education;

The quality of state educational standards, the quality of the applicable regulatory framework (norms and norms), quality educational programs determining the quality of goal-setting in the system of state policy in the field of the quality of higher education in Russia;

The quality of educational and methodological and the quality of laboratory, material and technical base of higher education;

Quality educational technologies(educational technologies);

The quality of the content of education (the quality of the cycle of natural science disciplines, the quality of the cycle of humanitarian-socio-economic disciplines, the quality of the cycle of general professional disciplines and the quality of the cycle of special disciplines);

Quality of management (leadership).

Monitoring is essential tool checking and evaluating the effectiveness of the educational content being introduced, the methods used, serves as the basis for justified ways to eliminate the shortcomings of the educational process in higher education, is the basis for making effective management decisions.

The term “monitoring” came to pedagogy from ecology and sociology. In ecology, monitoring is continuous monitoring of the state of environment in order to prevent unwanted deviations in the most important parameters. In sociology, monitoring implies tracking a small number of indicators reflecting the state of the social environment. In pedagogy, this is a new promising direction, developed in the research of A.A. Kuznetsova, M.V. Ryzhakova, S.E. Shishova, A.V. Barannikova, A.N. Mayorov and others, through which it is possible to improve the quality of education in all its main components.

The objects of monitoring are both separate subsystems of education and various processes, levels of education, management, individual aspects of activity, knowledge, etc. For example, pedagogical and psychological monitoring; monitoring the quality of student training; monitoring national, regional, local; monitoring of educational and material base; monitoring of the educational process; monitoring the quality of education.

A continuous monitoring system (PM) is understood as constant monitoring of the state of satisfaction of consumers of educational services, comparing the results obtained with requirements and expectations, identifying trends in their changes in order to make management decisions. At the same time, the concept of monitoring is considered as a broader category than control, since monitoring includes analytics, diagnosis, forecasting trends, and adjusting the development of educational programs.

The PM system includes the following components: ideology (goals, objectives and functions of the system, requirements for it); organizational structure; research methods and procedures. Monitoring is not just an assessment tool, but a tool that makes educational management effective. The PM system is maximally focused on solving the main task of the university - ensuring and improving quality educational service.

PM objects - internal consumers (applicants, students, graduates, teachers and university staff), external consumers (employers).

PM subjects - a group for assessing the quality of education, subordinate to the vice-rector for educational work... Consumer surveys are carried out by specialists of the education quality assessment group, methodologists of dean's offices, curators of academic groups, authorized quality departments of the university, undergraduate and graduate students. Methods for collecting primary data - document analysis, interviews with deans, administration officials, heads of departments acting as experts, a questionnaire survey. The methodology for the latter provides for a survey of each group of consumers according to the developed questionnaires or questionnaires.

The PM procedure includes the following steps:

Determining the needs and expectations of consumers;

Comparison of expectations and actual customer satisfaction. The results of the research are brought to the attention of the university administration;

Assessment of consumer satisfaction with the quality of educational services provided by the university. For each study, assessment criteria are developed, a questionnaire and a program for its processing are drawn up;

Formation of plans for corrective and preventive measures to improve the quality of the educational service provided.

Based on the results of consumer monitoring, plans for corrective and preventive measures are drawn up to improve the quality of the educational service provided. Monitoring the quality of education is essential condition increasing the efficiency of management of the education system, improving the learning processes. Constant monitoring of the quality of the educational process and its results becomes especially relevant in the context of the reform of higher education, however, in their traditional forms it has become ineffective. Among the identified shortcomings and miscalculations in monitoring, one can single out irregular monitoring of the state of learning, which does not reveal the dynamics of changes. Another disadvantage is the focus on learning outcomes. At the same time, the very process of learning, the formation of knowledge, skills and abilities, which determines the results, remains out of sight. Insufficient information content does not allow to find out which concretely (and to what extent) elements of the program content have been learned or not learned by the subjects of the process.

A significant part of traditional methods largely neglects the statistical patterns of sample survey, use unrepresentative samples of students or operate with statistical data without taking into account confidence intervals, which significantly reduces the reliability of conclusions.

The above disadvantages determine the main (for quality management) disadvantage - the absence, in essence, of diagnostic functions that allow revealing the reasons for certain mistakes of students, shortcomings in the work of teachers, and identifying factors that affect their academic performance. Therefore, today work is underway to establish the functioning of the system of continuous study of the state of knowledge, which requires the solution of a number of complex scientific and organizational issues.

Theme: Learning a set of exercises for posture correction. Consolidation of special developmental exercises.

Goals:

• health promotion, prevention of flat feet, the development of various physical qualities;
• formation of correct posture and rational breathing;
• formation of the ability to organize independent physical culture lessons with a health-improving orientation;
• education of strong-willed, moral and aesthetic qualities of the individual.

Tasks:

• to consolidate the skills of correct posture;
• develop memory, thinking, attention;
• educate discipline, independence.

Equipment: jump ropes for everyone, a volleyball for a couple, cards with complexes of exercises for the eyes, for the prevention of flat feet, tennis balls, sticks

Note: throughout the lesson, the teacher monitors: dosage of exercises, correct posture, correct breathing, the correctness of the exercises and their elements, the observance of safety precautions.

During the classes

I. Organizational moment.(Children go barefoot.)

Construction. Reporting lesson objectives.

II. Introductory part.

A set of special developmental exercises.

Exercises are performed in alternation: in motion, on the spot (children have limited physical activity).

P / p No.	Exercises	Effects on the body
	Sports walking (from heel to toe)	Development of static muscle endurance
	Grabbing the thumb. I. p. - o.s. 1 - Left leg to the side, arms through the sides up (stretched). 2 - I. p. (head down). 3 - Right leg to the side, arms through the sides up (stretched). 4 - I. p. (head down). Measure heart rate.
	Sports walking with a change in direction of movement (in the other direction).	Improving blood circulation
	Forward bends. I. p. - leg stand apart. 1 - 4 - Arms upward through the sides. 5 - 8 - Tilt forward. 1 - 4 - Stand up, hands up. 5 - 8 - I. p., Head lowered	Respiration restoration. Development of flexibility
	Walking in a half-squat on half-toes with a change in the position of the hands (to the sides, up, forward), fingers - flashlights (squeeze-unclench)	Prevention of flat feet. Development fine motor skills
	Lunges forward (with a change in the position of the legs), hands into the lock from behind (one above, the other below)	Development of flexibility
	Cross step, arms to the sides	Coordination of movements
	Exercise to restore breathing. I. p. stand feet apart, hands locked in front of the chest (exhale). 1 - Hands forward (inhale). 2 - Hands to the chest (exhale) 3 - Hands up (inhale). 4 - Hands to the chest (exhale)	Developing correct breathing

III. Main part.

Walking in motion: on toes, on heels, on the outside of the foot.

Rebuilding in a column of 3 (in the course of rebuilding, the children dismantle the ropes).

1. Exercises for posture correction.

P / p No.	Exercises	Effects on the body
	Rope exercises .
	Twisted in the shoulder girdle. I. p. stand feet apart, rope in lowered hands in front of you. Hands forward, up, back, down and back	Development of mobility of the shoulder girdle
	Squats. I. p. - o.s., the rope is folded at 4 at the feet. 1 - Sit down, took a rope. 2 - Straightened legs. 3 - Sit down, put the rope.	Strengthening muscles
	I. p. - o.s., put the rope on right leg(rope folded at 4), hands on the belt. Raise a straight leg forward 45 ° - 90 °, hold it, lower it. Also with the left leg	Strengthening the muscles. Coordination of movements
	Exercises for the prevention of flat feet
A	I. p. - sitting. Extend and bend the foot (pull the toe away from you, the toe towards you)	Strengthening the muscles of the arch of the foot
B	I. p. - sitting. Fulfill circular motion foot (left, right)
V	Foot massage - from the toes to the heel area with the knuckles (movements in a circle)
	Forward bends. I. p. - sitting, legs straight, toes on oneself, the rope is lowered in the hands in front of you. 1 - Bend forward, jump rope by the legs.	Development of flexibility
	I. p. - sitting, legs straight, rope in hands in front of you. 1 - Lay on your back. 2 - Put your hands up. 4 - Hands up. Relax: shake your legs and arms	Strengthening the abdominal muscles
	Make a rope circle on the floor. Running - jumping in a circle: left leg inside, right outside (or vice versa), hands arbitrarily	Improving blood circulation
	In a circle, they sat on their heels, bent forward, hands forward, palms down, closed their eyes, relaxed. Measure heart rate
	Ball exercises . Divide children in pairs, distribute balls (ball for a pair)
	Throwing the ball. 1 - Throw the ball, sit down, stand up. 2 - Catch the ball, throw, sit down, stand up.	Development of attention. Coordination of movements
	Catching a rolling ball. Turn their backs to each other. 1 - Hands with the ball up. 2 - Forward tilt. 3 - Push the ball to a partner (catch the ball). 4 - Straightened up (we look behind the partner over the left shoulder)	Development of attention. Coordination of movements
	The child lies on his stomach, his head is turned to the right, his hands lie along the body, palms down. The second rolls the ball all over the body from the left leg to the right. Have changed. Remove balls.	Restoration of body systems
	Stretching. We lay down on our backs. Hands through the sides up and back.	Prevention of posture disorders

2. Performing exercises in groups... Children are divided into 2 groups. Each group has a person in charge who conducts the exercises. He is given a card with a set of exercises. The teacher monitors the correctness of the conduct and implementation of the exercises.

The first group does eye exercises.

1. Blink 15-20 times.
2. Look right, left, up, down. 3-5 times.
3. Turn your eyes first to the left, then to the right. 3-5 times.
4. Blink 10 times.
5. Close your eyes firmly, pressing on the eyeballs with your eyelids.
6. Raise the stick to eye level. Closing one eye, look at the wand with the other, then into the distance. 6-8 times with each eye.
7. Stretch your hand with a stick forward. Looking at the stick, bring it closer to your face (10 cm), move it away from your face. 3-5 times.
8. Blink 20 times.

The second group performs exercises for the prevention of flat feet.

1. I. p. - sitting, legs bent. Raise your heels at the same time and alternately. 4-6 times.
2. I. p. - sitting, legs bent. Roll your feet from heel to toe and vice versa. 6-8 times.
3. I. p. - sitting. Roll the stick with the middle of the foot forward, backward. 4-8 times.
4. I. p. - sitting. Roll the ball with the middle of your foot: forward, backward, in a circle, clockwise and counterclockwise. 4-6 times.
5. I. p. - sitting. Grabbing the ball with the arches of the feet, move it to the left, lower it, to the right, lower it. 4-6 times.
6. I. p. - sitting. Transfer the object from one place to another by grasping with your toes.
7. I. p. - sitting. Curling your toes, move forward ("Caterpillar"). 4-6 times.
8. I. p. - sitting. Spread your toes as wide as possible. Try to play a scale with them.

3. Relay with a ball for the development of physical qualities.

The players are divided into two equal groups and lined up in two columns parallel to each other.

1. Passing the ball over your head.

The ball must be passed over the head, hands back. A player standing behind, having received the ball, runs with it, stands in front of the column and releases the ball again. If someone drops the ball, he must pick it up, stand in his place and pass the ball. The game ends when the first player takes his original place and raises his hands with the ball up.

2. Passing the ball under your feet.

The ball must be passed or rolled under wide-spread feet. A player standing behind, having received the ball, runs with it, stands in front of the column and again launches the ball under his feet. Note: The player behind the column keeps their feet together.

3-4. Passing the ball to the right (left).

The ball must be passed to the right (left), feet are in one place. A player standing behind, having received the ball, runs with it, stands in front of the column and releases the ball again. If someone drops the ball, he must pick it up, stand in his place and pass the ball. The game ends when the first player takes his original place and raises his hands with the ball up.

5. Passing - throwing the ball.

The captains stand against their teams at a distance of 3-4 steps from them. They have a ball in their hands. At the signal of the teacher, the captains throw the ball to the player in their rank in front. He, having received the ball, throws it back to the captain and runs to the end of the column. The captain, having received the ball, throws it to the next player, etc. The game ends when the first player takes his original place and raises his hands with the ball up. Note: the player who missed the ball must run after it, return to his seat, and then throw the ball to the captain.

Measure heart rate.

IV. Final part.

1. Exercise to restore breathing. Restoration of body systems.

I. p. - lying on his back, legs bent at the knees, one hand on the chest, the other on the stomach. Breathing in the belly: inhale - the belly is inflated, exhale - the belly is pulled in.

2. Summing up the lesson. Homework assignment (must be individual).