Exercise and its impact on the mental development of children. At the age of four to seven years, according to J. Piaget, there is a gradual conceptualization of mental activity, which brings the child of preschool age to preoperative m

01.07.2019

Physical development, motor abilities, learning ability and adaptability to physical activity are influenced by the severity of the intellectual defect, concomitant diseases, secondary disorders, especially the mental and emotional-volitional sphere of children.
Psychomotor underdevelopment of children with mild mental retardation manifests itself in a slower pace of development of locomotor functions, unproductive movements, motor restlessness and fussiness. Movement is poor, angular, not smooth enough. Subtle and precise hand movements, object manipulation, gestures and facial expressions are especially poorly formed.
In children with moderate mental retardation, motor impairment is found in 90-100% of cases (Shipitsyna JI.M, 2002). Consistency, accuracy and tempo of movements suffer. They are slow, clumsy, which prevents the formation of the mechanism of running, jumping, throwing. Even in adolescence, schoolchildren find it difficult to accept and maintain a given posture, differentiate their efforts, switch to another type of physical exercise. In some children, motor underdevelopment is manifested in lethargy, awkwardness, low strength and speed of motor actions, in others, increased mobility is combined with disorder, aimlessness, the presence of unnecessary movements (Boboshko V.V., Sermeev A.R., 1991).
A systematic presentation of disorders of the motor sphere of mentally retarded children is presented in the "classification of disorders of physical development and motor abilities of oligophrenic children", developed by A.A. Dmitriev (1989, 1991, 2002).
Disorders of physical development: lag in body weight; lag in body length; posture disorders; disorders in the development of the foot; violations in the development of the chest and a decrease in its circumference; paresis of the upper limbs; paresis of the lower extremities; lagging in terms of the volume of vital capacity of the lungs; deformation of the skull; dysplasia; anomalies of the facial skeleton.
Disorders in the development of motor abilities:
1) violation of coordination abilities - the accuracy of movements in space; coordination of movements; rhythm of movements; differentiation of muscle efforts; spatial orientation; accuracy of movements in time; balance;
2) lagging behind healthy peers in the development of physical qualities - the strength of the main muscle groups of the arms, legs, back, abdomen by 15-30%; speed of reaction, frequency of movements of arms, legs, speed of a single movement by 10-15%; endurance for repetition of fast dynamic work, for work of submaximal power, for work with high power, for work with moderate power, for static efforts of various muscle groups by 20-40%; speed-power qualities in jumping and throwing by 15-30%; flexibility and mobility in the joints by 10-20%.
Basic movement disorders:
- inaccuracy of movements in space and time;
- gross mistakes in differentiating muscle efforts;
- lack of dexterity and smoothness of movements;
- excessive stiffness and tension;
- limiting the range of motion in walking, running, jumping, throwing.
The specific features of motor skills are primarily due to the deficiencies of the higher levels of regulation. This gives rise to a low efficiency of operational processes of all types of activity and manifests itself in the lack of formation of subtle differentiated
movements, poor coordination of complex motor acts, low learning ability, inertness of formed skills, deficiencies in the purposeful construction of movements, difficulties in performing or changing movements according to verbal instructions.
Lagging behind in the physical development of mentally retarded children, the degree of adaptation to physical activity depend not only on damage to the central nervous system, but are also a consequence of forced hypokinesia. The absence or limitation of physical activity inhibits the natural development of the child, causing a chain of negative reactions of the body: the resistance to colds and infectious diseases is weakened, the prerequisites are created for the formation of a weak, poorly trained heart. Hypokinesia often leads to overweight and sometimes obesity, which further reduces physical activity.
M.S. Pevzner (1989), S.D. Zabramnaya (1995), E.M. Mastyukova (1997) note the rapid depletion of the nervous system characteristic of mentally retarded schoolchildren, especially during monotonous work, increasing fatigue, decreased performance, less endurance.Many students have disorders of the cardiovascular, respiratory, endocrine systems, internal organs, vision, hearing, congenital structural anomalies of teeth and occlusion, gothic palate, congenital dislocation of the hip, as well as multiple associated defects (Khudik V.A., 1997).
Among the secondary disorders in the musculoskeletal system, there are foot deformities, posture disorders (scoliosis, kyphoscoliosis, kyphosis, lordosis), body imbalances, functional insufficiency of the abdominal press, paresis, torticollis. Small dysplastic signs are found in 40% of mentally retarded schoolchildren.
Assessing the physical development of 9-10-year-olds, N.A. Kozlenko (1987) notes that 45% of children have poor physical development, average harmonious development - 25%, development below average - 23%, excessively inharmonious - 7%. 55% of younger schoolchildren have impaired walking and running, 36% have difficulties in performing isolated finger movements (fastening buttons, tying laces, bows). The level of motor abilities of pupils of 5-9 grades increases, violations of finger movements are noticeably smoothed, tasks are performed better according to verbal instructions.
E.S. Chernik (1997) argues that the level of development of physical qualities is directly dependent on an intellectual defect. So, in the development of endurance, children with mild mental retardation are inferior to healthy peers by 11%, with moderate mental retardation - by 27%, with severe - about 40%. Approximately the same data were obtained in the development of muscle strength, although schoolchildren with a high level of physical development are sometimes not inferior in strength to healthy adolescents of the same age. A significant lag is noted in children with mental retardation in the development of speed qualities, especially in the time of motor reaction. B.V. Sermeev and M.N. Fortunatov explain this fact by the delay in the formation of the motor analyzer, the development of which ends by the age of 15-16, that is, 2-3 years later than in healthy people. E.P. Bebrish found that the lag in speed qualities is 6-7 years, and explains this by the low mobility of nervous processes. At the same time, the author notes that children with mental retardation who systematically engaged in swimming, in speed qualities lag behind children of mass schools of the same age by only 1-2 years. The development of basic physical abilities (strength, speed, endurance) obeys the general laws of age-related development, but in mentally retarded schoolchildren, the rate of their development is lower and the sensitive periods begin 2-3 years later (Voronkova V.V., 1994; Chernik E.S. , 1997).
It was found that the main violation of the motor sphere of mentally retarded children is a disorder of coordination of movements (Pleshakov A.N., 1985; Yurovsky S.Yu., 1985; Samylichev A.S., 1991; Vanyushkin V.A., 1999; Gorskaya I. Yu., Sinelnikova T.V., 1999; and others). Both simple and complex movements cause difficulties for children: in one case, you need to accurately reproduce any movement or posture, in the other - visually measure the distance and hit the desired target, in the third - measure and perform the jump, in the fourth - accurately reproduce the given rhythm of movement. Any of them requires a coordinated, sequential and simultaneous combination of movements of body links in space and time, a certain effort, trajectory, amplitude, rhythm and other characteristics of movement. However, due to organic damage to various levels of brain structures, mismatch between regulatory and executive organs, weak sensory afferentation, a mentally retarded child is not able to control all characteristics at the same time. Coordination abilities are regulated by those biological and mental functions that in children with intellectual disabilities have a defective basis (the more severe the violation, the more gross the errors in coordination (Zabramnaya S.D., 1995).
N.P. Wiseman (1976) suggested that in the case of an uncomplicated form of mental retardation, disorders of complex motor acts requiring fine motor skills are an integral part of the leading defect and are determined by the same mechanisms as an intellectual defect, i.e., impairments of analytic-synthetic activity of the cortex brain. These disorders are the main obstacle in teaching mentally retarded children complex coordination motor actions.
For the teacher's practical activity, it is important to know the favorable periods of the development of the main types of coordination abilities in children with intellectual disabilities.
In a mass examination and testing of children from correctional schools, I. Yu. Gorskaya-established significant lags in absolute indicators of all types of coordination abilities of schoolchildren of 8-15 years old with mental retardation from students of mainstream schools (Table 4.1). Most of the sensitive periods of development of coordination abilities fall on the age range of 9-12 years. Age-related growth rates have the same dynamics as healthy schoolchildren, but with a lag of 2-3 years.

Table 4.1
Sensitive periods of the development of coordination abilities in children with mental retardation at the age of 8-15 years (Gorskaya I. Yu., 2001)

Thus, despite the fact that mental retardation is an irreversible phenomenon, this does not mean that it cannot be corrected. The gradualness and availability of didactic material during physical exercises create the preconditions for children to master various motor skills, play actions, for the development of physical qualities and abilities necessary for the child's life. According to V.V. Kovaleva (1995), 80% of adolescents with a mild degree of mental retardation by the end of a special school differ insignificantly from normal people in their physical and psychometric manifestations.

Physical education for children is the same as the foundation for a building. The more solid the foundation is, the higher the building can be erected; the more worries about the child's physical education, the more success he will achieve in general development; in science; in the ability to work and be useful to society as a person.

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THE INFLUENCE OF PHYSICAL EDUCATION ON THE MIND DEVELOPMENT OF PRESCHOOLERS

At no other age is physical education so closely related to general education as the first seven years. During preschool childhood, the child lays the foundations for health, longevity, all-round motor readiness and harmonious physical development

Raising children healthy, strong, cheerful is the task not only of parents, but also of every preschool institution, since children spend most of the day there. In kindergartens, physical education classes are provided, which should be built in accordance with the psychological characteristics of a particular age, the availability and appropriateness of exercises. Complexes of exercises should be exciting, and also should provide for physiological and pedagogical justified loads that satisfy the child's need for movement.

Positive emotions, emotional saturation of classes are the main conditions for teaching children to move. Imitation - creates emotions that activate the child. Mastering movements has a good effect on the development of a child's speech. The understanding of an adult's speech is improving, the vocabulary of active speech is expanding. That is why the outstanding Soviet teacher V.A. Sukhomlinsky: "I am not afraid to repeat once again: taking care of health is the most important work of an educator." Therefore, it is extremely important to put physical education correctly at this age, which will allow the baby's body to accumulate strength and ensure in the future not only full-fledged physical, but also mental development.

At the present stage, the problem of the development of mental abilities of preschoolers in the process of physical education acquires special significance, since the content, forms, methods of mental and physical education of children in a preschool institution are being interpreted in a new way. The relevance of this topic was determined by the following parameters:

First, against the background of socio-economic transformations in Russia, ideas about childhood are changing, which is now viewed as an intrinsically valuable period of human life;

Secondly, at present, preschool education orientates the teacher in the upbringing process to the need for early education, which is justified by the Convention on the Rights of the Child, as well as by the data of scientific findings on the possibilities of early childhood development, which can help ensure a smooth transition of the child to primary school. ;

Thirdly, physical education provides for the development of children in the process of various types of activity - attention, perception, thinking, as well as methods of mental activity (the ability to simply compare, analyze, generalize, establish the simplest cause-and-effect relationships, etc.).

The means of mental education include specially organized problem situations in the process of physical exercises, the resolution of which requires mental actions (reception and processing of information, analysis, decision-making, etc.).

Methods of mental education include a survey on the material taught; observation and comparison; analysis and generalization of the studied material; critical assessment and analysis of motor actions.

Physical exercises have a direct and indirect impact on the mental development of children in the process of physical education.

Mental development is determined by intelligence, intellectual abilities. In a broad sense, intelligence is the totality of all the cognitive functions of an individual: from sensation and perception to thinking and imagination; in a narrower sense, it is thinking. Intelligence is the main form of cognition of reality.

One of the factors of intellectual development is motor activity, as a result of motor activity, cerebral circulation improves, mental processes are activated, the functional state of the central nervous system improves, and the mental performance of a person increases. Achievements in the field of intelligence and creativity are largely associated with the level of development of the child's psychomotor sphere. In special studies, facts have been recorded that indicate that children who are more developed in physical terms receive higher grades in school. Children involved in sports clubs have the best indicators of mental performance.

Physical exercises create opportunities for the successful course of all mental processes, i.e. require attention, observation, ingenuity. A variety of movements, a wealth of coordination increase the plasticity of the nervous system. So, there are numerous data that under the influence of physical exercises, the volume of memory increases, the stability of attention increases, the solution of elementary intellectual tasks is accelerated, and visual-motor reactions are accelerated.

Boyko V.V. writes that during the period of preschool childhood in the mental development of the child there are global changes: from the undifferentiated perception of objects, to the ability to use independently acquired knowledge and skills.

Under the influence of physical exercises in preschool children, the formation of various types of thinking occurs more effectively:

1) Visual-action thinking.

2) Visual-figurative thinking

3) Verbal-logical thinking begins to form in older preschool children. It involves the development of the ability to operate with words, to understand the logic of reasoning. To reason means to link together different knowledge in order to get an answer to the question at hand, to solve a mental problem.

Motor activity stimulates perceptual, mnemonic and intellectual processes. Children with a large volume of physical activity in the daily routine are characterized by an average and high level of physical development, adequate indicators of the state of the central nervous system, as a result of which, the child's memory improves, and all the thought processes that determine intelligence.

Introduction

For the modern educational system, the problem of mental education is extremely important and relevant. One of the leading experts in the field of mental education of preschoolers, N.N. Poddyakov rightly emphasizes that at the present stage it is necessary to give children the key to cognizing reality. In the works of domestic and foreign scientists, preschool childhood is defined as the period optimal for mental development and education. This was the opinion of the teachers who created the first systems of preschool education - A. Frebel, M. Montessori. but in the studies of A.P. Usova, A.V. Zaporozhets, L.A. Wenger, N.N. Poddyakov revealed that the potential for mental development of preschool children is significantly higher than previously thought.

Mental development is a set of qualitative and quantitative changes occurring in mental processes in connection with age and under the influence of the environment, as well as specially organized educational and training influences and the child's own experience. ...

So why do people reach different levels of mental development,

and on what conditions does this process depend? Long-term studies have made it possible to derive a general pattern of development of human mental capabilities from biological factors and dependence on internal and external conditions. Biological factors that primarily affect the mental development of a child are: the structure of the brain, the state of the analyzers, changes in nervous activity, the formation of conditioned connections, hereditary fund of inclinations. Internal conditions include the physiological and psychological properties of the organism. And external conditions are the environment of a person, the environment in which he lives and develops.

In general, the problem of the development of mental abilities is extremely important, complex and multifaceted. The relevance of the chosen topic follows from the factor of the need for the mental development of the child, depending on the environment and the environment of upbringing. And at the moment it is very relevant.

purpose of work- to reveal the importance of physical development and the external environment for the mental development of a child.

1. Consider the essence of the concepts of "physical development" and "external environment".

2. To determine the importance of physical development and the external environment for the development of mental development of the child.

3. Determine the impact of physical exercise on the mental development of children.

4. Get acquainted with the literature that reveals the importance of physical development and the external environment for the mental development of a child.

Chapter I. The influence of physical development on the mental development of children.

General information.

The positive influence of physical development on mental development was known in China, even in the days of Confucius, in ancient Greece, India, and Japan. In the monasteries of Tibet and Shaolin, exercise and labor were taught on a par with theoretical disciplines. Baden-Powell at the end of the 19th century created a perfect system for educating the younger generation in the form of the scout movement, which was adopted by all civilized countries of the world, including Russia, before and after the revolution. “Poor health and physical retardation are noted by many researchers as one of the possible factors of“ mental weakness ”. (A. Binet). Recent studies by the American neuroscientist Lorenz Katz and molecular biology specialist Fred Geig have proved that in the brain of people of all ages, under the influence of certain conditions, new interneural connections can arise and new nerve cells appear. One of these conditions is physical activity. In physically active individuals, along with nerve cells, new blood vessels were also found in the brain. This is assessed in this way: under the influence of physical activity, the blood supply to the brain improves, respectively, and its nutrition, which stimulates the formation of new interneuronal connections and new nerve cells. A new system has already been developed in the USA - "neurobics" - a set of special exercises for training the brain. It is noteworthy that the above changes are most pronounced in the hippocampus, a small brain formation that processes incoming information. Studies by Lawrence Katz and Fred Geig confirm a close connection between mental development and physical development.

Swedish scientists have established a direct relationship between the physical condition of a person and his mental abilities. The IQ of people who go in for sports or physical education is noticeably higher than that of those who lead a passive lifestyle. At the same time, numerous studies by L.S.Vygotsky, J. Piaget, A. Wallon, M.M. Koltsova and others indicate the primary role of movements in the formation of the child's mental functions. Surveys by G.A. Kadantseva -1993, I.K.Spirina - 2000, A.S.Dvorkin, Yu.K. Chernyshenko - 1997, V.A. Balandin - 2000; 2001. and others. established the presence of a close relationship between the indicators of physical fitness and the level of development of cognitive processes in preschoolers. In the works of N.I.Dvorkina -2002, V.A.Pegov-2000. revealed the presence of reliable links between individual indicators of mental and physical qualities. The positive influence of active motor activity on the state of mental performance was established by N.T. Terekhova in 1989, A.V. Zaporozhets in 1980, A.P. Erastova in 1989. At the same time, research by N. Sladkova -1998, OV Reshetnyak and T.A. Bannikova -2002. show that a lag in mental development leads to a lag in the development of physical qualities.

Thus, scientists have established a close relationship between the indicators of physical fitness and the level of development of cognitive processes in children and scientifically proven the positive effect of active motor activity on the state of mental performance

1.2. Physical development and physical education of children.

One of the most important indicators of a child's health is his physical development. Physical development means a complex of morphological and functional properties of an organism, characterizing the size, shape, structural and mechanical qualities and harmonious development of the human body, as well as the reserve of its physical strength. These are the patterns of age development, which determine the level of health and the functioning of all systems in the body.

Physical development- a dynamic process of growth (increase in body length and weight, development of organs and systems of the body, and so on) and biological maturation of a child in a certain period of childhood. At every age, a person grows according to certain laws, and deviations from the norms indicate existing health problems. Physical development is influenced by the neuropsychic, intellectual state, a complex of medico-social, natural-climatic, organizational and socio-biological factors. Throughout a person's life, there are changes in the functional properties of the body: length and weight of the body; lung capacity; chest circumference; endurance and flexibility; agility and strength. Strengthening the body is either spontaneous (natural age), or purposeful, for which a special program of physical development is created. It includes exercises, balanced nutrition, proper rest and work regimen.

Monitoring the physical development of the population in Russia is an obligatory part of the state system of medical control over people's health. It is systematic and applies to different groups of the population.

The foundations of physical development are laid in childhood. And, the control of the parameters of physical development begins in the neonatal period, periodic examinations of children and adults continue at different age periods of development.

What is physical development and why does a person need sport? Its importance in a person's life is difficult to overestimate, therefore, love for this occupation must be instilled from childhood. Parents can compensate for the harmful effects of the environment, poor nutrition and psycho-emotional stress with sports. In addition, special exercises will help correct disorders in the physical development of children, in particular, problems with the musculoskeletal system and flat feet. Also, training helps: gain the missing muscle mass; reduce weight; fight curvature of the spine; correct posture; increase endurance and strength; develop flexibility.

What is physical development and education? It consists in a complex of health-improving exercises and measures that affect the strengthening of the body and mind. The main task of upbringing is health improvement, the formation of economical movements, the accumulation of motor experience by a person from early childhood and its transfer into life. Aspects of physical education: feasible loads; outdoor games; competent daily routine, balanced nutrition; personal hygiene and hardening. Why is physical education necessary for a child? Exercise results can be seen immediately and over time. Upbringing has a positive effect on the child's body, developing his natural data, so that in the future he can easily endure stressful situations and a change of environment: personal qualities develop, character hardens; a positive attitude to life is formed, active people always feel happier; a negative attitude towards bad habits is formed.

The main factor in maintaining health, longevity of a person, his physical performance is a healthy lifestyle in its broadest interpretation. Maintaining and maintaining health at the proper level is the most important task of every state. It especially needs healthy offspring. But the future of our planet depends only on us, on the state of our health. The demographic policy of the state in the broadest sense of this concept also depends on this. MV Lomonosov said: “What matters are we going to talk about today? We will talk about the most important thing - the health of the Russian people. The preservation and reproduction of it consists of the power and wealth of the entire state, and not the vastness of a vain one without inhabitants. " These words can naturally be attributed to any state, its people.

Exercise and its impact on the mental development of children.

The influence of physical education on the development of a child's mind is colossal. Without it, the development of the child is not harmonious. There is a pattern: the more a child develops the ability to control his body, the faster and better he assimilates theoretical knowledge, the more symmetrical, more varied and more precise the movements, the more evenly both hemispheres of the brain develop. The main feature of the child's body is that it grows and develops, and these processes can only take place successfully with regular physical activity. Authors Boyko V.V. and Kirillova A.V. indicate that the main means of physical education is physical activity in physical culture classes, it is through it that the child learns the world around him, as a result of which his mental processes develop: thinking, attention, will, independence and others. The greater the number of various movements a child masters, the wider the possibilities for the formation of cognitive processes, the more fully his development is carried out. notes that as a result of physical activity, mental processes are activated, blood circulation in the brain, the functioning of the central nervous system improves, all this leads to an increase in mental abilities. ...

Exercise is undoubtedly very good for a child's mental development. When children play outdoor games or exercise, they not only strengthen their muscles, but also become smarter. Exercise has many positive effects on the brain of not only adults but also children. Studies show that the younger the child, the more effective this positive effect. Not everyone knows how physical activity affects the mental activity of a child. I.V. Starodubtseva describes a series of exercises that have a direct impact on the intellectual development of preschoolers in physical education classes. These exercises combine two components: a motor action and an exercise aimed at developing the intellect, which is realized in the form of a didactic game.
Physical exercises have a positive effect on the intellectual abilities of children: cerebral circulation improves, mental processes are activated, the functional state of the central nervous system improves, and the mental performance of a person increases.

The positive effects of exercise on a child's brain:

· Exercise increases blood flow to the brain. Blood delivers oxygen and glucose, which are needed to improve concentration and mental development. Exercise promotes these processes naturally without overwhelming the child. A 2007 study showed that if a child regularly plays sports for three months, it can increase blood flow to the part of the brain that is responsible for memory and learning by 30%.

· Exercise creates new brain cells in a part of the brain called the dentate gyrus, which is responsible for memory. Scientists claim that exercise stimulates nerve growth. People who play sports on a regular basis develop short-term memory, are responsive and have a high level of creativity.

· Studies have shown that exercise forms a major level of neurotrophic factor in the brain. This factor promotes the branching of nerve cells in the brain, their association and the interaction of these cells with each other in new neural pathways that make your child open to learning and more active in the pursuit of knowledge.

Psychologists have found that a physically fit child wins on a series of cognitive tasks, and an MRI shows a significantly larger nucleus basalt, which is a key part of the brain responsible for maintaining attention, checking performance, and the ability to vigorously coordinate actions and thoughts.

· Independent studies have found that the brain of an active child has a hippocampus that is larger than that of a child who does not exercise. The hippocampus and nucleus basalis affect the structure and function of the brain.

· Exercise develops your child's learning abilities. In 2007, German researchers found that after exercising, people learned 20% more vocabulary words.

· Exercise develops creativity. A 2007 experiment showed that a 35-minute run on a treadmill at 120 beats per minute improved cognition, brainstorming efficiency, creativity, and originality.

· Activities that include balancing and jumping strengthen the vestibular system, which shapes spatial imagination and mental alertness. This sets the stage for reading and other academic ability.

· Exercise reduces the effects of stress by keeping the brain in balance and promoting a balance between the chemical and electrical systems of the organs. This effect is very similar to that of antidepressants.

· Scientists have established a link between sports victories and academic performance in studies of elementary school children. Studies have shown that children who took part in sports activities were more confident in their abilities, learned to work in a team and leadership. 81% of women who excel in business took an active part in sports while in school.

· Swedish scientists have proven that cardio training is inseparable from the acquisition of knowledge in childhood. Aerobic exercise promotes the production of special growth hormone and protein that stimulate the brain.

Thus, it should be emphasized that the development of mental activity in children is possible only with regular physical activity. At the beginning of the last century, V.A. Sukhomlinsky noted that "academic lag is only the result of poor health." Taking this thought further, it can be concluded that good health is the key to successful learning. Consequently, physical education and sports, while strengthening health, contribute to the physical, emotional, intellectual and mental development of the child.

Final qualifying work on the topic:

PHYSICAL AND INTELLECTUAL DEVELOPMENT OF YOUNG SCHOOL CHILDREN

INTRODUCTION

Relevance. The systematically high physical activity during the school day of students, directly increasing the functional activity of the muscular apparatus, has a positive effect on their mental sphere, which scientifically confirms the effectiveness of directed action through the motor system on the central nervous apparatus and its mental functions. At the same time, the optimal use of the physical activity of students contributes to the growth of the level of mental performance in the academic year, the increase in the duration of the period of high performance, the reduction of the period of its decline and training, the increase in academic performance, and the successful fulfillment of educational requirements. There are examples when schoolchildren who regularly go in for physical culture, by the end of the school year, their academic performance increased by about 7-8%, and among those who did not go in for physical education, it decreased by 2-3%.

Consequently, today it is necessary to increase the general social significance of physical culture and sports, their role in the formation of a comprehensively developed personality, combining physical and intellectual perfection, spiritual wealth and moral purity. Today, it is necessary to use physical culture not only as a means of physical development, but also as a factor contributing to an increase in mental performance and preservation of neuropsychic health.

In order to realize their essential tasks, namely the harmonious development of the younger generation, education must be organized according to the needs and interests of children, applying qualitatively new approaches and technologies to the educational process.

As such, we see the interconnected development of the physical and intellectual abilities of children on a motivational and health-improving basis with the use of learning systems that allow adaptive control of the learning process in the form of a dialogue between a student and a computer complex based on the body's responses to intellectual and physical stress.

The object of the research is the process of developing the physical and intellectual abilities of children.

The subject of the research is the methodology of physical and intellectual development of students' abilities.

Purpose of the study. To raise the level of the educational process on the basis of the combined development of the physical and intellectual abilities of students of primary school age.

Research objectives:

Analyze and summarize the content of domestic and foreign literature on the problem of the associated development of physical and intellectual capabilities of a person.

To substantiate the effectiveness of the application of the methodology for the combined development of physical and intellectual abilities of primary school children.

Hypothesis. The methodological basis of the research is formed by theoretical propositions: V.K. Balsevich, L.I. Lubysheva, V.I. Lyakha, A.P. Matveeva on the integrative impact of physical exercises on the personality; G.A. Kuraeva, M.I. Lednova on the relationship between the development of fine motor skills of the hand and the higher mental functions of a child; L.I. Bozovic, A.K. Markova, M.V. Matyukhina, N.V. Elfimova on the development and formation of the motivational sphere of students; J. Piaget, D.B. Elkonina, N.N. Leontiev, L.S. Slavina on the theory of the game.

It was assumed that the creation of conditions for an artificial motive-controlled game environment in the mode of optimal response of the body to physical and intellectual stress will contribute to:

the interconnected physical and intellectual development of primary school children;

overcoming the state of "motivational vacuum" and stimulating children for conscious learning (physical and intellectual activity);

improving the somatic health of students.

The main provisions for the defense:

proposed, substantiated and tested a methodology for organizing and conducting classes with children of primary school age in the context of the complex use of means of intellectual and physical influence;

taking into account the age characteristics of children, intellectual tasks have been developed that allow them to be realized under conditions of simultaneous physical influence and the use of computer technologies;

Practical significance.

The developed, substantiated and tested technology for using the complex, the results, conclusions and practical recommendations of our work can be used in the implementation and operation of the complex.

The volume and structure of qualifying work. The work consists of an introduction, three chapters, conclusions, practical recommendations and applications.

CHAPTER 1. INTERDEPENDENT DEVELOPMENT OF THE PHYSICAL AND INTELLECTUAL ABILITIES OF CHILDREN ON A HEALTH BASIS

.1 Relationship between physical and intellectual activity of a person

At the present stage of development of our society, the general social significance of physical culture and sports is increasing, their role in the formation of a comprehensively developed personality, combining physical and intellectual perfection, spiritual wealth and moral purity. Today, it is necessary to use physical culture not only as a means of physical development, but also as a factor contributing to an increase in mental performance and preservation of neuropsychic health.

The course of mental processes is the result of the joint activity of various body systems. Since the normal execution of all physiological functions is possible only with a good state of health and physical fitness, they, naturally, largely determine the success in mental activity.

As a result of physical exercises, cerebral blood circulation improves, mental processes are activated, which ensure the perception, processing and reproduction of information. The impulses sent along the nerves from the receptors of muscles and tendons stimulate the activity of the brain, help the cerebral cortex to maintain the desired tone. The tense posture of a pensive person, a tense face, compressed lips during any mental activity indicate that a person involuntarily tense his muscles in order to more successfully fulfill the task assigned to him.

Physical exercise, physical activity contributes to the development of the desired muscle tone, thereby increasing mental performance. In cases where the intensity and volume of mental work does not exceed a certain level (characteristic of a given person) and when periods of intense mental activity alternate with rest, the brain systems respond to this activity with positive shifts, characterized by an improvement in circulatory conditions, an increase in the lability of the visual analyzer, and great clarity. compensatory reactions, etc.

With prolonged intensity of mental activity, the brain is unable to process the nervous excitement, which begins to be distributed to the muscles. They become, as it were, a place for the brain to discharge. Active muscle tensions, performed in this case, release the muscles from excessive tension and extinguish nervous excitement.

The great minds of mankind skillfully used various forms of physical activity in their lives. The ancient Greek legislator Solon said that every person should cultivate the mind of a sage in the body of an athlete, and the French physician Tissot believed that "scientists" people need to exercise daily. K. D. Ushinsky emphasized that rest after mental labor is not "doing nothing", but physical labor. The famous teacher noted the need to alternate mental and physical activity.

Outstanding physician and teacher, founder of physical education in Russia P.F. Lesgaft wrote that the inconsistency of a weak body with the development of mental activity will inevitably have a negative effect on a person: "Such a violation in the harmony and functions of the body does not go unpunished, it inevitably entails the impotence of external manifestations: thought and understanding may exist, but there will be no proper energy to consistently test ideas and persistently implement and apply them in practice. "

You can cite a number of statements about the benefits of movements that affect the mental development of a person.

Thus, the famous philosopher and writer R. Descartes wrote: "Observe your body if you want your mind to work correctly." JV Goethe remarked: "All the most valuable in the field of thinking, the best ways of expressing thoughts come to my mind when I walk," and K.E. Tsiolkovsky wrote: "After walking and swimming, I feel that I am getting younger, and most importantly that I have massaged and refreshed my brain with bodily movements."

Thus, we can say that the best minds of mankind, philosophers, writers, teachers and doctors of the past at the "intuitive" level emphasized the importance of physical development for the mental performance of a person.

The problem of the mutual influence of muscular and mental work has constantly attracted a large number of researchers. Already at the beginning of the 20th century, the Russian psychiatrist V.M. Bekhterev experimentally proved that light muscle work has a beneficial effect on mental activity, and hard work, on the contrary, depresses it. The French scientist Feret came to a similar conclusion. He performed a number of experiments in which physical work on an ergograph was combined with mental work. Solving easy arithmetic problems increased muscle performance, while solving difficult problems decreased it. On the other hand, lifting a light load improved mental performance, while lifting a heavy load worsened it.

The development of physical culture and sports has opened a new stage in the study of this issue. The ability to dose the load and simulate the varied nature of muscle work increased the objectivity of the data obtained, introduced a certain system into the research being carried out. In the 20s and 30s. in our country, a number of researchers have studied the direct influence of various physical exercises on the processes of memory, attention, perception, reaction time, tremors, etc. The data obtained testify to the undoubted and significant impact of physical culture and sports on mental processes and that the changes arising in this case persist for a rather long period of time (18-20 hours after exercise).

In numerous further studies of the effect of physical activity and sports on the mental performance and academic performance of students, as well as the effect of active recreation (in the form of physical exercise) on subsequent performance and labor productivity, there is evidence that correctly dosed physical exercise has a significant positive effect on various mental processes.

Thus, in a number of works by G.D. Gorbunov studied the change in mental processes (attention, memory, operational thinking and the speed of information processing) after swimming. The results obtained indicate that under the influence of short-term physical exertion of maximum intensity, a statistically significant improvement in mental processes occurs in all indicators, reaching the highest level 2-2.5 hours after exercise. Then there was a tendency to return to the initial level. The most significant positive effect of short-term physical activity of maximum intensity had on the quality indicators of memory and attention. It turned out that passive rest is not enough to restore the efficiency of cortical cells. After physical exertion, mental fatigue decreased.

Studies of the question of optimal physical activity, positively or negatively affecting human mental processes, provide various information. So, A.Ts. Puni investigated the effect of physical activity on the "sense of time", attention, memory. The results indicate a change in mental processes depending on the nature and magnitude of the load.

In most cases (among athletes), after intense physical exertion, the volume of memory and attention decreased. Unaccustomed physical activity has a heterogeneous effect: a positive, albeit short-term, on operational thinking and information retrieval, reaction time and concentration of attention remain unchanged, and memory deteriorates. Physical activity, adaptation to which is close to completion, have an adverse effect only on mnemonic processes, especially on the amount of memory. Short-term loads have a positive effect on perceptual processes.

As shown in a number of studies, systematically high physical activity during the school day of students, directly increasing the functional activity of the muscular apparatus, has a positive effect on their mental sphere, which scientifically confirms the effectiveness of directed action through the motor system on the central nervous apparatus and its mental functions. At the same time, the optimal use of students' motor activity contributes to the growth of the level of mental performance in the academic year; an increase in the duration of the period of high performance; shortening the periods of its reduction and operation; increasing resistance to training loads; accelerated recovery of working capacity; ensuring a sufficiently high emotional and volitional resistance of students to stress factors of the examination periods; improvement of academic performance, successful fulfillment of educational requirements, etc.

Many researchers have dealt with the issues of the influence of physical activity in order to implement a favorable mental activity of schoolchildren. So, N.B. Stambulova studied the relationship between the development of motor qualities (agility, speed and accuracy) and mental processes in younger schoolchildren. Her research showed that in the experimental group, where special exercises for agility were additionally included at each lesson, positive changes were found not only in the dynamics of agility, but also in the dynamics of mental indicators.

Research N.V. Doronina, L.K. Fedyakina, O. A. Doronin, testify to the unity of the motor and mental development of children, to the possibilities of purposefully influencing the development of mental processes by using special physical exercises at physical education lessons aimed at developing coordination abilities and vice versa.

Other studies prove that the activation of physical activity progressively changes not only their state of physical fitness, but also the productivity of mental activity.

In the work of E.D. Kholmskoy, I.V. Efimova, G.S. Mikienko, E.B. Sirotkina showed that there is a relationship between the ability for voluntary regulation, the level of motor activity and the ability for voluntary control over intellectual activity.

It was also revealed that there is a close relationship between intellectual and psychomotor development. Psychomotor development is closely related to the development of the cognitive processes of students and, first of all, with the development of such mental operations as analysis, generalization, comparison, differentiation. Indeed, the high-quality performance of this or that motor action with the given parameters requires, first of all, a clear, differentiated reflection of it in consciousness and in the formation of an adequate image of movement on this basis. This is possible when the processes of analysis and synthesis have such a level of development, thanks to which the necessary degree of fragmentation of perception becomes possible. The process of analyzing the assimilated motor structure consists in its ever greater mental division into separate elements, in the establishment of interconnections and transitions between them and the integration of the results of this analysis in the form of a whole, but internally divided.

In the light of these studies, we found information by G. Ivanova and A. Belenko on the development of biotechnical systems for the study and self-development of motor activity and thinking in children from 4 to 7 years old. In their works, it has been proven that the greatest effect in upbringing and education is achieved with the integration of motor and cognitive activities, since they mutually complement each other.

The team of authors led by prof. Yu.T. Cherkesov, a new "artificial motive-controlled influencing environment" was created for the conjugate interdependent development of a person's physical and intellectual abilities on a motivational and health-improving basis.

The essence of the new approach to solving the problem of harmonious human development is to organize the pedagogical process using computerized control systems for physical and intellectual impact and interaction using his motivational interest in any kind of activity.

In this regard, physical culture, no less than other school subjects, provides opportunities for the development of the cognitive processes of students by improving the performance and assimilation of new motor actions.

Thus, in the domestic literature it is possible to distinguish three groups of data concerning the influence of physical exercises on mental [intellectual] processes of a person.

The first group includes physiological and psychophysiological data. They indicate that after exercise, cerebral hemodynamics significantly improves. In addition, it was found that systematic physical activity has a positive effect on the functional state of the central nervous system. This group of data shows that physical exercise creates a favorable physiological background in the central nervous system, which contributes to an increase in the effectiveness of mental activity.

A group of researchers found that as a result of physical exercise, mental processes are activated that provide perception, processing and reproduction of information, an increase in mental performance - the volume of memory increases, the stability of attention increases, mental and psychomotor processes are accelerated. The results of studying the dynamic characteristics of intellectual activity in connection with the level of motor activity can also be attributed to this group of data. The subjects with high motor activity revealed a more highly developed ability to voluntarily accelerate the rate of intellectual operations fulfillment and the uniformity of intellectual activity in comparison with the subjects with low motor activity.

Finally, the third group of data is associated with an increase in the success of the educational activity of students under the influence of constant physical culture lessons. The studies of this group indicate that schoolchildren and students who are constantly engaged in physical culture have a higher overall academic performance than their peers, who are characterized by a lower volume of physical activity.

Thus, all three groups of studies consistently indicate that organized and purposeful physical activity creates favorable conditions for the course of mental processes and thereby contributes to successful learning activity.

However, if the physiological aspect of the effect of physical exercises is clear enough, then the idea of the psychological mechanism of such an effect still needs to be developed.

N.P. Lokalova examines the structure of the psychological mechanism of the influence of physical exercises on human cognitive activity and distinguishes two hierarchical levels in it: more superficial and deeper. Performing physical exercises has as its side effect the activation of the surface level in the structure of the psychological mechanism associated with an increase in the activity of various cognitive (memory, attention, thinking) and psychomotor processes. The influence of physical exercises on this level can be quite easily revealed by studying the parameters of mental processes before and after physical exertion. The second, deeper, level in the structure of the psychological mechanism is directly related to higher cortical processes aimed at analyzing and synthesizing perceived stimuli. It is to this analyzing level that the decisive role belongs in the implementation of the influence of physical exercises on the development of cognitive processes.

In confirmation of the above, we can cite the words of the founder of the scientific system of physical education in Russia P.F. Lesgaft, who believed that in order to be physically educated, it was not enough to engage in physical labor all his life. It is absolutely necessary to have a sufficiently developed system of mental processes, which allows not only to subtly control your movements and control them, but also to give the possibility of creative manifestation in motor activity. And this is possible when the subject has mastered the techniques of analyzing his muscular sensations and control over the fulfillment of motor actions. The idea of P.F. Lesgaft that for the development of motor activity it is necessary to use the same methods as for mental development, namely, the methods of differentiating sensations in terms of time and degree of manifestation and comparing them. It follows from this that motor development in its psychological aspect is closely related to a certain level of mental development, manifested in the degree of development of analysis and comparison.

All of the above gives grounds to conclude that physical activity plays an important role in creating favorable conditions for the implementation of human mental activity as a factor in stimulating the intellectual sphere of the individual.

However, we are interested in the following question: how, in fact, within the framework of educational institutions, is all the advanced experience of accumulated experimental research implemented in practice?

At present, in Russian psychology, pedagogy, and the theory of physical culture, there are three main approaches to the management of the intellectual development of children in the process of physical education and sports training.

Natural intellectualization of physical education lessons and training sessions, based on the implementation of the principle of consciousness and activity in teaching motional actions and the development of physical qualities.

This approach, in particular, involves the use in a certain system of such methodological techniques as the correct formulation of tasks, "focus of attention", performing exercises according to description, setting on mental articulation, feeling movements, analyzing the performance of exercises according to the scheme, setting on self-control and self-assessment of performance motor actions, etc.

"Forced" intellectualization, which consists in saturating lessons and studying with the material of general school disciplines, as well as in the active establishment of interdisciplinary connections.

Specific intellectualization, based on taking into account the age characteristics of the relationship of physical qualities and intellectual processes of children. Purposeful development at each age of the so-called leading physical qualities (for example, agility, speed, jumping ability in younger schoolchildren, strength and speed-strength qualities in adolescents) makes it possible to achieve positive changes in the development of intellectual processes of students and young athletes with the help of specific means of physical culture and sports.

In recent years, another approach has been emerging based on the use of psychotechnical exercises and games for the development of the intelligence of students and the formation of sports important intellectual properties of children.

The most interesting for us is the second approach, since it is less implemented in the practice of the modern school than the other two.

An integrated lesson has a significant educational, developmental and educational potential, which is realized under certain didactic conditions. And this, undoubtedly, should be used in the implementation of the tasks of the educational process. However, if you integrate general theoretical courses, which, in principle, does developmental education, then this does not raise unnecessary questions for anyone. But how to integrate human motor and cognitive activity?

As noted by G.M. Zyuzin, physical culture as a general educational subject, life itself has provided a place on a par with physics, mathematics, and the Russian language. But, unfortunately, in the domestic literature, the issue of interdisciplinary connections of physical culture with other subjects of school education is poorly covered.

A fairly in-depth analysis of the literature on domestic and foreign education systems that use the integral connections of human motor and cognitive activity is given in the work of S.V. Menkova.

So, there is information about the relationship in teaching physical culture with human anatomy and physiology, with physics; some forms of connection between physical culture and a foreign language are assumed.

In the literature there is data on the activation of mental activity in physical education classes in kindergarten, on the relationship between mental and physical education of preschoolers in the classroom in a family club.

Attempts to apply educational motives of a broad plan, characteristic of several subjects, to teaching physical culture should not lead to physical education becoming an auxiliary discipline subordinate to other school subjects. On the contrary, a physical education lesson should receive an educational focus that allows students to more fully and deeply comprehend the program material being studied in various academic disciplines. A physical education teacher should not act alone, solving a set of educational tasks, but in collaboration with his colleagues.

All of the above facts indicate that interest in studying the problem of the mutual influence of muscular and mental work has aroused and is of interest to many scientists of different specialties. The meaning of all these studies can be reduced to the following: physical activity, physical culture and sports, active rest have a beneficial effect on the psychophysiological and mental sphere of a person, on increasing mental and physical performance. In other words, we can say that "movement is a path not only to health, but also to intelligence."

1.2 Features of motivating the teaching of younger students

The problem of motivation for learning is the most urgent for both domestic and foreign schools. The importance of its solution is determined by the fact that educational motivation is an essential prerequisite for the effective implementation of the process of teaching and upbringing.

It is known that it is precisely a student's negative or indifferent attitude towards learning that can cause his low academic performance. On the other hand, the stable cognitive interest of schoolchildren can be assessed as one of the criteria for the effectiveness of the pedagogical process.

The improvement of the educational system, stimulated by the social order of society, constantly complicates the requirements for the mental development of school graduates. Today it is no longer enough to ensure the mastery of schoolchildren with the sum of knowledge; great importance is attached to the task of teaching schoolchildren to learn, to teach them to want to learn.

In the modern school, much is done to form a positive attitude towards learning among students. This is aimed at using all types of problem-developing education, using the optimal combination of its various methods, forms of individual, collective and group work, taking into account the age characteristics of schoolchildren, and more. However, we have to admit that interest in learning from primary to secondary school does not increase as much as it should, but, on the contrary, tends to decline.

Today, more and more often one hears the following expressions from teachers and psychologists: "internal departure from school", "a state of motivational vacuum", "demotivation of schoolchildren." And it is especially scary that the "demotivation" of schoolchildren reveals itself already by the end of primary school age. By the age when the child is just beginning to enter educational activity, he experiences disappointment, accompanied by a decline in educational activity, the desire to miss a lesson, a decrease in diligence, and gravitation with school responsibilities.

That is why, without exaggeration, the formation of motivation for learning can be called one of the central problems of the modern school. Its relevance is due to the educational activity itself, the renewal of the content of education, the formation in schoolchildren of methods for the independent acquisition of knowledge, the development of their activity and initiative.

The study of motivation for learning begins with the problem of defining the very concept of "motivation".

The problem of human motivation is widely and multifacetedly presented in many domestic and foreign theoretical and empirical studies. At the same time, as noted by L.I. Bozovic, "the motivational sphere of a person is still very little studied."

I. Lingart considers motivation as "a phase of an active continuum ... in which internal control factors act, releasing energy, directing behavior to certain stimuli, and jointly determining the form of behavior."

As V.G. Aseev, the concept of human motivation includes all types of motives: motives, needs, interests, aspirations, goals, drives, motivational dispositions, ideals. In its broadest sense, motivation is sometimes defined as the determination of behavior in general.

R.S. Nemov considers motivation "as a set of psychological reasons explaining human behavior ... its orientation and activity."

In a general psychological context, "motivation is a complex combination, an" alloy "of driving forces of behavior that opens up to the subject in the form of needs, interests, inclusions, goals, and ideals that directly determine human activity." Motivation in the broad sense of the word, from this point of view, is understood as the core of the personality, to which such properties as orientation, value orientations, attitudes, social expectations, volitional qualities and other socio-psychological characteristics are "pulled together."

Thus, it can be argued that motivation is understood by most authors as a set, a system of psychologically diverse factors that determine human behavior and activity.

Learning motivation is defined as a particular type of motivation included in a certain activity - in this case, the activity of learning.

Learning motivation, like any other type of it, is systemic, characterized by focus, stability and dynamism. So, in the works of A.K. Markova emphasizes the following thought: “... The motivation of learning is formed from a number of constantly changing and entering into new relationships with each other motives (the needs and meaning of learning for a student are his motives, goals, emotions, interests). Therefore, the formation of motivation is not a simple increase in positive or the aggravation of a negative attitude towards learning, and the resulting complication of the structure of the motivational sphere, the motives included in it, the emergence of new, more mature, sometimes contradictory relations between them. "

Let us consider the structure of the motivational sphere of learning in schoolchildren, that is, what determines and stimulates the child's learning activity, which in general determines his learning behavior.

The internal source of motivation for learning activities is the area of students' needs. "A need is the direction of a child's activity, a mental state that creates a prerequisite for activity." If we consider the main feature of learning activity that it is one of the essential forms of cognitive activity, we can distinguish three groups of needs: cognitive needs, satisfied in the process of acquiring new information or ways to solve problems; social needs that are met within the framework of teacher-student and student-student interactions in the course of learning activities or relationships related to learning activities and their results; needs associated with "I", the need for achievement and avoidance of failure, actualized mainly by the level of complexity of educational tasks.

The interpretation of the motive correlates this concept either with a need, or with the experience of this need and its satisfaction. So, S.L. Rubinstein wrote: "... this or that motivation, need, interest - becomes for a person the motive of action through correlating it with the goal", or with the subject of need. For example, in the context of the theory of activity of A.N. Leont'ev, the term "motive" is used not to "denote the experience of a need, but as meaning that objective, in which this need is concretized in the given conditions and what the activity is directed to, as to stimulating it."

Characterizing interest as one of the components of educational motivation, it is necessary to pay attention to the fact that in everyday life, and in professional pedagogical communication, the term "interest" is often used as a synonym for educational motivation. This can be evidenced by such statements as "he has no interest in learning", "it is necessary to develop cognitive interest" and others. This confusion of concepts is associated, firstly, with the fact that, in the theory of learning, it was interest that was the first object of study in the field of motivation. Secondly, it is explained by the fact that interest itself is a complex heterogeneous phenomenon. Interest is defined "as a consequence, as one of the integral manifestations of complex processes in the motivational sphere."

A necessary condition for creating students' interest in the content of learning and in the learning activity itself is the opportunity to show mental independence and initiative in learning. One of the methods of arousing students' cognitive interest is "detachment", that is, showing students something new, unexpected, and important in the familiar and ordinary.

In other words, the motivational sphere of the subject of educational activity or his motivation is not only multicomponent, but also heterogeneous and of different levels, which once again convinces of the extreme complexity of not only its formation, but also accounting, and even adequate analysis.

However, having determined the psychological characteristics of individual aspects of the motivational sphere of learning, we will try to consider the complex formation of the motivational sphere of learning, taking into account the age characteristics of children of primary school age.

When a child comes to the first grade, in his motivational sphere, as a rule, there are still no motives directing his activity towards the assimilation of new knowledge, towards mastering general methods of action, towards the scientific and theoretical understanding of the observed phenomena. The leading motives in this period of school childhood are associated with the child's desire to take a socially significant and socially appreciated position of the student. However, this motivation, determined mainly by the child's new social position, cannot be sustained for a long time and is gradually losing its significance. At primary school age, wrote A.N. Leont'ev, the main motive for learning consists in most cases in the very fulfillment of learning as an objectively significant activity, because thanks to the fulfillment of educational activity, the child acquires a new social position.

"Social motives," writes LI Bozhovich, "occupy such a large place in the system of motives that stimulate the educational activity of primary schoolchildren that they are able to determine the positive attitude of children to activities, even devoid of direct cognitive interest."

The most well-understood in the primary grades are such social motives as the motives of self-improvement and duty to the teacher. But, giving meaning to the teaching, these motives turn out to be "known" and not really acting.

For younger students, the unquestioning fulfillment of the teacher's requirements is characteristic. The social motivation for learning activities is so strong that they do not even always strive to understand why they need to do what the teacher tells them to do. They do even boring and useless work carefully, since the tasks they receive seem important to them.

More than half of junior schoolchildren use the mark as the leading motive. It expresses both the assessment of the student's knowledge and public opinion about him, therefore, children strive for it, in fact, not for the sake of knowledge, but for the sake of preserving and increasing their prestige. According to M.A. Amonashvili, 78% of primary school children who received different grades (except for "5") leave school dissatisfied, believing that they deserve higher grades. A third is dominated by a prestigious motive, and cognitive motives are not always encountered. This situation is not very favorable for the learning process: it is cognitive motivation that is considered the most adequate for learning tasks.

The attitude of younger schoolchildren to learning is also determined by another group of motives that are embedded in the learning activity itself and are associated with the content and process of learning. These are cognitive interests, the desire to overcome difficulties in the process of ignorance, to show intellectual activity. The development of the motives of this group depends on the level of cognitive need with which the child comes to school, on the one hand, and the level of content and organization of the educational process, on the other.

There are two levels of interest: 1) interest as an episodic emotional and cognitive experience, directly joyful recognition of something new; 2) persistent interest, manifested not only in the presence of an object, but also in its absence; interest that makes the student look for answers to questions, take initiative, search.

The motivation for achievement in primary grades often becomes dominant. Children with high academic performance have a pronounced motivation for achieving success - the desire to do well, to perform tasks correctly, to get the desired result. And although it is usually combined with the motive for receiving a high assessment of one's work (marks and approval of adults), it nevertheless orientates the child to the quality and effectiveness of educational actions, regardless of this external assessment, thereby contributing to self-regulation.

Characterization of their attitude to learning is also important for analyzing the motivational sphere of schoolchildren's learning. The formation of a positive attitude towards learning in younger schoolchildren is of great importance: first, it largely determines success in learning; secondly, it is an important prerequisite for the development of a complex moral education of the individual - a responsible attitude to learning.

Domestic scientists L.I. Bozhovich, V.V. Davydov, A.K. Markova, D.B. Elkonin, studying the reasons for the decline in the positive attitude towards learning among third-graders, came to the conclusion that they do not lie in age characteristics, but in the organization of the educational process. One of the reasons is the discrepancy between the load of intellectual activity and the age capabilities of the younger student. Another reason, Bozovic notes, is the weakening of the social motivation for learning. The third is the lack of formation in children of the methods and forms of behavior necessary for the implementation of their relationship (patience, the ability to overcome long-term difficulties), etc.

So, most of the children in school have no interest in learning. They have no internal incentive to acquire the necessary knowledge. Consequently, the tasks of today's general education school are aimed at using all the possibilities, all resources to increase the effectiveness of the educational process, and the modern requirement to "teach children to learn" seems obvious and natural.

In order for a younger student to learn consciously, creatively, with desire, it is necessary to use all pedagogical resources. After analyzing the advanced experience of prominent domestic teachers, psychologists, and practicing teachers, we can unequivocally say that amusement, cognitive games, and vivid emotional lessons contribute to the formation of motivation for learning in children of primary school age. Theorists give a special place for the development of the motivational sphere of children to play.

Unfortunately, in today's elementary school, play is an underutilized medium. The studies obtained by S.A. Shmakov from 1973 to 1993, a total of 14 thousand teachers, about the legality of the use of the game in the learning process by primary school teachers, allow us to judge that games or game elements are used in the classroom mainly occasionally, which indicates insufficient inclusion it among the means of training optimization. Thus, it can be argued that official science recognized play as the leading type of activity for children only up to the school boundary.

Undoubtedly, at school, play cannot be the exclusive content of a student's life, but it helps him to adapt, prepares him for the transition to other, non-play types of activity, and continues to develop the child's mental functions. Indeed, in no other types of human activity does he demonstrate such self-control, exposure of his psychophysiological, intellectual resources, as in a game. The game teaches, develops, educates, entertains, gives rest. Childhood without play is abnormal and immoral.

CHAPTER 2. METHODS AND RESEARCH ORGANIZATION

.1 Research methods

To solve the set tasks, we used the following research methods:

Analysis and generalization of scientific and methodological literature;

Pedagogical supervision;

Testing;

Complex instrumental technique for registration, operational processing and presentation of information on biomechanical and biomedical parameters of movements;

Pedagogical experiment;

Math statistics.

2.2 Methods for determining physical fitness

To determine the level of physical fitness, the following specialized tests were selected:

Flexion and extension of the arms while lying on the bench (girls);

Flexion and extension of the arms in the lying position (boys);

Long jump from the spot;

Minute running;

Romberg test;

Stange test;

Sample variant PWC 170.

Romberg's test was intended to determine the stability of nervous processes and to measure passive coordination. The test was carried out as follows: the subject stood on one leg, the other was bent at the knee and the foot was lowered onto the knee joint from the medial side. The arms are extended to the sides, the eyes are closed. The time was measured in seconds. Three attempts were allowed. The best result was recorded in the protocol. The measurement was made in seconds.

Stange's test is a functional test with holding the breath while inhaling. The measurement was carried out while holding the breath at rest (sitting) after a deep breath. Three attempts were allowed. The best result was recorded in the protocol. The measurement was made in seconds.

We used a variant of the PWC 170 test to determine physical performance. When studying children using the PWC 170 test, we used its modification in order to simplify the procedure for determining the PWC 170, to make it more accessible. The test was performed by the subjects without preliminary warm-up, so as not to increase the mobilization readiness of the autonomic systems of the body, otherwise the result could be underestimated. The methods for determining physical fitness were selected by us in accordance with the school curriculum for children of primary school age, and were also supplemented with methods necessary to achieve the goal of the experimental study. The selected methods are the easiest to use and very informative. The evaluation of the results was carried out taking into account the gender and age characteristics of the students.

2.3 Methodology for the study of intellectual abilities

To study the intellectual abilities of children, a method was used to determine the mental development of children 7-10 years old, proposed by E.F. Zambicevičienė.

The test consists of four subtests, including verbal assignments, selected taking into account the curriculum material of primary grades.

The first subtest is aimed at studying the differentiation of the essential features of objects and phenomena from the insignificant ones, as well as the subject's stock of knowledge.

The second subtest is for the study of generalization and abstraction operations, the ability to highlight the essential features of objects and phenomena.

The third subtest is for the study of the ability to establish logical connections and relationships between concepts.

The fourth subtest allows you to identify the ability of children to generalize.

The test was carried out with the subjects individually, which made it possible to find out the causes of errors and the course of their reasoning with the help of additional questions.

The results were assessed on the basis of an analysis of the distribution of individual data (taking into account standard deviations) in accordance with the following levels of success: level 4 - 80-100% of the assessment of success; Level 3 - 79.9-65% of the assessment of success; Level 2 - 64.9-50% of the success rate; Level 1 - 49.9% and below, and their corresponding transfer to the points system.

2.4 Pedagogical experiment

The pedagogical experiment is aimed at experimental substantiation of the effectiveness of the methodology for the conjugate development of physical and intellectual abilities of primary school age students on a health-improving basis.

2.5 Performing physical and intellectual tasks using a computer complex

For the coupled development of physical and intellectual abilities on a motivational and health-improving basis, the children performed physical activity on the muscles of the shoulder girdle, legs and trunk. At the same time, physical activity in the form of specially selected exercises was supplemented with intellectual tasks, which the children performed simultaneously with motor actions or, conversely, by performing physical exercises, they solved intellectual tasks. A generalized block diagram of a device that implements the proposed method of influencing children is shown in Fig. 1, where the object of influence is indicated - a student, a personal computer (PC), the software of which uses information about changes in the state of a student and the success of his performance of intellectual tasks to correct motivational, intellectual and physical influences. The time of each load impact and the results of control over the implementation of intellectual impact were recorded during physical exercises and intellectual tasks. With the help of a personal computer, physical exercises were supplemented with intellectual and motivational tasks. In this case, the heart rate and the time of each physical impact and the performance of an intellectual task are entered into a personal computer (PC). And all the work is carried out using the appropriate software.

For a specific representation in Fig. 2 shows a block diagram of the load on the legs, where an exercise bike is selected as the load means, in which there are pedals, a chain drive, a load device and a load setting unit. For interfacing with a PC, a measurement-conversion unit is introduced.

Rice. 1 - Block diagram of a complex that implements the principle of coupled development of physical and intellectual abilities of a person

Rice. 2 - Block diagram of the load on the legs

When the pedals are rotated, the effort of the leg muscles is transmitted through a chain transmission to the loading device of the exercise bike, the rotation resistance of which is set by the load setting unit. The measuring transducer converts signals about the rotation of the disk of the loading device and sends them to the PC, which acts on the person and perceives the signals of heart rate and power characteristics.

The arm load block is shown in Fig. 3. The object of influence (student) interacts with the loading device, in the form of a special attachment connected with the measuring unit and the PC. The signals from the student and the load device are sent to the measuring unit, after which they are transferred to the PC in a converted form.

Rice. 3 - Block diagram of the load on the arms

The amount of load on the arm muscles is set by the load assignment block. The interaction of a person with a loading device is carried out when performing an intellectual task (intellectual influence) coming from the display of a personal computer controlled by a corresponding program.

The body is loaded through the arm loading unit when its loading device moves over the entire possible amplitude of movement. In this case, the arms should not bend when performing physical exercise. Communication with the PC is carried out through the communication circuits of the hand load unit, which is provided in the software of the personal computer.

Intellectual influence can accompany physical exercises for all types of muscle loading. But, in our opinion, the main intellectual impact on a person is best carried out through the impact on the muscles of the shoulder girdle, since in this case it is easier to organize the performance of a variety of intellectual tasks using a specially designed attachment that creates an adjustable load for the manipulator, made in the form of a handlebar of an exercise bike. Then the block diagram of the intelligent influence will look as shown in Fig. 4.

The object of influence - a person - in an interactive mode with a personal computer, through a hand load unit, articulated with a special power attachment, performs intellectual tasks that are set by appropriate programs, highlighted on the personal computer display, and change as they are performed.

2.6 Organization of experimental sessions

Before starting the organization of classes, we had to solve several intermediate tasks:

firstly, to determine the optimal target heart rate zone for health-improving training of trainees;

secondly, to determine the optimal load on the upper and lower extremities given to children in the conditions of the complex operation;

Rice. 4 - Block diagram of the intellectual impact on a person with the associated development of physical and intellectual abilities of a person

thirdly, to choose such a time of work on the complex, which would not contradict the hygienic norms and requirements of work in conditions of computer training and integral development of the trainees, as well as the time for performing intellectual and physical activity;

fourth, to develop and test such intellectual tasks performed by children under physical stress, which would not have a negative impact on the work performed and their development.

The optimal heart rate was calculated as follows:

220 - age (in years) (1),

HR max x level (%) load (2)

The lower level of the optimal target heart rate zone, in our case, was: (220 - 10) x 0.6, and the upper one - (220 - 10) x 0.75.

According to the results of calculations, it follows that for children 9-10 years old, the lower level of the target zone is a pulse rate of 126 beats / min. (at a load of 60% of the maximum heart rate), and the upper one - 157 beats / min. (at a load of 75% of the maximum heart rate).

Table 1 shows the parameters of the intensity of the load in terms of heart rate, expressed in% of the individual maximum heart rate for children 9-10 years old.

Table 1 - Indicators of the intensity of the load by heart rate for children 9-10 years old

HR in bpm 105 115 126 136 147 157 168 178 Optimal target load zone HR in% of HR max 50% 55% 60% 65% 70% 75% 80% 85%

We found that with a load on the upper shoulder girdle of 20-30 N, on the lower limbs - at 20-25 N and a pedaling speed of 25-30 km / h, children could perform physical and intellectual load for a long time, and at the same time their indicators the response of the organism was in the optimal target load zone.

Some of the exercises were modeled by us as an individual pursuit race, where the value of the load on the muscles of the lower extremities varied from 0 to 40 N (imitation of driving: downhill, uphill, upwind, over rough terrain).

Taking into account the hygienic requirements of primary school children working on a computer, we have built our training program so that it does not exceed the time frame of 25-30 minutes. As our search studies have shown, the optimal time allotted for the execution of intellectual tasks, taking into account the physical impact, should have been 2-3 minutes, depending on the complexity of the task being performed, and the time for passing the sections of the route depended on the individual indicators of the trainees.

Intellectual tasks were selected taking into account the age of children, and were built so that under the influence of physical activity they did not contradict the basic psychological and pedagogical laws of perception and assimilation of educational information. Completed in the form of a game, the tasks carried a motivational stimulus and the desire of the students to win.

Before working on a stationary bike, the student, under the guidance of the experimenter, performed a warm-up in order to mobilize the autonomic systems of the body. Then he independently measured his pulse and entered it into an individual observation book. The pulse at the end of the warm-up had to be within 126 beats / min (not less), which corresponded to 60% of the maximum load and served as an indicator of the functional readiness to perform tasks in the main part of the sessions.

At this time, a picture appeared on the computer display with the work plan of the student: the route he had to go through, the number of stations at which he had to stop and complete the intellectual task, as well as the main parameters of the movement were displayed: speed, distance traveled, time, the pulse rate and the corresponding zone of the body's response to the load passed (Fig. 5).

A schoolboy started work only when he was ready to start performing intellectual and physical activity. At the same time, he pressed the appropriate button to start the program and proceeded to perform the first physical impact (on the muscles of the legs), accompanied by the simultaneous execution of an intellectual task. In the course of passing the route (physical impact), the child had to count the number of car signs, trees, figures, animals, etc. encountered on the route. then give the correct answer to the question being asked and receive additional incentive points for this.

Rice. 5 - "Track"

After the first physical impact, accompanied by the simultaneous execution of an intellectual task, the student proceeded to perform the first intellectual impact (the first station), while simultaneously loading the muscles of the shoulder girdle. And so on until the n-th physical and n-th intellectual impact. Moreover, the intellectual tasks for children were selected taking into account the school curriculum and were aimed at increasing their interest in the intellectual activity performed. Here is some of them.

2.7 Research organization

We divided the entire course of the experimental study into three stages.

The first stage (October 2003 - September 2004). One of the main directions of the first stage of the research was the review and analysis of scientific and scientific-methodical literature on the issues of dissertation research. Special attention was paid to the disclosure of the problem of the conjugate development of human motor and intellectual activity.

The second stage (September 2004 - May 2005) is the main pedagogical experiment.

The research was carried out at the secondary school No. 2 in Krasnodar. In total, 24 students of the 3rd grade "B" took part in the experimental study. The experiment lasted for one academic year.

Physical education in the control group was carried out in the traditional way - 2 times a week.

For the experimental group, a special program was developed for the conjugate development of physical and intellectual abilities.

In the course of the experiment, constant medical and pedagogical control was carried out with the aim of possible correction of the lessons being conducted.

Methods of mathematical statistics were used to process the obtained experimental data and form the control and experimental groups. Statistical processing of the research results was carried out on a computer using a special program.

CHAPTER 3. RESULTS OF RESEARCH

To determine the effectiveness of the methodology for the conjugate development of physical and intellectual abilities of primary school children on a motivational basis, we selected the following criteria:

changes in the indicators of physical fitness of those involved;

change in the level of development of intellectual abilities;

change in motivation for learning.

The first criterion characterizes the total amount of shifts in the level of development of motor qualities as a result of training in an artificial motive-controlled game environment.

The second criterion reflects the difference in the level of development of the students' intellectual abilities.

The third criterion shows changes in student motivation at the beginning and at the end of the experimental study.

physical fitness motivation student

3.1 Indicators of physical development

Comparative analysis of the results of the entrance and repeated diagnostics shows that in the experimental group, where the classes were conducted in the conditions of the use of the biomechanical complex "Motiv", for all control indicators there was a statistically significant increase in their comparison with the control group (see tab. 2,3,4 and fig. 6-).

As noted above, during classes in a computer complex (CP), the children of the experimental group received a developmental load (60-75% of the maximum heart rate) on the muscles of the upper and lower extremities, as well as the muscles of the back. The analysis of the results of the final testing allows us to judge the effectiveness of the children’s work in these conditions and the higher physical fitness of the students in the experimental group.

Arm strength was assessed using the test of flexion and extension of the arms in the prone position (boys) and flexion and extension of the arms in the position lying on the bench (girls). It was revealed that the pupils of the experimental group (EG) after classes in conditions of CP are ahead of their peers from the control group (CG) in terms of the level of manifestation of these motor abilities. The increase in results among girls from the EG (from 8, ± 0.7 to 11.8 ± 0.7) is significantly greater than among girls from the CG (from 7.8 ± 1.1 to 8.5 ± 1.5 (p> 0 , 05)); a similar picture is observed in boys (from 11.1 ± 0.7 to 16.6 ± 0.7 (p<0,05) и с 10,8±1,1до 12,1±0,7 (p>0.05) respectively).

The control test - a 6-minute run showed that the exercises in the conditions of the "Motive" complex application allow better developing such a physical quality as endurance. We found that at the beginning of the experiment the results in both examined groups were insignificantly different (820 ± 46.0 in the CG versus 816 ± 61.3 in the EG). After the experiment, these indices differ significantly: 870 ± 76.8 in the CG versus 954 ± 61.3 in the EG (p> 0.05), which is an indicator of a significant change in the level of fitness of the organism of students in the experimental group.

The control test - long jump from a standing position also showed the unreliability of the difference in indicators in both groups at the beginning of the experimental study (143.9 ± 2.4 in the CG versus 144.5 ± 3.9 in the EG) and positive changes in the rapid strength of children ( 147.3 ± 2.7 in the CG versus 150 ± 3.6 in the EG) after the experiment. The increase in the results in the control group was 4 cm, and in the experimental group - 6 cm (p> 0.05).

The test used by us to assess the functional state of the pupils' respiratory organs (Shtange's test) testifies to the high efficiency of the lessons carried out in the conditions of the Motiv complex. So, at the beginning of the experiment, voluntary breath holding was 34 ± 0.9 in the CG versus 34.3 ± 0.9 in the EG, the difference is not significant. After the experiment, we found that the indices in the children of the experimental group improved significantly in comparison with the control group (37.1 ± 0.6 in the CG versus 43 ± 0.9 in the EG) (p> 0.05).

Rice. 6 - Flexion and extension of the arms in support

Rice. 7 - Flexion and extension of the arms while lying from the bench (girls) support (boys)

Analysis of the study of passive musculoskeletal coordination (Romberg's test) confirms the position that exercises in the Motiv complex contribute to an increase in the adaptive capabilities of the central nervous system, which was confirmed by the results of a repeated diagnostic study: 21.1 ± 0.6 in the CG versus 26.0 ± 0.6 in the EG (p> 0.05).

A reliably large increase in the results of the test for the working capacity of the body of those involved - PWC170 was obtained by us in the experimental group as compared with the control group during the repeated diagnostic study: 405 ± 5.82 in the EG versus 396 ± 7.66 in the CG (p> 0.05). This is a consequence of improving the functional state of the cardiovascular system and optimizing the adaptive capabilities of children in the experimental group in an artificial developmental environment.

3.2 Indicators of intellectual development

Implementation of intellectual tasks by those involved in the "Motive" complex, using specially developed copyright programs for children of this age group, to identify the subject's stock of knowledge, highlight the essential features of objects and phenomena, establish logical connections and relationships between concepts, as well as various logical tasks, exercises for repetition and consolidation of the passed material, knowledge and ability to apply the rules of the Russian language, mathematics and many others, contributed to the development of the intellectual abilities of the children of the experimental group.

We found that the initial level of general intellectual development of children in the compared groups was practically the same: the average score for the tests was (24.9 ± 2.4 in the CG versus 24.8 ± 2.7 in the EG) (p> 0.05 ).

During the repeated diagnostic study, we found that in children from the experimental group, the average score for tasks was significantly higher than in children from the control group (29.4 ± 1.8 in the EG versus 26.4 ± 2.7 in the CG) (p<0,05). Причем уровень успешности выполнения заданий в динамике у детей экспериментальной группы повысился на 12,5% (p<0,05), а у детей из контрольной группы лишь на 5% (p>0,05).

The study of the motivation for learning in two groups allows us to conclude that the lessons, organized in non-standard, playful, competitive conditions with elements of entertainment, made it possible to increase the motivation for learning in the children of the experimental group.

Thus, there was a significant increase in indicators both in the field of cognitive activity (2.08 ± 0.6 in the CG versus 2.6 ± 0.3 in the EG) (p<0,05), так и в сфере познавательного интереса (2,41±0,9 в КГ против 3,25±0,3 в ЭГ) (p<0,05).

The color test of attitudes, which we used to determine the motivation for learning at the level of the non-verbal system of consciousness, also showed that in the experimental group there was a statistically significant increase in the results compared to the control group (4.4 ± 0.6 in the CG versus 6.5 ± 0.9 in the EG) (p<0,05).

In general, the general level of development of motivation for learning in dynamics tended to increase among students of the experimental group (from 9.5 ± 1.8 to 12.4 ± 1.2) (p<0,05) и тенденцию к снижению у учащихся контрольной группы (с 9,25±1,8 до 8,7±1,2) (p>0,05).

After classes in the complex, children from the experimental group became intellectually more active: they join the educational process on their own initiative, perform tasks with interest, listen to the educational material attentively, attend various circles that expand their knowledge.

In the control group, the students' motivation for learning by the end of the school year did not increase, but, on the contrary, had a tendency to decrease. This confirms that our research is in line with the research of many domestic and foreign scientists, indicating a decrease in interest and learning motivation in children by the end of primary school age.

CONCLUSIONS

The methodology for the conjugate development of physical and intellectual abilities of primary school children made it possible, in the context of the use of adaptive influence:

to organize training and education in the conditions of competitive play, in which there is a maximum mobilization of the mental and physical abilities of students;

to increase motivation to learn, and to build learning itself on a favorable psycho-emotional background;

organize training using health-building principles.

The effectiveness of the methodology for the combined development of physical and intellectual abilities of primary school children on a motivational basis has been substantiated.

Education and upbringing of children in such artificially created conditions allowed:

get positive changes in the development of physical abilities of primary school students;

get positive changes in the development of the intellectual abilities of students;

to prevent a decrease in the motivation for learning, but, on the contrary, to transfer it to a much higher level;

stimulate students to deliberate learning (physical and intellectual activity).

We propose to work with children of primary school age on the interconnected development of the physical and intellectual abilities of children on a motivational basis in the conditions of using the biomechanical complex "Motiv" using the following practical recommendations ..

Trainees must first undergo a medical examination to obtain data on individual characteristics and basic health parameters.

It is advisable to hold classes at least three times a week.

The duration of classes should not exceed 25-30 minutes for each student (in compliance with the standards of hygienic requirements for the work of children of this age group in conditions of computer training).

The forms of organizing classes can be as follows:

lesson (for passing educational material);

additional classes (for the correction of the individual intellectual and physical level of those involved);

training (for practicing specific physical and intellectual qualities);

competitions and contests (to stimulate students).

Children of this age group should be given an intellectual and physical load taking into account 60-75% of the maximum heart rate within the optimal target heart rate zone, in the "health corridor" at 126-157 beats / min.

Depending on the tasks of the lesson, the tasks offered to students should be different in content, complexity and emotional saturation:

test game (to determine psycho-physical qualities);

learning game (using various sections from academic subjects and interdisciplinary connections);

game development (for the physical development of individual muscle groups of the upper and lower extremities) and intellectual and mental development (memory, attention, thinking, imagination; specific intellectual skills));

entertainment game (using drawing, solving children's crosswords and puzzles);

game-competition (in order to determine the psychophysical health of those involved).

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“In a healthy body - a healthy mind” - this catch phrase traditionally means that while maintaining physical health, a person maintains the health of his soul. Scientists from different countries have proven that there is an inextricable link between a person's physical health and the level of his intelligence.

Maybe someone is sure that the more a person reads all kinds of literature, the higher his mental activity becomes and the memory improves. However, this is not quite true.

Studies by neurophysiologists from Switzerland have shown that it has a beneficial effect on the functioning of the brain, up to the possibility of the formation of new nerve cells, a good physical condition of the body, especially the cardiovascular system. Therefore, a person who regularly runs or goes to the gym, trying to maintain their physical health, at the same time improves their mental and mental state.

What is the basis of this relationship?

Exercise promotes the production of certain substances in the brain that enhance its activity.

Throughout 9 years old Ingegard Ericsson- an employee of the University of Malmö in Sweden, conducted a survey of children who are primary school students. Of 220 children, 91 people did physical activity only twice a week, the rest did daily training, and they could vary physical activity, increasing it for the development of motor abilities. Naturally, the indicators of physical fitness for this group of students were significantly higher. In addition, after nine years of study, it turned out that the indicators of mental development in these children also exceed the results of their peers.

Studies have shown that children who are more physically stressed were more capable of mental concentration. Also, as second graders, they spoke much better English and Swedish, easily coped with difficult tasks in mathematics.

In 2009 Swedish scientists Mikael Nilsson and Georg Kuch from the University of Gothenburg studied young people of military age. The test involved 1 million 200 thousand people, who were tested to determine the level of physical and mental development, and their ability to cope with logical problems was assessed. As it turned out, mental ability is directly related to the state of the cardiovascular system.

To once again be convinced of the conclusions, scientists have studied information over the past three years about the physical and mental condition of conscripts... Researchers were once again convinced that those young people who monitored their physical health, exercising the body, and in terms of mental development, were at their best, compared to peers who were indifferent to physical activity, who even showed signs of degradation.

Thus, we can conclude that loading the cardiovascular system with fast walking, light jogging, squats, not allowing the heart to relax and succumb to aging, you can increase your mental abilities.

V 2011 scientists from Georgia State University conducted an experiment with a group of obese children 7-11 years old. Children have increased the results of testing for quick wits after they first move, play outdoor games. The test participants were divided into three groups. The first group of children was engaged in physical education every day for 40 minutes for three months. The second group was given only 20 minutes a day to do sports, and the third did not do physical education at all. As it turned out, in order to activate the brain activity, it is not at all necessary to bring oneself to exhaustion by subjecting to physical exertion. It is enough to walk vigorously for 20 minutes before taking the test to make the brain work 5% more active.

An interesting observation was made by American scientists using a magnetic resonance imaging scanner. During the experiment, we studied the structure of the brain of children aged 9-10 years, which is responsible for attention and motor activity - the basal nucleus. Some of the children had good physical fitness, while others were weaker. So in three children of four who were physically better developed, the basal nucleus had a much larger size.

Exercise is equally beneficial for older people

American researchers argue that elderly people who do not neglect physical education, especially in the open air, have higher rates in memory testing. During physical activity, the activity of a part of the brain, the hippocampus, which is responsible for memorization, is activated. Over the years, the hippocampus seems to become smaller in size - "shrinks", which deplorably affects the ability to memorize, and physical activity allows you to optimize the activity of certain brain centers.

This conclusion was confirmed in 2009 by physiologists at the University of Illinois and the University of Pittsburgh (USA), who conducted a study of a group of elderly people in good physical shape. As it turned out, they showed rather high abilities for memorization, and the size of their hippocampus changed very slightly. During the experiment, its participants were asked to memorize the location of the colored dots that appear on the monitor screen for a very short time. The results were directly related to the size of the hippocampus.

Scientists have long proven that the brain has the ability to constantly form new interneuronal connections, its individual parts can change in size. These changes are directly related to learning. As soon as a person has comprehended something new, learned what he previously could not, his brain immediately stores the necessary information, which is due to the growth or change of neurons.

It turns out that the relationship between physical and mental state entails a change in certain areas of the brain, which means that physical activity can increase growth and activate the brain.

Scientists - neurophysiologists have continued to study the relationship between the size of the hippocampus and the ability to remember in older people. The experiment involved 120 people whose age significantly exceeded the 60-year mark. All of them did not belong to the category of regular exercise, but moved for 30 minutes daily. One group of participants in the experiment consisted of people who hiked at a fast pace for 40 minutes every day. While walking, they had a 60-75% increase in heart rate. The second group of participants did exercises for stretching, maintaining balance, and the like, while the heart rate remained practically unchanged.

A year later, all participants in the experiment were examined using magnetic resonance imaging and special tests for memory. Scientists were amazed at the results of the relationship between exercise and hippocampus size.

In people from the first group, the size of the hippocampus increased by 2%, while in the rest it became 1% smaller. Naturally, this was directly reflected in the ability to memorize.

What is the mechanism of what is happening?

During the experiment, its participants measured the level of brain neurotropic factor (BDNF). BDNF is a protein made by the brain. With its help, the growth and development of neurons occurs. This protein is especially active in the hippocampus. And everyone knows that one of the fastest growing and younger from year to year diseases of our time - Alzheimer's disease, is associated with memory loss and senile dementia. So one of the reasons for the development of this disease is the insufficient amount of BDNF protein in the hippocampus.

It has now been proven that BDNF levels, hippocampal size and exercise are all links in the same chain.

So physical activity without fanaticism, promotes the production of BDNF protein, as a result, memory improves, learning ability increases, there is a real opportunity to never face Alzheimer's disease, and this fact has been proven. Therefore, without wasting time, run out for a walk, get on bicycles, dive into the pool, rush to the gym and your body and brain will thank you for it.