Physical education of children of preparatory and special medical groups. Health lesson "exercise complexes for smg"

Means of physical education in special medical groups are dosed physical exercises, as well as natural factors nature and a rational, hygienically grounded regime, providing a health-improving effect on the body, excluding the formation bad habits... The main remedy is exercise.

In the classroom, physical exercises are used that cause acceptable cardiovascular and respiratory systems... The degree of loading is strictly controlled and regulated.

In the initial period of training, low-intensity exercises are used, which increase the heart rate by 25-30% of the initial level. Subsequently, they include dosed loads of medium intensity, which increase the heart rate by 40-45%, as well as high-intensity exercises (with sufficient adaptation of the body to physical activity), which increase the heart rate by 70-80%. Submaximal and maximum physical activity in classes with students of special medical groups is not used.

The basis of the training process is the use of endurance exercises that provide the most beneficial influence on the activity of the cardiovascular and respiratory systems. Exercises for strength and speed are included in the classes carefully at first, and then, as the trainees adapt to physical activity, they begin to train these qualities as well.

Physical exercises with objects (gymnastic sticks, balls, clubs, etc.) are useful, since they increase the emotional saturation of classes, make them more interesting.

In the classroom, dosed running is used. At first, it is used in the form of light jogging at a slow pace, and then gradually increase the load by increasing the length of the distance covered (but not by accelerating the run). Such a methodological technique contributes to the education of endurance and does not allow crossing the border that separates aerobic loads from anaerobic ones. At the first sign of fatigue, students should be transferred to walking.

A feature of classes in special medical groups is big number special exercises, directedly affecting individual weakened systems of the body. In classes with special medical groups, exercises from different types sports. The advantage of these exercises lies in their practical significance.

The classes include exercises on gymnastic apparatus (mixed hanging on a low crossbar, on rings), dance exercises, long and high jumps from a short run, skiing on rough terrain up to 1-1.5 km, elements of sports games. Then gymnastic exercises become more complicated, elements of sports games are more widely used, the distance of skiing on mid-rugged terrain is lengthened to 2-3 km, throwing of balls and grenades weighing 250-500 g, pushing a medicine ball weighing 2-3 kg are introduced.

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

The outline of the lesson does not differ from the generally accepted one, it consists of three parts: introductory, main and final. The content and duration of the parts of the lesson have some peculiarities: the introductory part lasts up to 20 minutes and consists mainly of general developmental exercises performed at an average and slow pace; in the main part, only one type of movement is taught, are widely used outdoor games medium intensity or elements of sports games, special exercises are also used, the nature of which depends on the disease; the final part lasts about 5-7 minutes and contains slow walking, breathing exercises, exercises to foster correct posture, to relax muscles and to pay attention.

The basis of the training methodology for cardiovascular diseases is the application physical exercise with a constantly increasing load on the cardiovascular system (in accordance with the level of functional readiness of those involved, the degree of adaptation to physical activity).

General Provisions methods of training in special medical groups for the disease of cardio-vascular system: 1) in group lesson it is necessary to carry out individual approach taking into account the functional readiness of the trainees;

2) when teaching physical exercises, the principle from simple to complex must be observed;

3) physical exercises should be simple and accessible to everyone involved;

4) exercises in the preparatory part of the lesson must correspond to the solution of the problems of the main part;

5) classes must include static and dynamic breathing exercises;

6) the physiological load curve should gradually increase in the main part of the lesson and decrease to the initial or close to it value in the final part;

7) classes should be carried out systematically.

In diseases of the cardiovascular system, physical activity is first given to small and medium muscle groups in order to improve peripheral circulation, then to larger ones - to train the heart muscle. The most effective in this regard are endurance exercises (walking, running, swimming, skiing, etc.), performed without excessive stress, with a gradual increase in loads.

It is necessary to carefully monitor the reaction of the cardiovascular system to physical activity. In the first months of classes, the heart rate may increase to 95-105 beats / min, then, as the heart adapts to the load, up to 130-140 beats / min (for students in grades 5-7) and up to 140 150 bpm (for high school students). Rest pauses are required after more intense exercise.

Students with juvenile hypertension abrupt head tilts, abrupt changes in body position, exercises with straining, holding the breath, hanging upside down, somersaults are contraindicated. To gradually train the function of the vestibular apparatus, exercises should include balance and coordination exercises, and to reduce increased tone arterial vessels - relaxation exercises and breathing exercises.

In diseases of the respiratory system, physical culture should be aimed primarily at strengthening the body, increasing its resistance to adverse factors, and hardening. In this regard, classes should be conducted outdoors whenever possible. It is recommended that they include walking, dosed running, elements of sports games.

One of the main tasks of physical education of weakened students is teaching them correct breathing. In the learning process, use Various types breathing: chest, abdominal and mixed, since depending on the position of the body or the exercise used, one or the other type of breathing may be rational. An important task of physical education in groups with respiratory diseases is the formation of correct posture, and, if necessary, correction of its violations ...

For students with poor posture, exercises for the muscles of the waist should be included in the class. upper limbs, back and abdomen, contributing to the formation of a natural muscle corset holding the body in the correct position.

Academic work at school, technical school, university, as well as Homework often place high demands on the static endurance of the trunk muscles. Prolonged, monotonous postures, uneven load on the right and left sides of the body cause muscle fatigue and negatively affect posture, especially in weakened students. Decreased muscle strength due to prolonged sitting and general hypokinesia can lead to the development of flat feet.

The method of training for obesity should be aimed at improving the activity of the circulatory system, the respiratory system, strengthening the musculoskeletal system, increasing overall performance, weight loss, etc.

With an exogenous type of obesity, classes should be long, they should use loads on large groups muscles for development and strengthening abdominal... Exercises should be performed intensively and with great amplitude. Great place must be done with special breathing exercises.

With the endogenous type of obesity, the training method is different: the total load decreases, physical exercises are performed with the participation of medium muscle groups, at an average pace.

If the activity of the cardiovascular system is impaired, then the method of performing physical exercises should correspond to that used for cardiovascular diseases, but it is necessary to take into account the degree and type of obesity.

For diseases of the joints and peripheral nervous systems We use mainly exercises aimed at increasing joint mobility, strengthening the muscular system and the neuromuscular system. Pupils with functional diseases of the nervous system are recommended exercises for attention and coordination of movements, games alternating with relaxation exercises and breathing exercises.

In addition to the main form of classes - a lesson - introductory gymnastics and physical culture breaks are held in special medical groups. These forms of training provide a solution to one of the main tasks of physical education of students - increasing the physical and mental performance.

The main value of introductory gymnastics is to improve the adaptation of the body to the conditions of the forthcoming activity during the day. For this purpose, a set of physical exercises is used, including 8-12 exercises. The number of repetitions of each exercise is 6-8 times. The duration of the introductory gymnastics is 15-20 minutes. It includes exercise for all muscle groups and breathing exercises. Under the influence of introductory gymnastics, the activity of the circulatory and respiratory organs, visual and auditory analyzers improves, the process of information processing is facilitated, well-being improves, and a feeling of cheerfulness appears.

The main task of physical culture breaks is to provide active rest of the body in the process learning activities... Physical culture breaks include 8-10 exercises (the number of repetitions of each exercise is 6-8 times). The total duration of the physical culture pause is 10-15 minutes. It includes exercises for various muscle groups. Under the influence of physical culture pauses, it is possible to relieve tension in the activities of those systems that are weakened in students of special medical groups, - systems circulation and respiration. Leisure in the form of a physical culture pause, it helps to improve the functioning of the cerebral vessels, increase attention, concentration and mental performance, normalize the motor regime of students with disorders in the state of the cardiovascular and respiratory systems.

Students assigned to a special medical group especially need a systematic tempering of the body. The health-improving effect of exercise is significantly enhanced when combined with hardening. For this purpose, physical exercises are carried out in lightweight clothing, in compliance with the temperature standards and the corresponding motor density of the lesson, using outdoor games and elements of outdoor sports.

With according to the regulation on medical control over the physical education of the population, all schoolchildren are assigned to medical groups for health reasons.

According to this to the main group refers to students with no deviations in health status or with minor deviations, but with good indicators physical development.

TO preparatory medical group include students with minor deviations in health, insufficient physical development and physical fitness.

TO special medical group include students with significant disabilities in the state of health of a permanent or temporary nature, requiring a significant restriction of physical activity determined by the curriculum.

With the aim of a more differentiated approach to the appointment of motor regimes in children belonging to a special medical group (SMG) by the severity and nature of the disease, it is recommended to subdivide them into two subgroups - "A" and "B".

Subgroup "A" includes students with reversible health deviations, weakened due to various diseases.

Subgroup "B" includes schoolchildren with organic, irreversible changes in organs and systems (damage to the cardiovascular, urinary system, liver, high degree violations of refraction of vision with a change in the fundus, etc.). In fact, subgroup “B” forms the basis of the group of therapeutic physical culture, if such is the case in a general education school.

Division into subgroups is the factor that determines the mode of training. We will dwell on the features of this regime in the preparatory and special medical groups in more detail.

Children included to the preparatory medical group as mentioned above. have poor physical fitness, but attend compulsory physical education lessons with the children of the main medical group... Classes with these students have some methodological features:

- physical activity should be dosed individually for each child of the preparatory medical group;

— Special attention in the lessons with these children, one should pay attention to the quality of tasks fulfillment connected with teaching the technique of motor actions;

- when performing tasks for development motor abilities their intensity should be limited (the intensity should not be higher than average);

- long-term load should be standard in nature and have intervals of rest or change of activity;

- general preparatory exercises (general developmental, general exposure, lightweight versions of the technique for performing complex technical elements), as well as special exercises to strengthen the muscles of the back and abdominal muscles, to form large muscles of the upper and lower limbs, special breathing exercises that form the skill of coordinating breathing and movements should form the basis of classes with children preparatory group;

- when dividing students into teams at the time of preparation for the game, it is necessary to evenly distribute the children of the preparatory group across all subgroups;

- it is mandatory for children of the preparatory medical group to attend classes in the general physical fitness and regular physical education homework.

The main tasks of physical education students assigned to special medical group, are:

1. Strengthening health, improving physical development, hardening the body;

2. Expanding the range functionality major physiological systems the body responsible for energy supply;

3. Increasing the body's defenses and resistance;

4. Mastering basic motor skills and qualities;

5. Formation of healthy lifestyle skills and interest in regular exercise.

The recruitment of SMGs for the upcoming academic year should be carried out on the basis of taking into account the state of health, indicators physical fitness and a functional study conducted by a physician in conjunction with a physical education teacher. The school doctor makes a conclusion on the state of health. He must before the start school year submit lists of children to physical education teachers, where the diagnosis and medical group are indicated. Further, the teacher and the doctor jointly develop a plan for carrying out physical culture and recreational activities for each quarter and determine the timing of medical and pedagogical observations.

The main documents in educational work should be: a lesson plan for half a year for each group; lesson outline; a register of activities with schoolchildren, reflecting general information about students (last name, first name, patronymic, year of birth, class, diagnosis of the disease, posture, duration of a break in physical exercises, lesson recording of heart rate, content of lesson tasks, individual assignments).

The main form of physical education for students of the SMG is lessons, which are held twice a week for 45 minutes or three times a week for 30 minutes. Visiting their students is mandatory. Responsibility for this lies with the physical education teacher and class teacher... Lessons must be complemented by a system of homework, physical education and health activities in the school day (Ripa M.D. et al., 1988).

Classes with schoolchildren of the SMG are conventionally divided into two periods: preparatory and basic.

Preparation period usually takes up the entire first quarter. Its tasks: to gradually prepare the cardiovascular and respiratory systems for physical activity, to develop self-control skills in children, to develop children's interest in physical exercises.

In the first 6-8 weeks of classes with students, special (indicated for each specific disease) exercises are needed, which should be used in combination with general developmental ones. In the preparatory period, special attention is paid to teaching students the right combination breathing with movements, since in weakened children, as a rule, shallow breathing, they must be taught the mixed and diaphragmatic types of breathing.

Main period the duration depends on the adaptability of the student's body to physical activity, on the state of health, on the plasticity and mobility of the nervous system.

The main period precedes the transfer of the student to a group that is stronger for health reasons. Its tasks: mastering the basic motor skills and physical culture program skills for SHG students, increasing the general fitness and functional ability of the body to transfer physical activity at school and at home.

The introductory part includes general developmental exercises, which are advisable to be carried out at a slow and medium pace, always alternating with breathing exercises. In the main part, emphasis should be placed on the use of general developmental exercises that give an even load on all functional systems organism.

For subgroup "A" physical activity gradually increases both in intensity and in volume according to the indicators of the organism's adaptive capabilities. It is recommended to carry out motor modes at a heart rate of 120-130 beats / min at the beginning of the quarter and bring the intensity of physical activity to 140-150 beats / min in the main part of the lesson by the end of the quarter ( optimal mode functioning for the cardiovascular system - aerobic). Considering that the majority of SHG students suffer from hypoxia and poor adaptability to muscle work, it is inappropriate to use motor modes at average frequency heart rate above 150 beats / min. Such modes are permissible in the form of short-term “flashes” in senior schoolchildren.

For subgroup “B”, motor modes should be recommended at a pulse rate of no more than 120-130 beats / min throughout the school year. The criterion for the correct dosing of the load is the change in heart rate both in one lesson and in a series of lessons. The pulse of the bulk of the children after the lesson should return to the initial data within 15-20 minutes.

The leading principle in working with students of the SHG is a differentiated approach, dosing loads taking into account individual characteristics.

For children with deviations from the cardiovascular system (inactive phase of rheumatism, functional changes and others), exercises, the implementation of which is associated with holding the breath and straining, with a sharp acceleration of the pace, with static tension, are contraindicated. They are recommended general developmental exercises, covering all muscle groups, in the starting positions lying, sitting, standing.

Exercise in straining is contraindicated for schoolchildren with respiratory diseases (chronic bronchitis, pneumonia, bronchial asthma, etc.). More emphasis should be placed on breathing exercises that are conducive to exercise full breath, especially a prolonged exhalation. Sound gymnastics and special exercises for breathing control and coordination of breathing and movements should be performed.

In classes with students with kidney diseases (nephritis, pyelonephritis, nephrosis), physical exertion is significantly reduced, jumping is excluded, hypothermia of the body is not allowed. When carrying out general developmental exercises, special attention is paid to strengthening the muscles of the anterior abdominal wall.

For schoolchildren with disorders of the nervous system, exercises that cause nervous overstrain are limited (exercises in balance on an increased support, etc.), the time of games is limited, etc.

With diseases of the organs of vision, jumping, somersaults, exercises with straining, hand and head stands are excluded.

For chronic diseases gastrointestinal tract, gallbladder, liver, the load on the abdominal muscles decreases, jumping is limited.

More details on methodological features conducting classes with children with different diagnoses of the disease, you will find in the course of physical therapy.

At the moment, I would like to note some of the features of conducting classes in groups of physical therapy, which include children who have chronic diseases with periodic exacerbations and periods of remission (practically, as mentioned earlier, these are children of subgroup “B”). Not all schools have the opportunity to organize classes for exercise therapy groups, but for those who have such groups, the following information obtained by the author as a result of many years of experience with a group of similar profile will be useful.

First, all children with chronic diseases without exacerbation should be divided into groups according to the type of disease (for example, at school there may be the following groups Exercise therapy: with diseases of the respiratory and nervous systems; with diseases of the gastrointestinal tract; with nephropathology and biliary dyskinesia).

Secondly, the work of an exercise therapy methodologist should include obligatory consultations and meetings with parents of sick children.

And finally required element classes with weakened children is the control of the state of the organism of schoolchildren in the process and immediately after the end of the lesson.

The structure of the lesson has its own characteristics: the preparatory part in the exercise therapy groups is the longest - 15-20 minutes (low and medium intensity), the main part is of medium and low intensity with regular pauses for rest and breathing restoration (12-15 minutes), the final part - can be of medium intensity (duration - 10-12 minutes), but with mandatory full recovery by the end of the lesson.

It must be said that the preparatory part of the lesson in different groups has some common features structure and content. So exercises are mandatory for any subgroup of children. breathing exercises and posture exercises. They can be alternated with each other or given in separate blocks, but must be present in each lesson. In addition, breathing exercises have not only a special narrow focus on the formation of the breathing control skill and the development of the functions of the respiratory system, they also allow you to regulate physical activity during the main and final parts of the lesson.

Respiratory gymnastics can be based on exercises of "yoga breathing" (nasal, cleansing, vacuum breathing, etc.). According to experts, it is these exercises that deepen and normalize breathing, eliminating hypoxic phenomena in the body. At the same time, performing breathing exercises requires attention from the child, teaches him to analyze his feelings and normalizes the state of the central nervous system. In addition to the exercises of "yoga breathing", it is possible to use the elements of the breathing systems according to the method of volitional elimination deep breathing K.P.Buteyko (holding the breath while exhaling) and according to the method of A.N. Strelnikova (inhaling in resistance), which teach children to control their breathing. An important element The content of the preparatory part of the lesson is self-massage of the face and individual biologically active points, which increase the general tone of the body and its performance and relieve tension from the main working muscles during training in the classroom.

Posture exercises can also be very diverse, which, on the one hand, are aimed at strengthening the muscular corset and the development of skeletal muscles, and on the other hand, are designed to reduce the hypertonicity of individual muscle groups. For this purpose, local static and dynamic exercises of a strength nature (without straining and additional weights), a system of stretching exercises can be used to normalize the functions of the spine and improve the activity of the autonomic nervous system.

The main part of the lesson should be based on the use of special exercises for the type of disease, the implementation of which should alternate with breathing exercises, self-massage of the anterior abdominal wall, as well as regular monitoring of the state of the body by heart rate and subjective feelings child. The composition of these exercises is selected taking into account contraindications and the individual characteristics of the child.

In the final part of the lesson, outdoor games can be used from simple entertaining to complex ones with mandatory observance of the rules. Taking into account the peculiarities of the composition of the exercising groups of exercise therapy, the main principles in the selection of games are the principles of the gradual increase in loads and constant medical and pedagogical control over the mental and physical condition children. The emotional end of the exercise therapy class creates a positive attitude towards any other type of therapy. Particularly popular with younger children school age enjoy role-playing games... In children, such games form the ability for abstract thinking, develop the child's ideas, his active attention and memory. Older children can be offered games with elements of sports (but the intensity should not be higher than average, and their duration should not exceed 5-7 minutes, with the obligatory restoration of respiratory and heart functions to the original norms).

It is certainly necessary to use the time of classes in exercise therapy groups to transfer knowledge to students about hardening, removing emotional and physical stress, overcoming stress and regulating the load during self-study at home. For this purpose, consultations are held with the parents of children belonging to the exercise therapy group. It is also necessary to link the content of classes with the course of treatment of the child in medical institutions and regular meetings with the school doctor about the health status of schoolchildren.

Below we give approximate terms exemption of schoolchildren from physical exercises, depending on the nature of the disease.

Inflammation of the lungs (pneumonia). You can start physical education in 14-18 days after recovery, for training - in 20-22, for competitions - in 25-30 days. At severe forms croupous pneumonia, these periods increase by 2-3 weeks.

Acute catarrh of the upper respiratory tract ... You can start physical education 7-12 days after recovery, training - 15-18 days, competitions - 20-24 days.

Bronchitis... Uncomplicated bronchitis ends in 7-10 days with complete recovery. You can start physical education in 7-12 days after recovery, to training - in 15-18 days.

Acute otitis media... The disease usually lasts from 4 to 6 days to 2-3 weeks, depending on various reasons... You can start physical education in 14-16 days, for training in 20-25 days.

Angina. You can start physical education in 2-4 weeks. It is necessary to additionally undergo an examination of the cardiovascular system.

Acute respiratory disease (ARI). The term of exemption from physical education is 1-3 weeks.

Flu... Exemption for 2-4 weeks.

Sharp infectious diseases(measles, scarlet fever, diphtheria, etc.) Exemption for 1-2 months.

Sharp jade... Exemption for 2-3 months.

Rheumatic heart disease... Classes are prohibited for 2-3 months.

Appendicitis (without complications). Exemption from classes for 1-2 months.

An official exemption from classes is given by a doctor, but the above information just needs to be taken into account and built further work with recovered children, taking into account the type of disease and specified timeframes liberation.

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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 pursuant 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 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 injuries of the upper and lower extremities, 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 for developing correct posture and strengthening the abdominal and back muscles. 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, breathing exercises, walking, running, jumping, throwing the 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 the 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 various methods of performing exercises (group, flow, circular), the density of classes is gradually increased 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.

Schoolchildren with juvenile hypertension are contraindicated in sharp head tilts, sudden changes in body position, exercises with straining, holding the breath, hanging upside down, somersaults. 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, in addition to physical education lessons, it is necessary to use additional forms and means of physical education: morning hygienic gymnastics, physical training pauses, outdoor games during recess; extremely useful walks on fresh air, close tourism, elements of various sports (skiing, swimming, etc.).

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 a doctor to resolve the issue of transferring to a 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, however, must very carefully observe the objective external signs of fatigue and, depending on the degree of fatigue, change the parameters of physical activity during the lesson - for the entire 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, outdoor and sports games, various relay races, throwing objects are widely used.

To regulate and reduce physical activity, slow walking and breathing exercises are used - in between different types of 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 lesson, draws up a synopsis plan that details the tasks 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.

Work on individual cards for students assigned to the special medical group "A"

INDICATIONS AND CONTRAINDICATIONS FOR EXERCISE

FOR VARIOUS DISEASES

Pathology of the cardiovascular system

Contraindicated: strength exercises, exercises with holding the breath, with tension of the abdominal muscles, accelerating the pace of movement. Rapid inclinations and turns of the torso and head, exercises with static tension, namely exercises in stops, long running, long exercises in I.P. - standing (with their replacement in the SP - sitting and lying down), exercises associated with the transfer of weights, jumping.

Recommended: outdoor activities, i.e. combination with hardening, predominance of cyclical movements ( different kinds walking, running, their combination, skiing, walking, breathing exercises). V winter time monitor nasal breathing. Relaxation exercises are shown. During the lesson - control over the pulse, respiration, skin color and general well-being.

With heart defects : General developmental exercises covering all muscle groups. Walking, dosed jogging at a slow pace. I. p. lying, sitting, standing.

At hypertension:aerobic exercises, exercises of low and moderate intensity for all muscle groups, breathing exercises, dosed walking for 2-3 km and walks, outdoor and sports games, skiing, swimming, dosed running (60-80 steps per minute) with a gradual an increase in the volume of the running load due to an increase in the length of the distance or the time of running on the spot, bicycle ergometric trainings with a pulse rate of 140-150 beats / min and a respiration rate of 24-26 per minute for at least 6-8 minutes.

Relaxation exercises are also helpful. Additional self-study at home is recommended.

A special set of physical exercises for hypertension:

(ip - sitting, standing)

1. Walking 1-2 min.
2. Hands in front of the chest, elbows back - ip - down; 4-6 times.
3. Hands up, circle your shoulders back, exhale, hands down 4-6 times.
4. Hands forward, leg to the side -4-6 times
5. Sitting on a chair - arms to shoulders. Tilts forward to the right leg - exhale, return to I.p. - inhale. Also to the left leg.
6. Standing at a chair (at the wall) - taking turns taking the legs back and forth, 3-5 times
7. Pose "Kucher" from 40 sec. up to 1 min. (the head is slightly lowered, the arms are bent at the hips, the shoulders are slightly lowered, relaxed, the legs are apart)
8. Walking with high rise knees. Breathing is even. 1-2 minutes
9. Standing, hands in front of the chest. Abduction of hands to the sides, 5-7 times.
10. Standing, hands up into the "lock". Torso rotation, slow pace, 4-8 times
11. Lunge to the side, hands on the belt, 4-6 times
12. Rest your hands on the wall, statically strain as much as possible for 2-5 seconds - inhale; exhale - relax, 3-4 times
13. Side bends of the torso, 4-6 times
14. Hands to shoulders, hands into a fist - exhale, hands down relaxed 4 times
15. Pose "Kucher" from 40 sec. up to 1 min.

Hypotonic disease

Contraindicated: monotony in the lesson, low emotional coloring of the lesson, abuse of marching exercises.

Shown are walking, jogging, running with a high hip lift, crossed stride, backwards, in a forward direction, in a circle, with unexpected stops along the various signs, scatter, with changes in direction of movement, stepping over objects, skiing, cycling, games, etc.), daily UGG, including exercises in isometric mode, breathing exercises, with dumbbells, rubber elastic bandage, etc., hardening procedures ( cold and hot shower, self-massage with massagers ..), breathing exercises, various exercises on a narrow track, gymnastic bench, low beam, various throws of the ball, incl. and to the target, various jumps and jumps, climbing on the floor and on the gymnastic wall.

Exercises in coordination of movements, balance and attention. Strength exercises, i.e. with muscle effort, with weights (dumbbells), in resistance by a partner, are performed at a slow pace. Speed-strength exercises are widely used - running, jumping, jumping, imitating punches in boxing, various lunges, "lumberjack", performed at a fast pace. Swimming, rowing, skiing, ice skating, cycling, table tennis, badminton, volleyball. Useful water treatments- douche, rubdown, contrast shower.

A special set of physical exercises for hypotonic illness:

1. The main stand. 1-3 rotation of straight arms in the shoulder joints forward - exhalation, 4 - I.p. - inhalation, 5-7 - rotation of the straight arms in the shoulder joints backwards - exhalation, 8- i.p. - inhale. Repeat 8-12 times, medium pace, increasing to fast.

2. Standing, legs apart - arms to shoulders. 1-2 - springy forward bend, right elbow touch the left knee, 3-4 - straighten up in the sp, 5-6 - springy forward bend, touch the right knee with the left elbow, 7-8 - straighten up in the sp. Repeat 8-12 times, average pace, when bending - exhale, ip. - inhale.

3. Standing, legs apart, arms bent in elbow joints, gymnastic stick on shoulder blades. 1-2 - energetic with strengthening turn of the body to the left - exhale, 3-4 - return to the starting position - inhale. The same in the other direction. Repeat 6-8 times in each direction, average pace.

4. Standing, legs apart, hands up with a gymnastic stick. 1 - right leg up, hands with a stick forward, touching the sock with a stick - exhale, 2 - I.p. - inhalation, 3 - the same with the left leg - exhalation, 4 - ip. - inhale.

Repeat 6-10 times, average pace with gradual acceleration.

5. Standing, legs apart, hands below with a gymnastic stick, grip with hands wider than shoulders. 1-7 - hands with a stick up, circular motion body - exhale, 8 - return to SP. - inhale. The same in the other direction. Repeat 4-6 times in each direction, average pace.

6. Standing, feet shoulder-width apart, arms back, stick from behind, grip with hands wider than shoulders. 1-2 - springy forward bend, arm up - exhale, 3 - return to SP. - inhale. Repeat 7-9 times, average pace.

7. Standing, legs apart, hands in front with a gymnastic stick, grip with hands wider than shoulders. - in squatting, stroke with the right end of the stick on the right - exhale, 2 - return to I.p. - inhalation, 3 - the same with the left end on the left - exhalation, 4 - ip. - inhale. Movement with a stick should resemble the stroke of a paddle on a kayak.

Repeat 8-10 times, average pace.

8. Lying on your back, legs bent at the knees, put on full feet, fix your knees with your palms. 1-2 - with your hands direct your legs to the left, trying to press them to the floor, and turn your body and head to the right - exhale, 3-4 - return to SP. - inhale. 1-2 - direct the legs to the right, and the body and head - to the left - exhale, 3-4 - return to the SP. - inhale.

Repeat 3-5 times on each side. Do the exercise slowly without stress.

9. Lying on your back. Close the right nasal opening by pressing the wing of the nose with your finger. 1-4 - intermittent exhalation, 5-8 - intermittent inhalation. The same, closing the left nostril.

Repeat alternately 5-6 times with each nostril.

10. Lying on your back. Raise your hands up and passively lower them - "throw". Breathing is free. Repeat 3-6 times.

11. Lying on your stomach, hands resting in front of your chest. Push-ups of the body on the hands, without bending. Repeat 4-12 times without holding your breath.

At myocarditis, ischemic disease : exercises with light movements (stick, hoops).

I. p. - sitting, lying down with alternating standing. Various dosed walking.

With endocarditis: simulation exercise games and game tasks, exercises with objects in a prone position, sitting and standing for "coordination" and "posture"

With rheumatism e: sedentary games, game tasks, outdoor games, exercises with objects in running, walking, jumping.

A special set of physical exercises for heart disease:

1. I. p. - standing, hands in front of the chest. Take your hands to the sides - inhale; return to ip - exhalation,

4-6 times.

2. I. p. - sitting. Bend the right leg - cotton; return to ip The same with the other leg, 3-5 times.

3. I.p - standing. Take your right leg back, arms up - inhale; return to ip - exhale. The same with the other leg, 3-5 times.

4. I.p - standing, hands up. Sit down; return to ip Breathing is even, 5-7 times.

5. I.p - standing, hands up, hands in the "lock". Rotation of the trunk, 3-5 times. Do not hold your breath.

6. I.p - standing. Step from the left foot forward - hands up; return to ip The same with the other leg, 5-7 times.

7. I. p - standing, hands in front of the chest. Turns left - right with arms spread, 4-5 times.

8. I.p - standing, hands to shoulders. Straighten your arms in turn, 6-7 times.

9. Walking in place or around the room (30 sec.). Breathing is even.

Respiratory pathology

Contraindicated: exercises associated with straining and holding the breath, excessive tension of the abdominal muscles, sudden exhalation, long running.

Recommended: walking, jogging, games, various relay races, exercises with stuffed bags, in winter with calm and mild frost - skiing. In cold weather, in windy weather, one should not conduct classes outdoors, especially with persons suffering from bronchial asthma.

When practicing in the gym, watch out for correct breathing, with an emphasis on lengthening the exhalation.

Breathing exercises with the head tilted forward, the shoulders brought together, the arms lowering, the trunk forward bending, the legs forward lifting, relaxation exercises.

Breathing exercises in combination with tilting to the side - help to stretch the pleural adhesions, with the pronunciation of sounds on exhalation - to relieve bronchial spasm. It is necessary to train for extended expiration, diaphragmatic breathing and strengthening the abdominal muscles to improve the expiratory phase.

Combine breathing exercises with the pronunciation of consonants and vowels: "p, f, zh, w, s, y, o, a, e, and" in combination with muscle contraction (vibrating sounds "zh-zh-zh", "r -rr "- increase the effect of draining exercises).

Exercises for the limbs and trunk, as well as exercises to relax the muscles of the trunk and facial muscles, are recommended to be combined with massage chest and the muscles of the shoulder girdle.

If there are no complications, you can use rowing, swimming, walking, skiing, ice skating, athletic exercises, outdoor games

A special set of physical exercises for bronchial asthma

(according to B.S. Tolkachev):

1. I. p. - feet shoulder-width apart, arms along the body. Raise your hands up - inhale; lower - exhale, 5-6 times
2. I. p. - the main stand. Deep squat at a fast pace, throwing your arms forward, 10-15 times.
3. The mouth is tightly closed, inhale slowly through one nostril, exhale through the other, 5 times.
4. Pinch your nose with your fingers, count loudly and slowly to 10, then inhale, exhale through the nose, tightly closing your mouth, repeat 5-6 times.
5. Rhythmic walking, breathing through the nose. Gradually lengthening the exhalation (by 2 counts - inhalation, by 5-6-8 counts - exhalation) 2-3 minutes.
6. I.p. - sitting on a chair, legs extended, arms lowered. Raise and pull up bent legs, press them to your chest, pulling your arms, 6-8 times.
7. I. p. - the main stand. Bend over, spread your arms to the sides - inhale, lower your arms - exhale, 6-8 times.
8. I. p. - the main stand. Raise your arms: up - inhale, bend forward, cross your arms in front of your chest, reach your shoulder blades with your hands, exhale 6-8 times.
9. "Lumberjacks". Hands in the "lock". On exhalation - raise your hands up, on exhalation - bend forward as when chopping wood, 6 times.
10. "Skier". Semi-squatting, with your hands perform swinging movements alternately (one hand forward - the other back), 6 times.
11. "Swimming", slightly bend forward, feet shoulder-width apart -4 strokes as in crawl swimming on the chest (exhalation). 2 slow strokes (inhalation), 6 times.
12. I.p. - lying down - inhale, sitting down - exhale, 6 times.
13. Standing with the right side at the support, swing with the left leg, also with the other side, 6-8 times.
14. Diaphragmatic breathing (sitting or lying).

Pathology of the urinary system

Contraindicated: Exercises with a high frequency of movements, intensity of load, speed-power orientation, jumping, hypothermia of the body are unacceptable. When the kidneys are lowered, jumping, jumping and similar exercises.

When carrying out ORU, special attention is paid to: strengthening the muscles of the anterior abdominal wall.

When swimming with the special permission of a doctor, the time spent in the water is limited.

Exercises in the ip - sitting, standing: for the abdominal muscles, various inclinations, deflections and turns of the trunk, movements with a moderate change in body position, moderate running and without cooling.

These exercises alternate with muscle relaxation.

Methodology: frequent change starting positions (standing, sitting, lying on your back, on your side, on your stomach, the emphasis is on your knees).

When the kidneys are lowered - special general developmental exercises aimed at strengthening the muscles pelvic floor and swimming.

When swimming with the special permission of a doctor, the time spent in the water is limited.

A special set of physical exercises (according to A.N. Strelnikova)

1. "Sit down - get up!" while sitting down - inhale, back straight, legs tense, squeeze the anus, return to the SP. - standing - exhale. Repeat 8 times for 3-10 seconds.
2. I. p. - sitting. "Spring". Squeeze the palms and anus during a noisy inhalation. 4 breaths and a break. 24 times.
3. I.p - lying down, knees bent. "Raising the pelvis." Raise the pelvis - squeeze the anus, lower down - relax -3-10 sec., 12 times 8 breaths - movements.
4. I.p - lying down, knees bent. "Metronome". Alternately tilt one knee to the side, trying to touch the floor - inhale. Alternate legs, repeat 8 breaths 12 times.
5. I. p. - standing, knees slightly bent. "Wiggle". 1 minute move the pelvis back and forth. Rest 5-10 sec. - to be like. Repeat the cycle several times. Movement of the pelvis forward - inhalation - compression - retraction of the testicles, anus.
6. I. p. - standing, knees slightly bent. "Pull-up". 4 breaths in a row - retraction, rest 3-10 seconds, repeat 24 times, a total of 96 breaths - movements, then alternate with a standing position.

Checklist for specific exercises to strengthen your abdominal and pelvic floor muscles

I.P. - lying on your back.

1. alternately bend your knees, sliding your heels along the floor to the buttocks.
2. Alternately move one leg over the straightened other.
3. Alternately with each leg, bending it at the knee and hip joints, touch the foot of one leg to the thigh of the other.
4. Bend your legs alternately, trying to touch your knee to your chest.
5. At the same time, bend your knees, trying to touch your knees to your chest.
6. Raise a straight leg alternately.
7. "Bike"
8. Raise straight legs at the same time.
9. Hands along the body, legs bent at the knees, stand on one foot. Alternately pull the thigh to the stomach, trying to touch the knee to the chest.
10. The legs are bent, the feet are near the buttocks. Raise the pelvis up, while strongly tightening the gluteal muscles, pulling in the anus.

I.P. - lying on your stomach.

1. Hands under the chin. Raising the straight leg alternately upward while simultaneously retracting the anus.
2. Hands along the torso, legs rest on the fingers. Alternately straightening the knees, while straining the muscles of the thigh, buttocks.
3. The same - both legs at the same time (pull in the anus)
4. Hands under the chin, legs apart. Raise the right half of the body up, straining the muscles of the thigh, buttocks, contracting the muscles of the perineum.
5. Crawling on bellies.

I.P. - lying on the floor

1. Back support. Spread and bring straight legs without lifting them off the floor.
2. Back support. Raise the pelvis.
3. Support with hands at the level of the buttocks, press the heels against each other from behind. Without lifting your heels, bend your knees, trying to spread your knees wider and draw in your crotch.
4. Hands in front of chest, back straight. Turn the torso to the right, straightening the right arm. The same in left side.

I.P. - on all fours.

1. Alternating abduction of the legs back, up.
2. Knee-elbow position. Bring your elbow out with your knee.
3. Rearranging the hands to the right - turning the body, also to the left.

I.P. - on my knees

1. Hands forward, sit on the right, the same on the left.
2. Alternating extension of the straight leg to the side.

I.P. - standing. Various exercises with turns, torso bends, walking in a half-squat, with crossed legs.

Diseases of the nervous system

Contraindicated: exercises that cause nervous tension(in balance on an increased support, the time of games is limited), somersaults, jumps, the time of games is reduced. With hypertensive syndrome, vertebral artery syndrome - exercises with a sharp change in the position of the trunk, overextension cervical spine,

Breathing exercises, water procedures; aerobic exercise.

Exercises in the form of games, hiking, skiing, skating, cycling, swimming, volleyball and various exercises from gymnastics, running, athletics, breathing exercises. Exercises for all muscle groups at a slow to medium pace in combination with breathing and coordination. The maximum possible stay in the fresh air, walking, aerobic exercise.

A special set of physical exercises for vertebral artery syndrome, CCSN, NCD.

Particular importance is attached to the training of vestibular function. They train the function of the otolith apparatus (walking in different directions and at a variable pace with abrupt stops, turns), semicircular tubules (walking in a circle, turning the body around the vertical axis), balance (coordination exercises with and without objects, exercises on a gymnastic bench, with a change in the support area). From procedure to procedure, they gradually complicate the tasks (they reduce the area of ​​support, complicate the exercises with movements of the arms and legs and change the direction of movement, include balance exercises performed with closed eyes etc.). Avoid exercises with sharp or significant lateral bends and turns of the head.

Special set of exercises:

1. I.P - Standing, hands along the torso, feet together. Checking the pulse, training the correct posture: shoulders back, head straight, belly tucked up. 1 minute.
2. Walking. Walking is normal. 15 sec.
3. Walking. Into the account 1-4: on the toes, clenching and unclenching the fingers, on the account 5-8: hands on the belt, walking with a cross step. 4-6 times.
4. Walking. Hands on the belt. Into a count of 1-4: steps in a straight forward (heel to toe), on a count of 5-8: walking in a semi-squat. 6-8 times. The back is straight.
5. Walking. Hands to your shoulders. Into the account of 1-4: circular movements back in the shoulder joint, on the account of 5-8: walking with an additional step to the right, then to the left. 8-12 times. If possible, the full range of motion in the shoulder joint.
6. Walking in circles. Into the account 1-4: swinging movements with straight arms forward. Into the account 5-8: walk in a circle 8-10 times in each direction.

1. Standing, arms out to the sides. On account 1-2: reach for the hand to the right, on account 3-4: to the left, 5-7: lower your hands, leaning forward - "relaxation of the hands", 8 - starting position. 6-8 times. Strive for complete relaxation.
2. Standing. Into the account 1-4: quick steps forward, 5-8: slowly backward, 9-10: bend forward, hands behind the back, 11-12: return to the starting position 6-8 times. One bend at a fast pace, the second bend at a slow pace.
3. Standing, hands on the belt. Into the count of 1-4: swing the right leg forward and backward, 5-8: four steps back 6-8 times. Perform leg swings alternately, the body is straight.
4. Standing, arms out to the sides. Into the account 1: sit down, 2: stand up, clap hands in front of the face, 3-4: turn 360˚, return to the starting position. 6-8 times. Straight back, squat alternately with open and closed eyes.
5. Walking. Into the account 1-2: two steps forward, inhale; arms to the side, 3-4: lowering the arms, relaxation, exhale. 3-4 times. Achieve complete relaxation.
6. Walking. Into the count of 1-4: four steps forward, 5-8: four steps backward, 9-12: in place with closed eyes. 3-4 times. Change the pace, stand with your eyes closed, legs tightly together, hands on the belt.
7. Run. Into the account 1-7: run 8-16: hands behind the back, "waltz" 4-6 times. The pace is medium and fast.
8. Running in different directions. 1 minute. Change the pace of running at the signal of the teacher.
9. Walking. Ordinary walking, relaxation, breathing exercises. 30 sec. Achieve complete relaxation and normalization of breathing.
10. Face the gymnastic wall, hands on the belt. Into the count 1: raise the bent right leg to the fourth rail, 2: put the leg, 3: raise the left leg to the rail, 4: attach, 5-6: two steps back, 7-8: two steps forward. 4-8 times. Change the pace.
11. To the gymnastic wall with the right side, the right hand is at shoulder height on the rail, the left is to the side. Into the account 1-4: reach for the left hand, wrist - in dorsiflexion, 5-8: relax the arms and shoulder girdle, bending forward. The same with the left side to the wall. 3-4 times. To fix attention on the dorsiflexion of the hand.
12. Standing with the ball in his right hand. Into the score 1-2: toss the ball up, turning 180˚, catch the ball. 4-6 times. Average pace.
13. Ditto. On the score 1-4: throw the ball from hand to hand, moving forward, 5-8: backward, 9-12: holding the ball in hand, close your eyes. 4-6 times. Don't lose the ball.
14. Standing, hands down, ball in hand. Into the account 1-2: raise your hands with the ball up - inhale, 3-4: lower down - exhale. Five times. Breathe evenly, while exhaling, relax.
15. Lying on the floor, on your back, arms along the body. On account 1-3: raise your head off the floor, hold it in weight, 4-6: lower your head to the floor, relax. 5-6 times. Avoid tilting the head forward.
16. The same, hands up. Into the account 1-4: rolls on the floor to the right (left), 5-6: arms forward, sit down, 7-8: lie on your back, arms up. 6-8 times. Change the pace, close your eyes on command.
17. The same, arms along the body. Into the account 1-4: imitation of the "bicycle" movement, 5-8: "walking" on the floor, knees bent 4 times. Don't hold your breath.
18. On knees. Into the account 1-2: right hand to the side, inhale, turn the head to the right, 3-4: return to the starting position, exhale. The same - in the other direction. 3-4 times. Follow the movements of your hands with your eyes.
19. Standing. Walking while relaxing your arms and legs. 30 seconds. Strive for complete relaxation.
20. Standing on a gymnastic bench. Ordinary walking - hands on the belt and behind the head. Walking a side step forward. Walking with a side step to the right, to the left - hands on the belt. Walking backwards, arms out to the sides 2 min. Provide insurance. When walking with a side step for every 2 counts, change the direction - with the right or left side.
21. Walking. Walking around the hall in combination with relaxing arms, legs and dynamic breathing exercises, at the expense of 1-4: walking "heel to toe", 5-8: rise on toes, stand, hands on the belt. 30 sec. Monitor correct posture and accurate execution, close your eyes on toes.
22. Walking. Into the count of 1-4: four steps forward, swing your arms to the right, left, 5-8: four steps in place, hands down, look down, up, right, left 6-8 times. Performing swings, tilt the body forward.
23. Standing. Turns right, left, round and round. 4-6 times. Maintain correct posture. The pace is slow.
24. Standing. Breathing exercises. Pulse check. 3-4 times. Attention to full exhalation.

A special set of physical exercises for hypertensive syndrome

1. I. p. sitting or standing (according to health)

1-2 - reach for your hand to the right.

3-4 - reach for the hand to the left.

5-7 - lower your hands, bend forward - "relaxation" of the hands.

8 - I. p. repeat 5-8 times

1. I. p. standing, hands on the belt.

rolling from heels to toes (15-20 sec.)

1. I. p. standing, hands on the belt.

1) half-squat - hands behind the head.

2) I. p. breathing is arbitrary, repeat 5-8 times

1. I. p. standing. Full, uniform breathing with inhalation through the nose with a gradually lengthening exhalation through the mouth with jerky pronunciation of the sounds "pf, pf". Repeat 3-6 times.
2. I. p. lying on your back.

Keeping the head on weight for 5-6 minutes. repeat 5-8 times.

1. I. p. also. Rolls on the floor to the right and left (repeat 3-4 times in each direction).
2. I. p. also. Report the palm of your right hand to side part head on the left and provide counter resistance (effort to feel) repeat 5-8 times. Repeat the same on the right.

The same on the forehead.

1. I. p. -also. "Bicycle" 15-20 sec.
2. I. p. - the same, arms to the sides, legs bend at the knees, stand on the feet. Move "1-2" knees to the right, and turn your head to the left, then return to SP. "3-4" do the same in the other direction. Repeat 3-4 times.
3. I. p. also. Exercise "Wave". Bend "1-2" legs at the knees and hip joints, pressing them to the stomach (do not throw the pelvis back) to "3-4" straighten the legs at an angle of 45 °, hold for 2-3 minutes, "5-b" again pull to the stomach and on "7-8" - to return to SP. Repeat 8-12 times.
4. I. p. also. one hand on the chest, the other on the stomach, mentally bending, "1-2" - full inhalation through the nose, "3-6" slowly exhaling through the nose with vigorous retraction of the abdomen, "7-8" pause. Repeat 4-8 times.
5. Lying on your stomach, hands resting in front of your chest, exercise "Cobra" slowly

unbending arms to raise the head, neck, torso while inhaling "1-3", "3-4" fixing the posture, "5-6-7" slowly lower it and in I. p. on exhalation. Repeat 2-3 times.

1. Lying on your stomach exercise "fish", "airplane", "parachutist" isometric tension 3-5 min. repeat 8-10 times.
2. I. p. stretch your arms forward, stretch, 2-3 times.
3. Lying on your back. Close the right nasal opening by pressing the wing of the nose with your finger. "1-4" - intermittent exhalation, "5-8" - intermittent inhalation. Do the same by closing the left nostril. Repeat alternately 5-6 times with each nostril.
4. Lying on your back, clasping your knees with your hands and pull them up to your face. Make swinging movements, gradually increasing the swing amplitude, do not hold your breath for 15-20 seconds.
5. I. p. also. Hands are straightened back, reach out with your arms, the crown of your head to the side and your feet in opposite side inhalation at the expense of 1-4, at the expense of 5-8 relax. Repeat 3-4 times.

Pathology of the organs of vision

Contraindicated: exercises related to power loads and straining, running jumps, somersaults, handstands and headstands, football, basketball, hockey, wrestling, ball games, acrobatics, gymnastics.

Exercises on spatial orientation, accuracy of movements, dynamic balance, gymnastics for the eyes, ORU, breathing, corrective exercises, exercises for the external and internal muscles of the eyes, exercises to relax the muscles of the extremities.

A special set of physical exercises for myopia

1. look at the ceiling, without moving your head and body, then directly at the floor.
2. move the eyes from side to side, moving them aside as far as possible without moving the head.
3. move your eyes to the upper right corner of the room, then to the lower left. Then from the top left to the top right.
4. imagine big circle in front of you, move your eyes along this line, making a full circle, the eyes move to the right, the same to the left.
5. I.p. - sitting. Close your eyes tightly for 3-5 seconds, and then open your eyes for 3-5 seconds.
6. i.p. - sitting. Blink quickly for 1-2 minutes.
7. i.p. - sitting. With three fingers of each hand, it is easy to press on the upper eyelid, after 1-2 seconds. remove your fingers from the eyelids.

Exercises to strengthen the ciliary muscle

1. Passing the ball from the chest to a partner standing at a distance of 5 meters. 12-15 times.
2. Passing the ball with one hand from the shoulder. 7-10 times.
3. Throw the ball up with one hand, catch with the other (or two). 8-10 times.
4. Throwing a tennis ball against a wall in any variation. 6-8 times.
5. The upper and lower transfer of the volleyball to the partner. 5-7 minutes
6. Playing badminton with and without a net. 15-20 minutes
7. Table tennis game. 20-25 minutes
8. Playing pioneerball and volleyball. 15-20 minutes
9. Kicks with a soccer ball on the wall and in the squares from a distance of 8-10 minutes.
10. Throwing the ball into a basketball hoop with two and one hand from a distance of 3-5 m. 12-15 times.

Diseases of the musculoskeletal system

Contraindicated: exercises with dumbbells in I.P. standing, jumping and jumping with dumbbells, running over 100 m, jumping, acrobatics, incline exercises, weight transfer.With flat feet- exercises on the inner arch of the foot, jumping over gymnastic objects, in length and height.

With Scheuermann-Mau disease, early osteochondrosis, scoliosis, compression fracture of the spine, osteochondropathycorrection of posture defects is achieved with the help of special exercises:

I. p. to strengthen the muscles of the trunk, at which maximum unloading is possible spinal column on the axis and the influence of the angle of inclination of the pelvis is excluded (lying on the back, on the stomach, standing on the knees).

In I. p. standing in the support on the knees, the sagging of the spinal column is achieved, its moderate stretching.

Exercises aimed at strengthening the muscular corset in combination with exercises that contribute to the correction of existing defects in posture are recommended; reclining.

Various general developmental exercises are used (with the obligatory preservation correct position body), exercises in balance and coordination, breaststroke swimming, as well as games, the conditions of which provide for the observance of correct posture:

1. workout in front of the mirror
2. mutual control of those involved
3. adoption of correct posture and correction of defects near the wall, when tactile sensations are added to the muscular-articular sensations when in contact with the wall
4. correction of posture defects as directed by the teacher

At flat feet are recommended: Combine ORS with special ones for the tibial muscles and flexors of the fingers with a gradual increase in the load on the feet (gripping small items toes and their shifting, rolling with the soles of a stick, walking along and across the stick, etc. Exercises to strengthen the muscles that hold the arch of the foot (rope, walking on the outer arch of the foot, on toes, on a spiked rubber mat, swimming with fins). Usage special devices(ribbed boards, beveled surfaces ..) to correct the heel position; wearing special orthopedic insoles and shoes.

In addition, the teacher gives a set of special exercises at home in the form of homework.

A special complex of corrective

Physical exercise

1. Walking on toes, hands up "into the lock", do not bend your knees, palms up.
2. Walking on heels, hands on the belt, elbows laid back.
3. Walking on the outer arch of the foot, hands on the waist, elbows laid back, head straight.
4. Walking with a change of direction is common. Jerking hands in front of the chest while walking.

I. p. - standing - legs together, hands below.

1. Raise your arms up, look at your hands, put your right leg on your toes, pull your stomach up, inhale, return to I.P. - exhale. The same with the other leg.
2. Arms bent to the shoulders, bend forward, do not bend the legs at the knees, head straight, pull the arms forward, exhale; on inspiration - I.p.
3. Standing heels together, socks apart, hands on the belt. Squat, arms forward, back straight, 4-5 times.
4. Hands to the shoulders, circular rotation of the arms in the shoulder joints, forward and backward movement.

I.p - lying - on the stomach.

1. Stretch your arms forward, exercise "snake", stretch, inhaling, relax on exhalation, 4-5 times.

2. Exercise "fish", lying on your back, arms extended forward, raise your head, arms and straight legs slightly lift up from the floor - inhale, exhale - lower. lifting shoulders, legs bent at the knees - inhale, lower - exhale. 4-5 times.

3. Exercise "frog", arms bent at the chest, raise your head, take your elbows back, lifting your shoulders, legs bent at the knees, - inhale, go down - exhale. 4-6 times.

4. Exercise "boat", hands forward into the "lock", raise your head, shoulders, arms raise up, slightly lifting straight legs up. 4-6 times.

1. Exercise "swallow", arms along the body, raise the head, shoulders and arms, legs, slightly lifting from the floor, spread to the sides - inhale, return to ip - exhale.
2. Exercise "snake", see exercise number 1.

A set of physical exercises for funnel chest deformity and poor posture

1. Walking: a) on toes, hands in a "lock" above the head;

b) on the heels, hands on the belt, elbows laid back;

c) on the outer arch of the foot, hands behind in the "lock".

2. I.P. - hands in front of the chest, elbows at shoulder level:

a) 2 jerks back with arms, arms straight, 2 jerks with arms up, breathing is arbitrary. Repeat 6-8 times.

3. I.P. - standing in front of the mirror:

a) raise your hands up, rise on your toes - inhale,

return to ip - exhale, repeat 4-6 times;

b) squatting, arms to shoulders, elbows laid back on exhalation, 5-6 times;

c) standing, clap over the head - inhale, clap behind the back - exhale, 6-8 times.

4. I.P. - lying on his stomach:

a) exercise "fish", etc. - arms forward, raise arms, head and legs slightly up from the floor, - inhale, ip - exhale. 6-8 times;

b) exercise "frog", etc. - arms bent at the chest. Raise your head, arms, legs, bend at the knees, bring your shoulder blades - inhale, etc. - exhale. 6-8 times;

c) exercise "swallow", etc. - hands below. Raise your arms, straight legs and head slightly up from the floor, spreading them to the sides - inhale, ip. - exhale. 6-8 times;

exercise "boat", etc. - hands behind in the "lock", raise your head, shoulders and arms slightly up from the floor, bringing the shoulder blades - inhale, ip. - exhale. 6-8 times;

e) exercise "snake", etc. - hands up, stretch out - inhale, return to I.p. - exhale. 3-4 times.

5. I.P. - standing, holding the ball:

a) hands with the ball below, the ball to the chest, take the elbows to the sides - inhale, lower the ball down - exhale. 8-10 times;

b) passing the ball around the body from one hand to another, 30-40 seconds;

B) toss the ball up, rising on toes, clap up with hands and catch the ball, 12-16 throws;

d) walking on the outer arch of the foot, hands on the belt, elbows laid back, 1-2 circles.

6. I.P. - standing with the torso tilted forward and arms relaxed:

a) perform swinging movements with hands up and down, 6-8 times;

b) swing arms to the sides and cross them in front of the chest, 4-6 times;

c) make circular movements with your hands towards each other clockwise and counterclockwise, 6-8 times. You can do exercises with dumbbells in your hands.

7. I. p. - standing, arms spread apart, bent at the elbows, hands in front of the chest (arms bent at the elbows are in a horizontal plane).

a) jerk the elbows back several times, trying to bring the shoulder blades as close as possible (intermittent exhalation). Return to starting position - inhale, 4-6 times.

b) with a jerk, spread the arms back, unbending them at the elbows - exhale, return to the SP. - inhale.

8. Exercises in walking: raise your arms up, spread them to the sides, take your arms back, return to the starting position, 6-8 times.

9. Finish the complex with breathing exercises, raise your arms up - inhale, lower your arms down - exhale, 3-4 times.

A set of physical exercises for osteochondrosis

1. I. p. - standing, raise your arms, through the sides up - inhale, return to ip - exhale.
2. I. p. - standing, feet shoulder-width apart, hands on the belt. Take your arms to the sides and up, bend in your chest - inhale, bend forward, move your elbows forward - prolonged exhalation, return to I.P. - pause.
3. Elements of aerobics.
4. I. p. - standing, legs apart, right arm up. Slowly leaning forward, perform 8 circular movements with your hands forward ("mill". Hands straight, keep your shoulders straight. Straighten, also with your hands back. 8-10 times.
5. I. p. - standing, legs apart, hands on the belt. Turn the torso to the right, the right arm to the side. Leaning over, touch right hand toe of the left leg, while bending the right leg. The same in the other direction. 8-16 times in each direction.
6. I. p. - standing, feet together, hands down. Step your left foot forward. Spring squat, try to reach the right heel with your left hand; return to ip .. With a step backward with the left foot. sit down, reach the left heel with your right hand. 10-12 times with each leg.
7. I. p. - sitting, hands behind the head. Bending your legs and pulling your knees to your chest, turn your torso until your elbow touches your knees. Return to ip, turn around, bend over. .10-12 times.
8. I.p - kneeling, hands in support. Without changing the position of the feet and palms, straighten your legs, fix the position. 8-16 times.
9. I. p while standing, hands on the belt, raise one shoulder, lower, raise the other shoulder - lower. Raise and lower both shoulders. 10-12 times.
10. Legs apart, arms to the sides. Hands forward - crossly hug yourself by the shoulders. With a half-squat, bend your arms over your head, trying to clasp your elbows with your fingers. 6-8 times.
11. Legs wide apart, bend one leg, lean on the knee with your hands, tilt your body forward; the same bending the other leg. 6-8 times.
12. Legs wide apart, arms to the sides, three springy tilts forward, hands to reach the floor, hands behind the head, increasing the tilt. 6-8 times.
13. Lunge with the right foot forward, back straight, hands on the knee; arms up, bend back; strengthening the squat, repeat. The same with the other leg. 6-8 times.
14. Legs apart, hands on the belt. Get up on your toes; roll onto your heels, lifting your toes up. Deep squat, arms up. 6-8 times.

Diseases of the joints

Contraindicated: Exercises causing pain symptoms, jumping, jumping, exercises with dumbbells, kettlebells, jumping, bouncing, squatting, playing in a standing position, swimming in autumn-winter period due to the danger of exacerbation of the disease.

With infectious arthritisshowing walking, cycling, skiing, outdoor exercise control, breathing exercises, exercises with shells (balls, sticks, dumbbells) in a lying and sitting position, play (with elements sports game), training on simulators, hydrokinesis therapy, swimming, hardening procedures.

With arthrosis shown: cryomassage, physiotherapy, hardening, skiing, cycling, rowing, sauna (steam bath), general massage and etc.

A set of physical exercises for arthrosis of the knee and hip joints

1. –I.p. - lying on his stomach, holding the side with his hands. Pulling up the legs in turn to the stomach. 3-5 times.
2. –I.p. - lying on his stomach, holding the side with his hands. Taking turns of the legs to the sides. 3-5 times.
3. –I.p. - lying on his stomach, holding the side with his hands. Rotation of the leg in knee joint... 3-5 times in each direction.
4. –I.p. - lying on his stomach, holding the side with his hands. Alternating flexion of the legs at the knee and hip joints. 3-10 times
5. I. p. - sitting in the pool, support from behind. Bend over, return to ip .. 5-10 times.
6. I. p. - sitting in the pool, rotation of the arms in the shoulder and elbow joints. 5-15 times.
7. Swimming "crawl" on the chest and back.

A set of physical exercises for polyarthritis

1. Walking in place or around the room (15-30 sec). Breathing is even.
2. I. p. - standing, hands in the "lock". Abduction of hands up - down. 5-7 times.
3. I. p. - standing, hands to shoulders - inhale, return to I.P. - exhale. 6-7 times.
4. I. p. - sitting. Exercise with a gymnastic stick. Hands forward, turns left - right. 5-7 times in each direction.
5. I. p. - sitting, hands behind the head. Turns left - right. 6-8 times.
6. I. p. - standing, hands on the belt. Tilts to the left - to the right. 6-8 times in each direction.
7. I. p. - sitting. Bending the legs in turn. 6-8 times with each leg.
8. I. p. - sitting. Straighten the left leg at the knee and bend and rotate. The same with the other leg. 6-8 times.
9. Walking in place or around the room. Average pace, 15-30 sec. Breathing is even.

Diseases of the glands internal secretion and metabolic disorders

Obesity

Tasks for the teacher:

1. promote weight loss
2. improve the function of the cardiovascular and respiratory systems, the musculoskeletal system
3. reduce physical inactivity and increase overall performance
4. to reduce the severity of disorders associated with obesity.

Contraindicated: speed exercise

Recommended : Exercises with a large amplitude, exercises with apparatus on apparatus and with weights. Various walking, jogging on assignment, rowing, skiing, ice skating, swimming, gymnastic exercises alternating with breathing exercises, exercise equipment, jumping and breathing exercises, sauna, diet.

A set of physical exercises for obesity

1. Walking: a) usual on the spot, at an average pace - 30 sec .; b) on toes - 30 sec .; c) with a high rise of the thigh - 30 sec .; d) normal - 30 sec.
2. I. p. - standing, heels together, socks apart, arms down along the body. Stretch your arms forward, lift up. Take the right leg back to the toe, bend - inhale. Return to i.p. - exhale. 5-8 times with each leg.
3. I. p. - standing, feet shoulder width apart. Slowly perform torso bends to the sides, sliding your hands along the torso and legs. When leaning to the right - inhale, when leaning to the left - exhale. 5-8 times in each direction.
4. I. p. - standing, feet shoulder-width apart, hands on the belt. Slow turns left and right. Breathing is free. 5-6 times in each direction.
5. I. p. - lying on your back, arms along the body. Bend your knees and place your feet as close to your buttocks as possible. Leaning on the elbows and feet, raise the pelvis, standing on the "half-bridge" - inhale. Return to i.p. - exhale. 8-10 times.
6. I. p. - lying on your back, arms along the body. Perform the "bicycle" exercise for 30-40 seconds.
7. I. p. - lying on the left side, arms bent at the elbows, right palm on the floor at waist level. Leaning on your hands, tear off both legs from the floor, hold them in an elevated position for 3-5 seconds. and return to I. p. The same on the right side. 8-10 times on each side. Breathing is arbitrary.
8. I. p. - standing, feet shoulder-width apart, hands on the belt. Make circular movements with your hips, first to the left, then to the right. The head and chest are motionless. 10-12 times in each direction.
9. I. p. - standing, feet shoulder-width apart, hands on the belt. Perform turns of the body to the left, then to the right, the legs are motionless. 10-12 times in each direction.
10. Walking at a slow pace 1 min.

Diabetes

Contraindicated: speed exercises, overload, overwork.

Recommended : Exercises with a large amplitude, exercises with apparatus on apparatus and with weights. Skiing, jogging, outdoor walks, ice skating, swimming, games (volleyball, tennis). Before starting classes, you need to eat (1-4 bread units). During classes, have a few glucose tablets or a sugar cube with you.

A set of physical exercises for diabetes

1. I. p. - standing. Free swinging movements of the arms forward and backward, imitating the movements of a skier. 8 - 10 times.
2. I. p. - standing. Hands in front of the chest. Turn the body to the right and spread your arms to the sides - inhale; return to ip - exhale. The same to the left. 6 - 10 times.
3. I. p. - standing. Hands on the belt. On the count of 1, raise the straightened right arm, put the right leg back on the toe, on the count of 2, return to the SP. The same with the left arm and leg. Up to 8-10 times.
4. I.p - sitting, arms extended forward. Alternately, with tension, bend one or the other arm at the elbow. 6-8 times.
5. I.p - while sitting, take a breath; as you exhale, try to reach the opposite knee with the elbow of your bent arm. 6-8 times.
6. I.p - while sitting, perform torso tilts to the right and left (pump). 6-8 times.
7. I. p. - standing. Perform a bouncy lunge with one leg forward with a slight squat. 6-8 times.
8. I.p - knee-wrist ("high all fours"). On inhalation, arch your back as much as possible ("angry kitty"); on exhalation - bend as much as possible ("affectionate kitty"). 4-6 times.
9. Active walking (normal, on toes, with a high knee lift)

Diseases of the gastrointestinal tract

Contraindicated: heavy loads on the abdominal muscles. Psycho-emotional stress, physical overload (fast pace, exercises with muscle tension, running, strength exercises). At first, avoid exercising on simulators.

The nature of the influence of training on digestion is different: weak loads stimulate, and strong ones inhibit the function of the gastrointestinal tract. Exercise has positive impact on regenerative processes in the mucous membrane of the stomach and duodenum 12.

Recommended: walking, running at a calm pace (their combination), jumping, swimming, skiing, breathing (diaphragmatic breathing is mandatory) and general developmental exercises, exercises while standing, sitting, lying down; exercises with shells, calm games, relay races

With biliary dyskinesia (hyperkinetic form) - exercise at a slow pace, monotonous, aimed at general strengthening and improvement of the body, relaxation, strengthening of the muscular system (muscles of the abdominal press, back, small pelvis) and breathing exercises. I.P. - lying on your back, standing, sitting. You can include exercises for the movement of arms, legs, with shells (weight up to 1.5 kg), calm games and relay races, walking at a calm pace, as well as lying on the right side

A set of physical exercises for peptic ulcer disease

1. I. p. - lying on your back, arms along the body. Hands up - inhale, down - exhale. 2-3 times.
2. I. p. - lying on your back, bend your right arm and left leg - exhale, etc. - inhale, bend left hand and the right leg - exhalation, ip. - inhale. 3-5 times on each side.
3. I. p. - lying on your back, legs bent at the knees, hands resting on the elbows. Raise the pelvis - inhale, ip - exhale. 2-3 times.
4. I. p. - lying on your back, arms along the body, diaphragmatic breathing.
5. I.p - on all fours, raise the right leg back - inhale, I.p - exhale. 3-4 times with each leg.
6. I.P. - sitting, hands up in the "lock", - inhale, ip. - exhale. 2-3 times.
7. I.P. - sitting, hands on the belt, turning to the right, arms to the sides - inhale, etc. - exhale. Turn to the left, arms to the sides - inhale, ip. - exhale. 3-4 times in each direction.
8. I.P. - sitting, legs straightened, lift the right leg up - inhale, ip - exhale, lift the left leg up - inhale, ip - exhale. 3-4 times with each leg.
9. I. p. - get up, hands up - inhale. Sit hands down - exhale. 2-4 times.
10. I. p. - step with your right foot forward. Hands forward, i.p. - step with the left foot forward, hands in front, etc. Step with the right foot to the side, arms to the shoulders, etc. Step left foot to the side, arms to shoulders. I. p.

A set of physical exercises for gastritis with increased secretory function

1. Walking with a cross step, walking with different hand movements. 1-2 minutes
2. I. p. - standing, feet shoulder-width apart, arms along the body. 5 tilts of the body to the right and to the left, sliding your hands along the lateral surface of the body. One hand goes down to the knee, the other goes up to the armpit.
3. I. p. - standing, feet shoulder-width apart, arms along the body. Lean forward, touch the floor with your hands - exhale, return to SP. - inhale 10 times.
4. I. p. - standing, feet shoulder-width apart, arms out to the sides. Turn the body as much as possible to the right so as to see the wall behind you - inhale, stretch your arms in the same direction. Do not lift your legs off the floor. Return to i.p. 5 times in each direction.
5. I. p. - standing, feet shoulder-width apart, arms out to the sides. Lean forward with your right hand touching your left foot. At the same time, the left hand is laid back, return to the SP. 5 times with each hand.
6. I. p. - standing, feet shoulder-width apart, hands on the belt, make 5 lunges with the right and left legs alternately.
7. I.P. - lying down, diaphragmatic breathing.
8. Walking with breathing exercises.

A set of physical exercises for gastritis with a reduced secretory function

Recommended: gymnastic exercises performed at a slow pace, with a limited range of motion. It is mainly used i.p. - lying down. You can do it either before meals, or 2-2.5 hours after eating.

1. I. p. - lying on your back, arms along the body. Raise your hands to your shoulders, then spread your arms to the sides - inhale; again raise the hands to the shoulders and return to the SP. - exhale. Five times.
2. I. p. - lying on your back, arms along the body. Pull the right knee to the stomach - exhale; return to ip - inhale. 5 times with each leg.
3. Also. Bend your knees, spread your knees to the sides, then bring them together and straighten your legs. 10 times.
4. I. p. - lying on the right side. Pull the left knee to the stomach and take the left hand back - exhale; return to ip - inhale. 8 times on each side.
5. I. p. - knee-wrist (kneeling and leaning on straight arms). Straighten your right leg and take it back as much as possible (towards the ceiling). Return to ip. 5 times with each leg.
6. I. p. - knee-wrist (kneeling and leaning on the elbows), the gaze is directed forward. Taking the deepest possible breath, lower your head and arch your back. Then, exhaling slowly, raise your head while simultaneously arching your back and bringing your shoulder blades together. Return to i.p. Five times.
7. I. p. - standing, holding on to the support with your left hand and pulling your right leg back, returning to ip .. Also, holding on to the support with your right hand. 5 times.
8. I. p. - standing, feet shoulder-width apart, arms out to the sides. Turn the torso to the right so as to see the wall behind you - inhale; reach with your hands in the same direction. Do not lift your legs off the floor. Return to i.p. 5 times in each direction.
9. I. p. - standing, feet shoulder-width apart, arms out to the sides. Lean forward, touch your left foot with your right hand; the left hand is pulled back. Return to i.p. 5 times with each hand.
10. "Bike".
11. Diaphragmatic breathing.
12. Walking 2-3 steps inhale, 3-4-5 - exhale.
13. Relaxation exercises.

A set of physical exercises for hypertensive

1. I.p - lying on his back, legs bent at the knees, feet on the floor; arms are extended along the body. Diaphragmatic breathing, 10 breaths and exhalations; at the expense of 1-2 - inhale (the stomach rises), at the expense of 3-4 - exhale (the stomach is pulled in)
2. Also. Slowly bring your knees together and apart 10 times.
3. I. p. - lying on your back, legs crossed at the ankles, arms are much apart to the sides. Slowly turn the pelvis and legs to the right, then to the left. Do not lift your shoulders off the floor. 10 times.
4. I. P - lying on the right side, the right hand under the head, the left in the support in front. Slowly move your left leg to the side. Return to i.p. The same on the left side. 10 times.
5. I. p. - too. Stretch the left leg forward, return to ip; then take your leg back. The same on the left side. Repeat 10 times
6. I.p - lying on the right side. Bend and straighten the left leg rhythmically 10 times, pressing the knee to the chest. The same on the left side.

A set of physical exercises for hypotonic

form of biliary dyskinesia

1. I.p - standing, feet shoulder-width apart, arms extended forward, palms together. While inhaling, spread your arms to the sides and, holding your breath, take them back. On exhalation - return to SP. 10 times.
2. I.p - standing, feet shoulder-width apart, arms extended along the body. Lean forward, touching your toes with your hands - exhale; do not bend your knees. While inhaling, straighten, stretching your arms forward at chest level; holding your breath, raise your arms forward above your head and bend back. Exhaling slowly, return to ip 5-8 times.
3. I.p - standing, feet shoulder-width apart, arms to the sides. Turns of the body to the left and to the right - 10 times in each direction.
4. I. p. - sitting on the floor, support with hands behind. Without lifting your heels off the floor, slowly bend your legs and press your knees to your chest. Return to i.p. trying to maintain the vertical position of the torso. 10 times.
5. I. p. - kneeling, leaning on straight arms. Take your right leg back, return to SP. 10 times
6. I.p - the same. Take your right leg back, while simultaneously raising your left arm forward and up. The same with the left foot and right hand. 5-8 times.
7. I. p. - sitting in "Turkish". Raise your hands up - inhale; stretch forward, touching the floor with your palms - exhale. Five times.
8. I. p. - lying on your back. Free breathing.

A set of physical exercises for chronic cholecystitis

1. Walking is ordinary, with high knees, with lunges. With breathing on different counts (inhale for 2 counts, exhale for 3 counts, inhale for 3 counts, exhale for 4 counts, etc.). 1.5 - 2 minutes
2. I. p. - hands on the head, fingers in the "lock", hands up with the palms turned up, rise on toes, pull up - inhale, hands down through the sides - exhale. 5-6 times.
3. I. p. - hands on the head, fingers in the "lock", spread the arms to the sides, bend - inhale, etc. - exhale. 4-6 times.
4. I.p - o.s. Tilt to the right, the hands slide over the body (pump). The same to the left. (6-8 times in each direction.
5. I. p. - legs apart, wider than shoulders, hands on the belt. Turn to the right, hands on the side - inhale, two springy tilts forward, reach the sock with your palms right leg- exhalation; i.p. - inhale. 5-7 times in each direction.
6. Diaphragmatic breathing. 3-5 times.
7. I. p. - lying on your back. Raise your legs - inhale, lower - exhale. 4-8 times.
8. I. p. - lying on the right side, with your left hand grasp the left knee - exhale, I. p. - inhale.

6-10 times.

1. I. p. - lying on the left side, the same as in exercise 8.
2. I.p. - emphasis on your knees, sit on your heels - inhale, I.p. - exhale. 6-8 times.
3. I. p. - emphasis - on your knees, take your straight leg back, up - inhale, pull the bent knee to the opposite hand - exhale, etc. - inhale. 6-8 times with each leg.
4. I. p. - the main stand, bend over, rising on toes, arms up - inhale; i.p. - exhale.

ORGANIZATION OF LESSONS IN PHYSICAL

EDUCATION OF STUDENTS RELATED BY HEALTH STATUS,

TO THE SPECIAL MEDICAL GROUP.(Guidelines)

Head of the organizational and methodological office of the State Institution "Kurgan Regional Physical Medicine Dispensary" G. N. Golovina

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 management of higher educational institution in the modern period are little affected 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.

The 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).

Subjects PM - a group for assessing the quality of education, subordinate to the Vice-Rector for Academic Affairs. 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.