What is physical education. The concept of the means of physical education. Physical Education Psychology

24.09.2019

Physical education.

1) Correlation of the concepts "physical culture", "physical perfection", "physical development", "physical education".

2) The meaning, tasks, conditions of physical education. Communication with other areas of education.

4) Correctional orientation of physical education of preschoolers with speech disorders.

Literature:

Kozlova S.A., Kulikova T.A. Preschool pedagogy. M., 2001
Preschool Pedagogy / Ed. V.V. Babaeva et al. M., 1992
Mastyukova E.M. Physical education of children with cerebral palsy, Moscow, 1991
Volkova G.A. Speech therapy rhythm, Moscow, 1985
T.I. Osokina Physical culture in kindergarten, Moscow, 1973
Frolov V.G., Yurko G.P. Physical education in the air with preschool children. M., 1983
A.I.Barkan His Majesty the Child as he is. M., 1996
Assessment of the physical and neuropsychic development of children of early and preschool age / Compiled by N.A. Notkina et al. SPB., 1999

1. Correlation of the concepts "physical culture", "physical perfection", "physical development", "physical education".

One of the aspects of personality development is physical development, which is most directly related to human health. Health is the physical, hygienic, mental, social culture of a person.

Adult activity, aimed at strengthening the health of the child, constitutes the content of physical education, which, under certain conditions, provides the baby with physical development (after all, the child is still so young that he cannot preserve and strengthen his health without the help of an adult).

The teaching of physical education is an integral part of pedagogy. When characterizing various aspects of physical education, the following concepts are used:

Physical culture is the most general concept considered as part of the general culture of a person. This is the aggregate material and spiritual values of society, which are accumulated, created and used for the physical improvement of people.

1. personal hygiene, which consists of skills in everyday life and work (neatness, tidiness), habits for a hygienic regime.

2. hardening of the organism in the natural conditions of nature

3.exercise

Physical perfection is a historically conditioned level of harmonious physical development, health, physical fitness of a person, optimally corresponding to the requirements of society and profession.

Physical development is a biological process of formation and changes in the structure and functions of the human body. In a narrow sense, these are anthropometric and biometric indicators (height, body weight, lung volume, posture, etc.).

Physical education is an organized pedagogical process aimed at improving the body in accordance with the requirements of society, the development of physical qualities (abilities), the formation of motor skills and abilities, special knowledge in the field of physical culture and sports.

Physical education of preschool children is aimed at protecting life and strengthening health, full physical development, developing motor skills and physical qualities, mastering cultural and hygienic skills, and fostering habits to be ordered.

The meaning, tasks, conditions of physical education. Communication with other areas of education.

In preschool age, there is rapid development of the child... He is actively developing the musculoskeletal, cardiovascular, and nervous systems, and the respiratory apparatus is being improved. In this period the foundations of good health and full physical development are laid(which provide general high performance, quick adaptability of the body to the performance of tasks of various kinds). Exercise has a profound effect on the growth and development of the body, expanding its functionality.

Purposeful physical education has a positive effect on the mental development of children: knowledge about the surrounding objects and phenomena is enriched; movements activate the work of all analytic systems => sense organs develop faster and more successfully; in the course of physical exercises, orientation in space is actively developing. Physical activity has a positive effect on the development of the frontal regions of the brain, which play a leading role in the implementation of mental activity. The movements of the fingers and hands stimulate the development of the speech motor center.

Thus, good health is the basis of active mental activity.

Physical education is closely related to moral... When performing hygienic, hardening procedures, when carrying out outdoor games, children get an idea of moral deeds ( accuracy, courage, honesty), they systematically exercise in them, they volitional qualities develop(persistence, independence). The emotional saturation of most physical exercise enhances their effect on the formation of the child's personality(activity, initiative, independence is formed).

Physical education is carried out in collective forms of work=> children learn act in a peer group, feelings of camaraderie, mutual assistance, endurance, organization, discipline are formed.

Physical education is associated with aesthetic: full physical development is the key to the aesthetic appearance of the child. During the exercises, children learn to move naturally, beautifully, expressively, get ideas about a beautiful posture, and this contributes to the upbringing of aesthetic feelings.

Physical education is inextricably linked with labor: accumulation of motor experience in the process of physical exercises, development of coordination, strength of movements, eye and other abilities have a positive effect on the mastery of labor actions and operations.

Physical education objectives.

There are 3 groups of tasks (G.V. Khukhlaeva, etc.)

1) Wellness tasks:

Protection and promotion of children's health

Hardening of the body as an increase in the body's resistance to environmental phenomena

· Correct and timely development of all body systems, development of movements.

This group of tasks is highlighted. Since the most characteristic feature of the body of a preschooler child is intensive growth and development. But the formation of systems and functions is still incomplete and this determines the high vulnerability of the body of preschoolers.

2) Educational and correctional tasks:

Formation of ideas about your body, about health, about activity and rest

Formation and correction of skills and abilities to perform basic movements

Mastering cultural and hygienic skills; instilling skills in personal and public hygiene.

The solution to the problems of this group is associated with the good plasticity of the child's body, its high adaptive capabilities. The child easily adapts to changing conditions, physical activity. He is distinguished by a high susceptibility to the assimilation of available knowledge and skills, and the correction of deviations.

3) Correctional and educational tasks:

a. the formation of moral and physical qualities;

b. the formation of the need for physical perfection;

with. development of volitional qualities;

d. education of a culture of behavior.

All of these groups of problems are solved in each age group, but their specific content varies depending on psychological capabilities of children.

Physical education in a kindergarten is based on 4 basic principles:

the principle of the versatile development of the child's personality
wellness principle
the principle of linking physical education with practical activity
the principle of correctional and developmental orientation

In a developed society, physical education is based on the state's concern for the mother and child, improving living conditions, increasing the well-being of people, etc.

The necessary conditions for a full-fledged physical and mental child are:

· Creation of a hygienic environment;

· Compulsory implementation of the regime, including balanced nutrition, good rest;

· Protection of the nervous system;

· Development of movements and provision of various physical activity of children;

· Activities for hardening;

· Control by medical personnel, carrying out the necessary preventive and curative work;

· Close contact between the preschool institution and the family.

A kindergarten should be able to have a good material base for the implementation of all conditions of physical development (playgrounds, special simulators, walls, benches, mats, balls, hoops, etc.).

The main document determining the content of work on physical education is “ Kindergarten education and training program». It reflects how to consistently teach children motor skills, develop spatial orientation, bring up physical qualities: speed, agility, endurance.

The natural science foundations of physical education is the teaching THEM. Sechenov and I.P. Pavlova and their followers about the unity of the organism and the environment, the integrity of the organism and the regulatory role of the central nervous system in its life.

Knowledge of the norms and rules of sanitary and hygienic culture and the ability to fulfill them

· Mastering cultural and hygienic skills (especially important for children with cerebral palsy. These are the skills of eating, caring for their bodies, keeping order in the room, using clothes and caring for them);

· Mastering motor skills and abilities: basic general developmental movements (walking, running, jumping, climbing, throwing); sports exercises (swimming); outdoor games.

Let's consider how the tasks of each group are implemented in practice.

Tasks of the 1st group (health-improving) have a life-supporting meaning: the health, and often the life of a person, depends on their successful solution.

Caring for the health of children is an urgent problem in modern society. To date, data on the health of preschoolers is alarming: only 14% of children are recognized as practically healthy, 50% have deviations in health.

By means the implementation of the tasks of this group are: a rational mode of life, good nutrition, a hygienic environment, the healing forces of nature, physical exercises. Let's consider these factors separately.

1) Mode- This is a rational clear alternation of sleep, wakefulness, food intake, various types of activity, repeated daily in a certain sequence. The rhythm and constancy of the main elements of the regime allows the formation of strong stereotypes of life in children.

General requirements for the regime:

* taking into account the age characteristics of children, their state of health and the level of mental development;

* constancy of the regime (development of a dynamic stereotype);

* taking into account the time of the year (in the summer, the time spent on the street increases);

* keeping track of the work time of parents (departmental kindergartens).

The kindergarten regime provides for various types of children's activities: household, play, educational and labor. The place and time of each activity is determined by the age of the children. The organizer of the regime in the group is the educator, at home - the parents. There must be continuity in the work.

Violation of the daily routine leads to fatigue, drowsiness, absent-mindedness. The implementation of the regimen has a beneficial effect on the child's nervous system (stuttering).

The organization of the correct daily routine is of particular importance for children with speech disorders... Since the correct mode creates favorable conditions for the work of higher nervous activity(especially important for stuttering, for children who are hyperactive, excitable, disinhibited, which is observed with various speech pathologies).

Requirements for the daily routine of children with speech disorders:

1.The basic regime of the day is proper organization of sleep and wakefulness... Sleep protects nerve cells from exhaustion; during sleep, nerve cells rest from daytime impressions, especially negative emotions. It is necessary to create all the conditions for the child's sleep to be deep:

Teach the child to go to bed at the same time (at 20-21 hours)

· Avoid reading and telling scary stories and fairy tales before going to bed, watching TV, and noisy outdoor games. A walk in the fresh air before bed works well. Stroking the "collar" zone has a calming effect.

· Eliminate glare, TV noise, radio noise, loud conversation;

· It is imperative to provide for daytime rest (preferably sleep) for 1.5-2 hours;

· Provide during the day a reasonable alternation of a variety of activities with a mandatory stay in the fresh air.

The daily routine of children 3-6 years old should include: sleep 11-13 hours; games - about 4 hours; physical activity - 5 hours; daytime sleep - 1 hour 30 minutes - 2 hours (or rest); lessons - 30-40 minutes. - 1 hour 5 minutes

2. Nutrition Is an important health factor. Nutrition ensures the growth and development of the body. It should be balanced, fortified... It is necessary to provide for the intake of a sufficient amount of vitamins and minerals. This is especially important for children. with speech pathology (alalia, stuttering, dysarthria) with a weakened nervous system(B vitamins are especially useful for revitalizing the nervous system). The control over nutrition in the kindergarten is carried out by the doctor and the head.

The educator should know what the child loves and what does not and whether it is necessary to force him or it is better not to insist.

* Food should give the child pleasure, it is necessary that he ate with appetite.

* Both malnutrition and overeating are harmful (being overweight does not mean health). Doctors advise to remember that there is 2 main appetite regulators- physical activity and the end of food intake before the feeling of full satiety comes.

* "To be healthy - it is very important to be happy" - this largely depends on the teacher

It is necessary to create such an environment during feeding that the child wants to eat without being forced (the appearance of tables, their setting, the way the children sit - "back to back" or can see each other, smile at each other and the caregiver).

* The process of food intake is "made up" by the educator (names of dishes, their sequence of taking. After eating - you need to clarify the names of dishes, etc. .). Do not forbid children to talk while eating, this is unnatural. You need to teach them to talk calmly and not forget about food (otherwise you can find people among adults who either talk or eat, but cannot combine these two things).

You can develop a kind of ritual before eating - "Word" as a kind of prayer that children read before eating: after reading the Word, you need to make a commitment, and after eating there will be a Report, all the children, answering questions, will raise their hands (The better you are led, the higher your hand).

I love my family

And I won't let her down.

I eat both soup and porridge,

Everything that our mother will give us.

If mom gives us rice

I will eat Russian without whim,

Because fussy

Left without lunch.

I can not indulge

Don't talk and don't laugh

While I am eating, I am silent like a fish,

And I have eaten - I will say thank you.

To respect myself-

I will keep my word:

Only the one who keeps his word

Worthy of respect.

3. The healing forces of nature- this is the hardening and strengthening of the body.

Hardening- education of the greatest stability and adaptability of the organism to various physical influences coming from the environment. Hardening procedures increase the body's resistance, educate endurance, courage, and determination. It is necessary from early childhood to teach children to rubdown; pouring cold water... Hardening should be systematic, throughout the year, taking into account seasonal phenomena, a gradual increase in the strength of stimuli. The positive background of hardening procedures is important. It is especially important for children with rhinolalia who have anatomical and physiological predisposition to colds and viral diseases, as well as for stuttering.

4. Physical exercises- these are special movements, as well as complex types of motor activity, aimed at solving problems of physical education. They stimulate the growth and development of the musculoskeletal system, strengthen the cardiovascular and respiratory system, improve the blood supply to the brain, increase the general tone of the cortex, enhance the activity of all analyzers, and improve the basic properties of the nervous system (strength, mobility, balance).

Physical exercises can be carried out in the form of: morning exercises, outdoor games, sports and entertainment, simple tourism.

It is good if there is a pool, training in cycling, skiing, ice skating, etc. is organized. In kindergarten for children with TNR is organized physiotherapy(Exercise therapy). For example, for children with cerebral palsy, stuttering, with rhinolalia. Passive gymnastics is carried out. One of the types of passive gymnastics is massage. It improves the nutrition of the skin and muscles, compensates for the lack of motor function, improves the functions of the nervous system.

Massage can be: a). relaxing (muscle hypertonicity)

b) tonic (paresis, paralysis)

c) point (affects specific points)

It is widely used in work with children with rhinolalia, dysarthria, stuttering.

Tasks of the second group (educational and correctional) associated with the formation of a conscious attitude towards their health in the child. Here, the following means become leading: the formation of cultural and hygienic skills, an example of an adult, children's own activities, artistic means.

Forms of work in the process of which these tasks are solved: educational work in physical education classes and in everyday life.

Basic methods: exercise, conversation, experimentation, viewing pictures and illustrations.

In the work of the kindergarten, much attention is paid to education for children cultural and hygienic skills... Children begin to show independence in self-service at an early and junior preschool age, so they can easily be taught the entire sequence of operations (1.5-1.6 years - age "I AM!"). However, in children with TNI, the development of self-care skills is often delayed, and special work is needed with them.

An approximate sequence for the formation of self-service skills:

4 years - children should be able to wash their hands, brush their teeth, rinse their mouths (after eating), use a handkerchief, and observe an elementary culture of behavior at the table.

5 years - wash their face with soap, ears, neck, dress, notice problems in the appearance of others.

6-7 years old - actions are independent, quick and accurate, they wash quickly without wetting the floor, they know how to independently monitor their appearance, use a fork and knife correctly, remove toys, and enter duty.

Conditions for the formation of cultural and hygienic skills:

Organization of an attractive environment (game techniques, the presence of a certain place for things: soap, combs; use of nursery rhymes

Division of actions into a sequence of operations

· Showing, explaining, managing and monitoring the implementation of actions, rewarding for the slightest success;

· Example of adults and children;

· individual work.

One of the tasks of this group is teaching children basic movements and their correction... At the same time, in the traditional system of physical education, the emphasis was on the influence of the educator, and the child was assigned the role of an obedient performer who did not need to think about the mechanism of influence on his health. But at present, the leading is a new principle (approach): the child must be placed in a situation where he himself feels that he can manage his health.

At present, in our country, as in many countries of the world, it has begun to develop valeology is the science of a healthy person.

The concept of this science is that a person can and should be active in relation to your health; must understand that among material and social needs, the need for health, and => in a healthy lifestyle should be primary. Unfortunately, now a person does not feel his health (he feels unhealthy), does not know how his body will respond to this or that effect - this is often the reason for indifference and neglect of his health.

The basic principle of valeology- a person must know and create himself, learn to take special care of his health in a special way. True, a contradiction may arise here: with an excessively increased attention to one's health, a person, even a small one, may develop indifference to other people, and an egocentric fixation on oneself may increase. Therefore, it is important to thoughtfully carry out work on the formation of a conscious attitude to their health in children and combine it with the solution of the tasks of moral education.

Among methods, with the help of which this approach is implemented in physical education, occupies an important place experimentation... Its purpose is to provide the child with the opportunity to learn in practice how his body functions. This is possible when we form in children an idea of rest, of its need for the body. (Jump, run until you want to do it. Why don't you want to? Tired? Need to rest. What's so beating in your chest? Heart. How do you breathe after you run? Etc.). After such observations, the teacher conducts a conversation, making the children want to learn more about themselves.

Researchers (psychologists, etc.) note the great interest of children in themselves, in knowing their body. The teacher must organize special classes in everyday life with the help of visual aids and books to satisfy the need for children to know their body (G. Yudin "The main wonder of the world").

You need to teach your child to love himself... This is also a contradiction. E. Fromm wrote: “Although no one objects to the application of love to various objects, it is widely believed that while loving others is a virtue, loving

yourself is a sin. It is assumed that the more I love myself, the less I love others, that self-love is the same as selfishness. " E. Fromm refutes this point of view, arguing that self-love gives rise to self-respect, pride.

The famous psychologist S.L. Rubinstein also believed that self-respect and self-love are positive traits that stimulate development. But the contradiction remains. It is resolved safely if the educator, helping the personality to develop, reasonably balances the child's love for oneself with love and respect for others (close connection of physical education with moral education).

The third group of tasks (correctional and educational)- are aimed at the development of personality traits and the need for physical perfection. These tasks are closely related to wellness.

Means of implementing these tasks: children's activities, games, as well as artistic means (fiction, films, works of fine and musical art, etc.).

Work takes place in different forms: physical culture and health-improving work in the daily routine (morning exercises, outdoor games, physical exercises for a walk), independent motor activity of children, active rest (sports holidays, health days, physical culture leisure).

Methods- exercises, conversation, play, creating problem situations, analyzing physical and moral qualities.

Children with TNR requires the education of such qualities as courage, dexterity, willpower, the desire to overcome difficulties, a sense of responsibility, camaraderie. This is effectively carried out in outdoor games and exercises, with special training in physical education classes.

Educational tasks are also solved when acquainting children with athletes. You can tell children about some of the famous athletes, champions, show photographs, look at paintings. It is good if there is an opportunity to observe the training of athletes with children, to talk to them. If one of the children is engaged in the sports section, it is good to invite the child to tell him how the training is going on, how much strength they require.

It is important that the child wants to be beautiful, slim, healthy, so that this desire is encouraged and supported (spirit of self-improvement).

Similar information.

Physical education- 1) it is a pedagogical process aimed at the formation of a healthy, physically perfect, socially active generation.

2) it is a pedagogical process aimed at improving the form and functions of the human body, the formation of motor skills, skills, knowledge related to them and the development of physical qualities.

Means: mass media, literature, pictorial illustrations. Forms: TV shows, physical education at school, relay races, competitions, health days, lectures, essays.

Physical education solves the problems:

health promotion,

all-round development of physical and spiritual strength,

increase in working capacity,

prolongation of creative longevity and the life of people employed in all spheres of activity.

morphological and functional improvement of the human body,

development of physical qualities,

the formation of motor skills, skills, a special system of knowledge and their use in social practice and everyday life.

physical exercises contribute to the high creative activity of people engaged in mental work.

regular practice of certain kinds of sports and physical exercises, their correct use in the teaching mode contributes to an increase in the mental capacity of students,

improving the depth of thinking, combinatorial abilities, operational, visual and auditory memory, sensorimotor reactions.

Physical culture and sports are an important factor in reducing the level of diseases and injuries at work.

Physical culture and sports are necessary for all people, and not only for those whose professions require special physical strength or special mental effort, also because modern living conditions (both at work and in everyday life) lead to an inevitable decrease in motor activity. human activity. Reduced physical activity, in turn, leads to a decrease in the fitness of the body, which accompanies a decrease in mental and physical capacity for work, a decrease in the human body's resistance to diseases.

In the process of classes, moral, mental, labor and aesthetic education is being accomplished. At the same time, the influence of physical culture and sports on the personality is quite specific and cannot be replaced or compensated for in any other way.

Moral education. In training sessions, a person has great physical activity, which contributes to the formation of willpower, courage, self-control, determination, self-confidence, endurance, discipline. Playing sports fosters a sense of teamwork. Mental education. A high level of physical fitness is one of the important factors that ensure the persistence of mental performance throughout the school year. It has been established that in the system "state of the body - optimal physical activity - mental capacity for work", the last link is in direct proportion to the first two. Labor education. The essence of labor education is the consistent and systematic development of personality traits, which determine the level of his preparation for life and socially useful work. The main qualities are hard work, a conscientious attitude to work, mastering the culture of work. Diligence is brought up directly in the process of educational and training sessions and sports competitions, when athletes, to achieve results in physical or sports training, perform and numerously repeat physical exercises, that is, they systematically work, overcoming fatigue. Purposefulness, perseverance in achieving the set goal and hard work, which are brought up during physical culture and sports, are subsequently transferred to labor activity.

Aesthetic education. A person who goes in for sports constantly gets acquainted with the manifestations of beauty. Under the influence of physical exercises, body shapes develop harmoniously, movements and actions become more refined, energetic, beautiful.

The principles of physical education.

"Principles" - the most important and essential provisions that reflect the laws of education.

General principles of physical education:

The principle of comprehensive and harmonious development of the individual;

1). Ensuring the unity of all aspects of education that form a harmoniously developed personality. An integrated approach is needed in solving the problems of moral, aesthetic, physical, mental and labor education. Only in this case are highly developed physical qualities and skills of a person, his record achievements in sports, social value and deep content;

2). Providing broad general physical fitness. The complex use of physical culture factors is necessary for the full general development of vital physical qualities inherent in a person (and motor abilities based on them), along with the formation of a wide fund of motor skills and abilities necessary in life. In accordance with this, in specialized forms of physical education, it is necessary to ensure the unity of general and special physical training.

The principle of comprehensive and harmonious personal development includes the following basic requirements:

1.Strictly observe the unity of the various aspects of education

2. to provide broad general physical fitness

The requirements of general physical fitness are based on one of the main laws of human development - the inextricable relationship of systems and organs.

The principle of linking physical education with the practice of life;

The main service function is physical. education - to prepare people for activity, for life.

Everywhere, ultimately, preparation for work and defense must be taken into account.

If the skill formed as a result of practicing this or that type of physical exercise is applied, i.e. can be transferred to a working or combat situation, then such physical education is associated with life.

The goal is that, having come to production or the army, a person in the shortest possible time can master the technique of any business. Only a strong, dexterous and physically developed person is better at mastering a new job, mastering a new technique faster.

Physical education should ensure an appropriate level of health of members of society, the development of their strength and endurance.

Concretizing provisions of the principle of connection of physical education with the practice of life:

1. solving specific problems of physical training, all other things being equal, one should give preference to those means (physical exercises) that form vital motor skills and skills of a direct labor character;

2. in any form of physical activity, it is necessary to strive to ensure the acquisition of the widest possible fund of various motor skills and abilities, as well as the all-round development of physical abilities;

3. constantly and purposefully link cultural activities with the formation of an active life position of the individual but on the basis of the education of industriousness, patriotism and moral qualities.

Physical education

Physical education- the sphere of social activity aimed at maintaining and strengthening health, developing the psychophysical abilities of a person in the process of conscious motor activity. physical education- a part of culture, which is a set of values, norms and knowledge created and used by society for the purpose of physical and intellectual development of a person's abilities, improvement of his physical activity and the formation of a healthy lifestyle, social adaptation through physical education, physical training and physical development (in accordance with the Federal Law of the Russian Federation of December 4, 2007 N 329-FZ "On physical culture and sports in the Russian Federation");

The main indicators of the state of physical culture in society are:

the level of health and physical development of people;
the degree of use of physical culture in the field of upbringing and education, in production and everyday life.

General information

The term "physical culture" appeared at the end of the 19th century in England during the period of the rapid development of modern sports, but did not find wide use in the West and, over time, practically disappeared from everyday life. In Russia, on the contrary, having come into use since the beginning of the 20th century, after the 1917 revolution, the term "physical culture" received its recognition in all high Soviet authorities and firmly entered the scientific and practical lexicon. In 1918 the Institute of Physical Culture was opened in Moscow, in 1919 the General Education held a congress on physical culture, since 1922 the journal "Physical Culture" was published, and from 1925 to the present - the journal "Theory and Practice of Physical Culture". Gradually, the term "physical culture" became widespread in the countries of the former socialist camp and in some countries of the "third world". The very name "physical culture" indicates its belonging to culture. Physical culture is a type of general culture, a side of activities for the development, improvement, maintenance and restoration of values in the field of physical improvement of a person for the self-realization of his spiritual and physical abilities and its socially significant results associated with the performance of his duties in society.

Physical culture is a part of the general culture of mankind and has absorbed not only the centuries-old valuable experience of preparing a person for life, mastering, developing and managing for the good of a person the physical and mental abilities inherent in him (from a religious point of view - God), but that not less important is the experience of affirmation and hardening of the moral, moral principles of a person manifested in the process of physical culture activity. Thus, in physical culture, contrary to its literal meaning, the achievements of people in improving their physical and, to a large extent, mental and moral qualities are reflected. The level of development of these qualities, as well as personal knowledge, skills and abilities for their improvement, constitute the personal values of physical culture and determine the physical culture of the individual as one of the facets of the general culture of a person ..

Physical culture means

The main means of physical culture, developing and harmonizing all manifestations of the life of the human body, are conscious (conscious) engagement in various physical exercises (bodily movements), most of which are invented or improved by the person himself. They suggest a gradual increase in physical activity from charging and warm-up to training, from training to sports games and competitions, from them to the establishment of both personal and general sports records as personal physical capabilities grow. In combination with the use of the natural forces of nature (the sun, air and water are our best friends!), Hygienic factors, diet and rest, and depending on personal goals, physical culture allows you to harmoniously develop and heal the body and maintain it in excellent physical condition for many years ...

Components of physical education

Each of the components of physical culture has a certain independence, its own target setting, material and technical support, a different level of development and the amount of personal values. Therefore, sports in the active sphere of physical culture are singled out especially, using the phrases "physical culture and sports", "physical culture and sports". In this case, under "physical culture", "physical education" in the narrow sense just can mean mass physical culture and physical therapy.

Mass physical culture

Mass physical culture is formed by physical activity of people within the framework of the process of physical education and self-education for their general physical development and health improvement, improvement of motor capabilities, improvement of physique and posture, as well as classes at the level of physical recreation.

Physical recreation

Recreation (lat. - recreatio, literally - recovery) - 1) holidays, a break at school, 2) a room for recreation in educational institutions, 3) rest, restoration of human strength. Physical recreation is motional active rest and entertainment with the use of physical exercises, outdoor games, various sports, as well as the natural forces of nature, as a result of which pleasure is obtained and good health and mood is achieved, mental and physical performance is restored. As a rule, classes at the level of mass physical culture for a healthy person are not associated with very large physical and volitional efforts, however, they create a powerful disciplining, tonic and harmonizing background for all aspects of his activity.

Healing Fitness

Another, also unsportsmanlike in terms of goals, direction of physical culture is formed by therapeutic physical culture (motor rehabilitation), using specially selected physical exercises and, as already noted, some sports means for the treatment and restoration of body functions impaired as a result of diseases, injuries, overwork and others. reasons.

Sport

Adaptive physical education

The specificity of this activity sphere is expressed in the complementary definition “adaptive”, which emphasizes the purpose of physical culture means for persons with disabilities in health. This suggests that physical culture in all its manifestations should stimulate positive morpho-functional shifts in the body, thereby forming the necessary motor coordination, physical qualities and abilities aimed at life support, development and improvement of the body. The main direction of adaptive physical culture is the formation of physical activity as biological and social factors of influence on the human body and personality. Cognition of the essence of this phenomenon is the methodological foundation of adaptive physical culture. At the St. Petersburg University of Physical Culture. PF Lesgaft opened the faculty of adaptive physical education, the task of which is to prepare highly qualified specialists for work in the field of physical education of disabled people.

Physical education

The modern broad concept of "physical education" means an organic component of general education - an educational, pedagogical process aimed at mastering personal values of physical culture by a person. In other words, the goal of physical education is the formation of a person's physical culture, that is, that side of a person's general culture that helps to realize his biological and spiritual potential. The founder of the scientific system of physical education (originally - education), harmoniously contributing to the mental development and moral education of a young person, is in Russia the Russian teacher, anatomist and doctor Peter Frantsevich Lesgaft (1837-1909). The Courses for Teachers and Heads of Physical Education, created by him in 1896, were the first higher educational institution in Russia for training specialists in physical education, the prototype of the modern St. Petersburg Academy of Physical Culture named after PF Lesgaft. Graduates of the academy receive higher physical education and become specialists in various spheres of physical culture, including in the field of physical education, that is, the development of the values of physical culture by people. With regard to work in higher educational institutions, such a specialist is called a teacher of physical education, or a teacher of the department of physical education. It is necessary to distinguish between the terms "physical education" as vocational training in special educational institutions and "physical education" in its original (according to PF Lesgaft) sense of physical education. In English, the term "physical education" can be used in either sense. It should also be borne in mind that the English term "en: physical culture" in the sense of our broad concept of "physical culture" is not in use abroad. There, depending on the specific direction of physical culture, the words "en: sport", "en: physical education", "en: physical training", "en: fitness", etc. are used. Physical education in unity with mental, moral, aesthetic and labor upbringing ensures the all-round development of the personality. Moreover, these aspects of the general process of education are largely manifested in the most appropriately organized process of physical education.

In higher educational institutions, the process of physical education of students is carried out at the Department of Physical Education through the discipline "Physical Culture".

The goal of physical education is achieved in solving interrelated health-improving, developmental, educational and upbringing tasks.

The health-improving and developing tasks of physical education include:

health promotion and hardening of the body;
harmonious development of the body and physiological functions of the body;
all-round development of physical and mental qualities;
ensuring a high level of efficiency and creative longevity.

It is believed that to complete these tasks, the total time of training sessions in the discipline "Physical culture" and additional independent physical exercises and sports for each student should be at least 5 hours a week.

Notes (edit)

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See what "Physical education" is in other dictionaries:

Part of general education; aimed at strengthening health, harmonious development of the human body; one of the indicators of the state of physical culture in society. The main means of physical education are physical exercises, ... ... Big Encyclopedic Dictionary

PHYSICAL EDUCATION- the pedagogical process aimed at the formation of a healthy, physically and spiritually perfect, morally stable younger generation, health improvement, increased efficiency, creative longevity and prolongation of human life ... Legal encyclopedia

The organic part of general education (see Education); a socially pedagogical process aimed at strengthening health, harmonious development of the forms and functions of the human body, its physical abilities and qualities, on ... ... Great Soviet Encyclopedia

Physical education- - a system of measures and conditions that ensure the physical development of a person, maintaining his health and working capacity. Physical education includes: improving the human body - internal organs, motor and bone ... ... Fundamentals of Spiritual Culture (Teacher's Encyclopedic Dictionary)

Physical education- 25) physical education is a process aimed at educating a person, developing a person's physical capabilities, acquiring skills and knowledge in the field of physical culture and sports in order to form a comprehensively developed and physically ... ... Official terminology

PHYSICAL EDUCATION- one of the aspects of education; an organized pedagogical process aimed at improving health, teaching various movements and improving physical qualities, diversifying the development of physical abilities, forming and ... ... Psychomotor: dictionary-reference

physical education- fizinis lavinimas statusas T sritis Kūno kultūra ir sportas apibrėžtis Judėjimo įgūdžių, fizinių ypatybių ir kompleksinių gebėjimų tobulinimas fiziniais pratimais. atitikmenys: angl. physical education vok. körperliche Bildung, f; Leibeserziehung ... Sporto terminų žodynas

Introduction

Chapter 1. Physical education as a social system

concept, goals and objectives, means, methods and forms

1 The emergence and development of physical education: essence, basic concepts and definitions

1 Fundamentals of humanization of physical culture space

Conclusion

List of used literature

INTRODUCTION

physical education social

One of the socially significant goals of our state is the development in the country of a socially regulated mass physical culture and sports movement of the population with a health-improving, educational and spiritual-educational orientation. The ultimate goal of this movement is the formation of a healthy lifestyle by means of physical culture and, on this basis, the improvement of the quality of life of the people.

Physical and cultural education in the social system is traditionally responsible for the physical development and physical preparation of the young generation for life. In the Republic of Belarus, it functions and develops on the basis of the experience and traditions of the Soviet system of physical education.

The theoretical and methodological foundations and content of this system were focused on preparing the younger generations for certain living conditions. These conditions have now changed. They made new demands on physical education.

At present, 8-10% of the population is regularly engaged in physical culture and sports in the country, while in economically developed countries of the world this figure reaches 40-60%.

The problem remains urgent - low physical activity and poor physical development of students.

The real volume of students' physical activity does not ensure the full development and health improvement of the younger generation. The number of students assigned for health reasons to a special medical group is increasing. By 2000, there were 1 million 300 thousand of them, which is 24% more than in 1995 and the trend is growing. The prevalence of low physical activity among schoolchildren has reached 80%.

The goal of the humanistic concept in the system of physical education is the upbringing of a self-sufficient person in a changing social system, the humanization of education, the development of modern theoretical, methodological and practical approaches to the physical education of the young generation. They must ensure the successful adaptation of pupils and students in the process of physical education to intense educational activities, rapidly changing conditions of professional activity, military service, everyday life, as well as their physical and spiritual improvement.

The concept is based on the Constitution of the Republic of Belarus, the laws of the Republic of Belarus "On Education in the Republic of Belarus", "On Physical Culture and Sports" and others.

One of the main tasks of physical culture at the present time is to work on the formation of value guidelines for the physical and spiritual development of the individual, a healthy lifestyle, needs and motives for regular physical exercises.

A specific factor for the Republic of Belarus that has a harmful effect on human health is the contamination of territories affected by the consequences of the Chernobyl accident with radionuclides. The system should facilitate the physical rehabilitation of this contingent.

The problem of needs and interests is extremely important due to the fact that they are the initial determinants of any kind of activity. This problem is studied by many human sciences and is being actively developed from the standpoint of philosophy, psychology, pedagogy, sociology, economics and other social sciences.

Questions of motivational - value relationships in activity and behavior have been the subject of analysis by many authors. However, in modern psychological and pedagogical sciences, they are the least studied. The available research and empirical data are fragmentary and do not reflect the complexity and essence of the phenomenon.

The relevance of the topic of the course work is determined by the fact that the system of physical education significantly affects the formation of consciousness and the way of life of society, therefore, this phenomenon needs to be studied, requires, when familiarizing with its content, a clear definition of the most general initial concepts, modern trends that satisfy the demand of society. This is primarily about the concepts, evolution, principles, methods and direction of physical education as a social system.

The object of the research is the system of physical education as a phenomenon of the social sphere.

The subject of this research is the evolution, content and methodology of physical education aimed at the harmonious development of the individual, including schoolchildren.

The purpose of the course work: to characterize the system of physical education as one of the components of the social sphere

Coursework objectives:

to reveal the essence, origin and evolution of physical education;

to designate the place and significance of the physical education system as components of the social system, to reveal the goals, objectives, methods and forms, the transformations that the system has undergone in the process of evolution;

explore modern trends in physical education, the foundations and problems of the application of the humanistic concept in the education process;

to investigate the main questions of the methodology of physical education of schoolchildren and their application in practice.

The methodological basis for studying the topic is the didactic principles of physical education: visibility, consciousness and activity, accessibility and individualization, systematicity.

The structure and scope of the course work: 43 pages, this includes: title page; introduction; main part; conclusion; list of sources used.

Chapter 1. Physical education as a social system: concept, goals and objectives, means, methods and forms.

1.1The emergence and development of physical education basic concepts and definitions.

The emergence of physical education refers to the earliest period in the history of human society. Elements of physical education originated in primitive society. People procured food for themselves, hunted, built housing, and in the course of this natural, necessary activity, their physical abilities - strength, endurance, speed - were spontaneously improved.

Gradually, in the course of the historical process, people drew attention to the fact that those members of the tribe who led a more active and mobile lifestyle, repeatedly repeated certain physical actions, showed physical efforts, were stronger, enduring and efficient. This led to a conscious understanding by people of the phenomenon of exercise (repetition of actions). It was this phenomenon that became the basis of physical education. A person began to imitate the movements necessary for him in labor activity outside the real labor process, for example, throwing a dart at the image of an animal. As soon as labor actions began to be applied outside of real labor processes, they turned into physical exercises. The transformation of labor actions into physical exercises has significantly expanded the scope of their impact on a person, and primarily in terms of all-round physical improvement. Further, in the course of evolutionary development, it turned out that a significantly better effect in physical fitness is achieved when a person begins to exercise in childhood, and not in adulthood, i.e. when they prepare him for life and work in advance ..

Due to the fact that none of the forms of human activity is biologically inherited, it can become the property of a person only through exercise, mastering by repeated repetition. But the effectiveness of the process of mastering labor actions depended on the level of a person's spiritual development. It was necessary to realize that the transfer and use of the existing experience is based on the mechanisms of social relations. Understanding the role of communication for the preservation of the knowledge and skills acquired by people and their improvement led to the emergence of a purposeful process of teaching and upbringing, including physical education.

Initially, the transfer of knowledge took place through imitation. However, imitation was not yet the process of communication between people that characterizes education. Upbringing appeared only when people consciously began to expose each other to a deliberate influence in order to shape their behavior in accordance with the needs of the family and society.

Thus, in the process of creative labor, in the process of creating a second nature - culture, the man of labor left the action of the laws of purely biological development and entered the field of action of social laws. To transfer the accumulated social experience, and above all the experience in the manufacture and use of tools, mankind needed fundamentally different, over biological mechanisms of social inheritance: otherwise, each new generation of people would again and again have to invent a bow and arrow, a stone ax and a wheel. Education has become such a mechanism. Upbringing as a social phenomenon was based on the innate mechanisms of transmission of "species experience" characteristic of a child - imitation, play.

The growing complexity of culture, social relations, nevertheless, are not neutral in relation to a person - they themselves have a formative influence on people. Therefore, the classics of Marxism understood education as not only specially organized, but also the spontaneous impact of society on a person, his participation in social practice: a person is not only brought up by the surrounding reality, but also radically changes it, and in the process of this change in reality, he himself changes. In this sense, it is true that a person is brought up by the whole world around him.

The change in the economic and political way of life of society led to a change in the existing system of physical education or the emergence of a fundamentally new system. The goal and objectives of the physical education system, the means, principles, methods and forms of organizing physical exercises have changed, but as a social phenomenon, physical education, once emerging in a person's life, becomes an eternal category. Changes in the goals and objectives of the physical education system primarily affected a specific means of physical education - physical exercises. Some physical exercises only changed, others died out and new ones came to replace them. This was due to two reasons. First, at each stage of development of the conditions of material life, society demanded from a person certain motor qualities and skills. New challenges spawned new systems of exercise. Secondly, the development of the science of physical education made it possible to gain a deeper understanding of the patterns of human motor activity and, as a result, on the one hand, develop physical exercises that had not previously been encountered in human life, and on the other hand, to find the most effective means of beneficial influence on a person. With the development of physical education, the variety of physical exercises increased. They were borrowed not only from work, but also from military affairs, from ritual dances and art. Over time, physical exercises began to be created artificially on the basis of a person's knowledge of the possibilities of movements of his body.

At present, when characterizing the essence of physical education, one should bear in mind at least three aspects: activity (culture as a process or method of rationally organized transformative bodily activity), subject-value (culture as a set of objects that are of a certain value to meet social and personal needs in physical activity and physical improvement) and personified-productive (culture as a result of activity, embodied in the person himself).

Summarizing what has been said, we can give the following definition of this concept. Physical culture is an organic part (branch) of the culture of society and the person himself. The basis of its specific content is the satisfaction of the physical and spiritual needs of a person through targeted physical exercises, the assimilation and application of relevant knowledge and skills, as well as participation in sports events as a spectator or speaker. In other words, physical culture is a process and result of a person's activity to transform his physical (bodily) nature, to meet the needs of society in the formation of people's physical readiness for various forms of their life.

The category “physical culture” is closely related to such concepts as “physical education”, “sport”, “physical recreation”, “physical (motor) rehabilitation”, “physical training”, “adaptive physical culture”.

In physical education, two specific aspects are distinguished: teaching movements (motor actions) and the development of physical qualities (motor abilities and directly related natural properties of a person).

Movement teaching has as its main content physical education - the systemic mastering by a person of rational methods of controlling his own movements, i.e. acquiring in this way a fund of motor skills, necessary in life, and related knowledge. The essence of the second side of physical education consists, first of all, in the purposeful impact of physical exercises on the human body in order to develop physical qualities (motor abilities), which ensure its motor actions in the process of life.

Thus, physical education is a specially organized and controlled pedagogical process aimed at teaching motor actions and developing a person's physical qualities. Physical education, together with labor (military), moral, aesthetic and intellectual education, becomes one of the main factors in the all-round development of the individual. Currently, a number of scientists and teachers equate physical education with physical education.

General physical education is aimed at improving health and maintaining performance in educational or work activities. In accordance with this, the content of physical education is focused on mastering vital motor actions, coordinated and proportionate development of strength, speed, endurance, dexterity and mobility in the joints. General physical education creates that mandatory minimum of a person's physical fitness, which is necessary for normal life, for specialization in any kind of professional or sports activity. It is carried out in preschool institutions, in physical education lessons, in a general education school, in sections (groups) of general physical training and groups of a physical culture and recreation complex of the Republic of Belarus, in health groups, etc.

Physical education with a professional orientation is designed to ensure the nature and level of physical readiness that a person needs in a particular type of labor or military activity (in this sense, they speak of a special physical education of an astronaut, a high-altitude fitter, etc.).

The content of physical training is always conditioned by the requirements of a specific type of professional activity. Therefore, physical exercises for classes are selected that would most contribute to the formation of work skills, correspond to the conditions of present and future work activity. Physical training is carried out in special secondary, higher educational institutions and in the army.

Physical education with a sports orientation provides an opportunity to specialize in the chosen type of physical exercises and achieve maximum results in them. Physical education aimed at preparing for high achievements in the chosen sport is called sports training.

Sports training together with sports orientation and selection, theoretical studies of athletes, rehabilitation activities, etc. constitute what is commonly called sports training. Conventionally, some of its aspects are distinguished, including physical fitness, which provides a high level of functional capabilities of the body and strengthening the athlete's health for maximum achievements in the chosen sport.

All three directions are subject to a single goal, general objectives and principles of the physical education system.

The forms of physical exercises are understood as the ways of organizing the educational process, each of which is characterized by a certain type of relationship (interaction) between the teacher (coach, judge) and the students, as well as the corresponding conditions of the classes. According to the peculiarities of the organization of the trainees and the methods of their guidance, physical education classes are divided into two groups - lesson and non-lesson.

Lesson forms are classes conducted by a teacher (trainer) with a permanent staff of students. These include:

) Physical education lessons conducted by teachers according to the state program in educational institutions where physical education is a compulsory subject (school, college, university, etc.);

) Sports and training sessions, conducted by coaches, with a focus on improving those involved in the chosen sport.

Inappropriate forms are classes conducted both by specialists (in an organized manner) and by those who are engaged (independently) for the purpose of active recreation, strengthening or restoring health, maintaining or increasing working capacity, developing physical qualities, improving motor skills, etc. These include:

) small forms of classes (morning exercises, introductory gymnastics, physical training pause, physical training minutes, micro pause), used for the current control of the physical state. Due to their short duration, these forms, as a rule, do not solve problems of a developing, training nature;

) large forms of employment, i.e. classes are relatively long, complex in content. These forms of training are aimed at solving problems of a training, health-improving and rehabilitation or recreational nature; competitive forms of training, i.e. forms of physical culture and sports activity, where the winner, place, physical or technical readiness, etc. are determined in competitive wrestling. (for example, the system of official competitions, championship, championships, etc.).

2 Physical education as a social system - elements, goals, objectives, means, methods and forms of physical education

Physical education is a socially conditioned, pedagogically organized process of mastering the values of physical culture. The social conditioning of physical education lies in the fact that in the course of it a socially significant goal is achieved, i.e. a goal that is essential both for the development of the person himself and for the progress of society as a whole. In addition, this means that physical education takes place within the framework of a certain social organization, which has the necessary capabilities to ensure the interests of society in this direction. Such a social organization is called a system.

In textbooks of theory, the concept of "system" means something "whole", which is a unity of regularly arranged and interconnected parts, intended to perform specific functions of certain tasks. Consider the views of scientists on the assessment of the concept of "system".

The system of physical education is a historically (established) conditioned type of social practice of physical education, which includes ideological, theoretical and methodological, program-normative and organizational foundations that ensure the physical improvement of people and the formation of a healthy lifestyle.

Worldview foundations. A worldview is a set of views and ideas that determine the direction of human activity.

In the domestic system of physical education, ideological attitudes are aimed at promoting the comprehensive and harmonious development of the personality of those involved, realizing the opportunities for each person to achieve physical perfection, strengthening and maintaining health for many years, preparing members of society for professional activities on this basis.

Theoretical and methodological foundations. The physical education system is based on the achievements of many sciences. Its theoretical and methodological basis is the scientific provisions of natural (anatomy, physiology, biochemistry, etc.), social (philosophy, sociology, etc.), pedagogical (psychology, pedagogy, etc.) sciences, on the basis of which the theory and methodology of physical education develops and substantiates the most general laws of physical education. The methodological foundations are revealed in the laws of physical education and the corresponding recommendations for the implementation of the principles of training and education, as well as for the use of means, methods and forms of organizing classes in each social group of the population.

In the methodological foundations, a characteristic feature of the physical education system is expressed - its scientific nature. The initial theoretical positions and methods of their practical implementation are developed based on the fundamental sciences (philosophy, sociology, pedagogy, psychology, biology, etc.) by a whole complex of specialized theoretical and sports-pedagogical sciences.

Regulatory framework. Physical education is carried out on the basis of compulsory state programs for physical culture and sports (programs for preschool institutions, general education schools, secondary and higher educational institutions, the army, etc.). These programs contain scientifically grounded tasks and means of physical education, complexes of motor skills and abilities to be mastered, a list of specific norms and requirements. The program and normative foundations of the physical education system are concretized in relation to the characteristics of the contingent (age, gender, level of preparedness, health status) and the conditions of the main activity of participants in the physical culture movement (study, work in production, service in the army) in two main directions: general and specialized.

In the program and regulatory framework, the basic principles of physical education (the principles of all-round assistance to the comprehensive harmonious development of the individual, applied and health-improving orientation) find concrete embodiment.

The program and regulatory framework is disclosed in a three-stage system of interrelated regulatory requirements for the level of physical fitness and physical education of the population.

) Unified state programs of physical education determine the mandatory minimum of physical education, carried out in nurseries, kindergartens, general education schools, in secondary special and higher educational institutions.

These programs establish the basic means of physical education and regulatory requirements for indicators of physical fitness and physical education, taking into account age, gender and type of educational institution.

) The sports and recreation complex of the Republic of Belarus is the program and regulatory framework for the requirements for the physical training of people. The complex covers persons of both sexes between the ages of 7 and 17. Part of the funds and some regulatory requirements of the complex are included in the unified state programs of physical education. This reveals their interdependence.

The progressive development of the physical education system is accompanied by a change in the content, structure and regulatory requirements of the physical culture and health complex of the Republic of Belarus.

In accordance with age capabilities, regulatory requirements increase in each successive stage.

The normative requirements of each stage determine, firstly, the quantitative criteria of achievements in some of the most important actions for a person (running, jumping, etc.); secondly, the range of vital motor skills that a person needs for full-fledged life; third, the amount of theoretical information about the rules of personal and public hygiene.

) The unified sports classification is the highest final stage of the program-normative basis of the physical education system. It establishes principles and rules for assigning sports categories and titles that are uniform for all sports organizations in the country, as well as standard requirements for the fitness of athletes that are uniform in each sport. The main purpose of the sports classification is to promote the mass character of sports, the comprehensive education of athletes, improve the quality of their training and, on this basis, achieve the highest sports results.

The composition of sports and the regulatory requirements for individual sports are reviewed approximately every four years, usually in the first post-Olympic year. Thus, the required perspective for the development of each sport is created for the next Olympic Games.

The sports classification provides for two types of regulatory requirements: category norms for sports, in which the results are assessed by objective indicators (in terms of time, weight, distance, etc.), and category requirements for sports, in which achievement is assessed in fact. and the value of a victory won in a competition personally or as part of a team (boxing, sports games, etc.).

The Regulation on the Unified Sports Classification provides for the rules that oblige the athlete to improve their theoretical training and general physical fitness. This creates conditions for the all-round development of a person and establishes continuity with the sports and recreation center of the Republic of Belarus.

The physical education system is based on a certain set of regulations governing its functioning. These acts have different legal force (laws, regulations, decrees, instructions). A special place among them is occupied by the Constitution, which enshrines the right of people to physical education. There are also other regulatory documents that determine the activities of organizations and institutions that provide physical education (kindergartens, schools, vocational schools, universities, etc.).

Organizational framework. The organizational structure of the physical education system is made up of state and socially-amateur forms of organization, leadership and management.

The state line provides for systematic compulsory physical exercises in preschool institutions (nursery-kindergarten), general education schools, secondary specialized and higher educational institutions, the army, medical and preventive organizations. Classes are held according to state programs, at the allotted hours in accordance with the schedule and the official schedule under the guidance of full-time specialists (physical education personnel). The organizational basis of physical education systems is a combination of state and public forms of government.

The state form of government is carried out by state bodies and institutions on the basis of uniform programs.

The main links of the state form of leadership and the implementation of physical education are:

Ministry of Public Education (kindergartens and nurseries, secondary schools, vocational schools, colleges, universities);

Ministry of Defense (military units and subdivisions, military schools, institutes, academies);

Ministry of Health (sports dispensaries, polyclinics [exercise therapy], health resorts);

Ministry of Culture (clubs, houses and palaces of culture, parks of culture and rest);

Committee for Physical Culture and Sports (DYUSSH, SHVSM, SDYUSHOR).

The public-amateur form of organization and leadership is aimed at mass coverage of physical education on an amateur basis of all age contingents of the population.

These include: trade unions, defense organizations - DOSAAF, sports clubs, sports societies (DSO - Dynamo, Spartak, etc.).

The system of physical education is an integral complex structured education of a dynamic nature. As in any social system in the system of physical culture, it is necessary to highlight the constituent parts (elements) and their certain interconnections, relationships (structure). Referring to Oblonsky's research, the author gives a structural-functional model of the physical culture system.

In this model, the author identifies three functionally autonomous and qualitatively unique blocks as components of the system: a block for realizing the goals of physical culture, a support block and a control block.

At the same time, physical education is a complex social system. Physical education as a system is a set of goals, objectives, principles, as well as means, methods and forms that make up the process of physical improvement of various groups of the population, and the management of this process in the interests of the individual and society, taking into account the requirements of those spheres of life in which these groups are functioning.

Any system includes attributes that characterize both the system object itself and the procedure for studying it, namely:

the presence of system-forming, system-regulating and system-filling factors;

The feasibility of the system, i.e. having a goal;

the presence of a certain structure (structure);

functions of the system and its components, which determine the orientation of the system to achieve a certain result;

the presence of direct and feedback connections, subordination and coordination relations between the elements of the system;

the stability of the system to external influences, maintaining its integrity to the required limits.

The system-forming factor of the physical education system is the objective requirements of society for the preparation of people with an optimal level of physical development, functional capacity and physical fitness as an energy base for working capacity in various spheres of professional activity.

The system-regulating factor is a combination of various objective and subjective conditions that have a direct and indirect impact on the state of the physical education system in the country. To a greater extent, this role is played by the component of conceptual attitudes.

The system-filling factor is largely predetermined by the requirements of conceptual installations. It characterizes the degree of organization of the educational process in various links of the system, the actual time spent on all types of physical exercises, the availability and level of preparedness of management personnel, the state of the material and technical base and the degree of provision with sports equipment and property in the field, etc.

The expediency of the functioning of the physical education system is due to the presence of a goal that concentrates the general orientation of the pedagogical process in the system, its various links in the interests of the corresponding social practice.

The scientifically grounded goal of physical education corresponds to the general orientation of the entire system and is divided into several private goals achieved in the process of functioning of its individual links. This goal tree comprehensively reflects both general and specific requirements for the physical condition of various contingents of the population.

The integrative qualities of the physical education system are acquired in the process of functioning of all its parts. In this case, the components and elements of the system acquire qualities that are not characteristic of each of them, taken separately, outside the field of their interaction. The integrative influence of the system and its structural components on the subject, object and the process of physical education itself is manifested in its resultant influence on them, characterized by the improvement of the adaptive capabilities of the organism of those involved and the acquisition by them of the ability to do work that was previously unbearable.

The presence of a certain structure (structure) is the most characteristic feature of the system. According to academician P.K. Anokhin, a system is called only a complex of such selectively involved components, in which interaction and relationships take on the character of interaction of components to obtain a focused useful result. Therefore, in every biological or social system, its parts are so interconnected that the loss of any of them leads to the disintegration of the entire system or to a sharp violation of its integrity.

The main components of the integral system of physical education are the subsystems of physical education in preschool, school institutions, universities and law enforcement agencies, and the components are:

physical education process;

management of the process of physical education;

conceptual foundations (methodology) of physical education.

These components are characteristic for each link (subsystem) of the physical education system and at the same time are interconnected by internal connections that determine their typology (single or multilevel). The system of physical education is a complex three-level system: at the lower initial level is the component of the process of physical education, represented by the means, methods and forms of organization of those involved; at the middle level - a component of control over the process of physical education, which includes its own specific means, methods and forms of control over the process; at the highest - a component of methodology as a set of goals, objectives and principles of physical education.

The functions of the system and its components are the spokesmen for the vital activity of the physical education system and are predetermined by the peculiarities and laws of the process of the formation of motor skills and the improvement of the physical (motor) abilities (qualities) of a person. The main functions of the physical education system are related to education, development, upbringing, health improvement and recreation. They follow from the psychological and pedagogical essence of the process of physical improvement of a person.

The effectiveness of the functioning of any system largely depends on the presence of clear direct and feedback links, subordinate and coordinating relations between the components and elements of the system, as well as similar relationships with systems of a higher order. Subordination presupposes hierarchical subordination of all elements of the physical education system to each other, and coordination relations - their consistency with each other.

Any dynamic system is characterized by resistance to external influences, which ensures the preservation of its integrity to the required limits.

The physical education system retains its integrity as long as the connections between its components and elements remain stronger than their connections with the environment, with a higher order system. As soon as internal connections under the influence of certain circumstances weaken, the system of physical education falls into separate parts.

Among the components of the subsystem of the conceptual foundations of the physical education system, the most important ones that determine its orientation are the goal, objectives and general principles.

The goal of physical education is understood as the optimization of the physical development of a person, the all-round improvement of the physical qualities inherent in everyone and the abilities associated with them in unity with the upbringing of spiritual and moral qualities that characterize a socially active person; the ability to ensure, on this basis, the preparedness of each member of society for fruitful labor and other types of activity.

The achievement of this goal can be carried out as a result of the implementation of specific tasks. In both textbooks, the authors distinguish two groups of tasks: specific and general pedagogical.

The first group of tasks should be highlighted:

tasks for the development and improvement of the basic physical qualities of a person (strength, agility, speed, endurance);

tasks for the formation of motor skills (swimming, sports games, skiing, etc.);

tasks providing for the instilling of certain knowledge, methodological skills and abilities in physical culture students, which would contribute to their use to improve health and maintain long-term creative activity and performance.

The second group of tasks of physical education includes tasks of a general pedagogical (nonspecific) nature. First, systematic physical exercises contribute to moral, aesthetic, labor, military-patriotic and other types of education. Secondly, in the process of physical education, you can effectively educate moral and political (camaraderie, honesty, friendliness, love for the Motherland, city, sports society, your team, etc.) and psychological (volitional, emotional processes, memory, attention, perception, etc.) qualities and personality traits.

Depending on the contingent of people engaged in physical culture, their motivation and attitudes, the specification of the mainstream in physical education (basic physical education, professionally applied physical education or physical training, sports training), the differentiation of general and specific tasks is carried out.

In order to set adequate and specific tasks, as well as to effectively implement them in the course of classes, it is necessary to observe certain principles, which are understood as the most significant, important provisions reflecting the basic natural science laws of education in general and physical education in particular.

In this regard, general methodological principles (consciousness and activity, visibility, accessibility, systematicity, individualization) and the principles of physical education are usually distinguished. If the former reflect the laws of human upbringing in general and are considered in the course of general pedagogy, the latter condition the consideration of the specific laws of building physical education as a pedagogical process. The principles of physical education include the following provisions: continuity, gradual build-up of developmental and training influences, the principle of systemic alternation of loads and rest, adapted balancing of the dynamics of loads, the cyclical nature of classes, the principle of age-appropriateness of directions of physical education.

The essence of the principle of continuity is revealed in the following basic provisions:

The first provision of the principle of continuity assumes that the process of physical education is an integral system, which provides for a sequence in conducting physical exercises.

Consistency is the most important condition for the process of teaching movements and the process of training physical qualities.

In terms of age and many years, the sequence in the construction of the process of physical education lies in the tendency: from the general broad foundation of physical training to a deeper and narrower (specialized) training.

The second provision of the principle of continuity obliges physical culture and sports specialists, when building a system of classes, to ensure a constant continuity of the effect of classes, to eliminate large breaks between them in order to eliminate the destructive effect of what was acquired earlier in the process of physical exercises.

The principle of systemic alternation of loads and rest in the process of physical education is an important provision, on which the total effect of classes ultimately depends. By operating with various options for rest between classes (ordinary, hard and supercompensatory), as well as the magnitude and direction of the loads, you can achieve the maximum effect with fairly frequent

occupations with relatively high tension.

This determines such methodological ways of implementing the principle as:

rational repetition of tasks;

rational alternation of loads and rest;

repetition and variability of tasks and loads.

The principle of gradual build-up of developing-training influences necessitates a systematic increase in the requirements for the manifestation of motor and related mental functions in students by increasing the complexity of tasks and increasing loads.

The progressive development of physical qualities is possible only under the condition of a systematic increase in the requirements for the functional activity of the human body.

The development of motor skills is based on the process of formation of various functional systems, each time corresponding to the requirements of changing conditions for the manifestation of skills.

The principle of adapted balancing of load dynamics presupposes the implementation of three main provisions:

The total load used in the process of physical education should be such that its use does not cause negative deviations in health. This provision provides for systematic monitoring of the cumulative effect of previous loads.

As you adapt to the applied load, i.e. the transition of adaptive changes to the stage of a stable state, another increase in the parameters of the total load is necessary.

The use of total loads in physical education presupposes either a temporary decrease, or stabilization, or a temporary increase at certain stages of classes.

The principle of the cyclical structure of classes suggests that the process of physical education is a closed cycle of certain activities and stages that form cycles.

The principle of age-appropriateness of the directions of physical education obliges to consistently change the direction of physical education in accordance with the age stages and stages of a person, i.e. in relation to the alternating periods of ontogenesis and especially the periods of age-related physical development of the organism.

To achieve the goal of physical education, the following groups of physical education means are used:

Physical exercises;

The healing forces of nature;

Hygiene factors.

The main specific means of physical education are physical exercises, auxiliary means are the healing forces of nature and hygienic factors. The complex use of these means allows physical culture and sports specialists to effectively solve health-improving, educational and upbringing tasks.

The methods of physical education are understood as the ways of using physical exercises. In physical education, two groups of methods are used: specific (characteristic only for the process of physical education) and general pedagogical (used in all cases of training and education).

By its various forms, the system of physical education is included in all the main types of human social activity. The system of physical education satisfies not only his biological needs in movement, but also social - the formation of the personality, the improvement of social relations (physical culture and sports activities are subject to strict rules and norms of behavior).

Realizing its educational and pedagogical functions, the system of physical education is able to solve the problems of moral, aesthetic, labor and intellectual development.

The physical education system is a developed area of economic relations.

Being complex in its organizational structure (a combination of the principles of state and public leadership), it also combines sources of financing and material and technical support of various origins: the state budget, public funds, funds of enterprises, trade unions, cooperative societies, sponsorship, etc.

In economic terms, the system acts as a branch of the national economy, which includes a developed network of production of material and non-material nature. In the sphere of material production, the labor of workers in the industry has a material, material form: sports facilities, inventory, footwear, clothing. But this sphere is of a service nature in relation to the main sphere of the physical education system - non-production, aimed at the physical improvement of a person.

The system of physical education is a set of elements of physical culture ordered in relation to the purpose of the activity. As in any other social system, physical education can be distinguished: 1) a certain composition and structural organization of its constituent elements; 2) functions; 3) the nature of the relationship with other systems of society.

The system of physical education can include a variety of elements of physical culture, i.e. any factors of material and spiritual culture associated with the "production" of physically perfect people. However, only those that are directly related to physical education become its integral elements. Without them, the system cannot exist as a single social organism (management, personnel, scientific support, etc.).

The physical education system is closely related to other socio-economic systems of society: economy, politics, science and culture. Being one of the spheres of manifestation of social relations taking place in these systems. The objective socio-economic basis of these ties is the inclusion of the physical education system in social production. However, it has an indirect effect on social production. The system is not directly involved in the creation of a social product. But it has an indirect impact on this area through the subject of production relations - a person.

In the modern conditions of our country, the destruction of the previous ideological stereotypes took place, part of the youth was seized by excessive pragmatism, nihilism and indifference to spiritual values.

In this regard, it became necessary to pay attention to this side, a need arose for the reformation of the system of physical education, the development of a humanistic concept.

Strengthening the humanistic orientation of education, the search for teaching methods in order to more effectively shape the personality of each student are important distinctive features of modern teachers.

Chapter 2. Humanistic concept and practice of physical education

2.1Fundamentals of humanization of physical culture space

The Law of the Republic of Belarus "On Education" defined among the most important principles of education its humanistic nature, the priority of universal human values, promotion of mutual understanding and cooperation, the realization of the right of youth to free choice of views and beliefs. ...

Belarus should be a great sports power not only thanks to the victories of our athletes, but also to the spread of the philosophy of life that uplifts and unites the dignity of body, will and mind into a balanced whole. ...

Physical education not only declares humanistic ideas, but also achieves their practical implementation, since it is a social and pedagogical activity within the social system, aimed at solving problems related to the formation and improvement of motivation - interest in sports, the need for systematic sports, an important means formation of human physical culture as an element of a healthy lifestyle.

To determine the subject of research, it became necessary to clarify the concept of "humanization", as well as the related concepts of "humanism", "dehumanization", "non-violence", "morality".

Humanism reflects the totality of the provisions that affirm humanity on Earth. The idea of humanity changed with the realization of the intrinsic value of human life. These changes are reflected and have come down to us in folklore, epos, philosophical, artistic and religious literature. Humanism as a moral attitude of philosophical thought is rooted in ancient Greek anthropologism - the doctrine of man as the highest creation of nature. Already the ancient Greek philosopher Protagoras [c. 480 - c. 410 BC BC BC] proclaimed: "... Man is the measure of all things: existing, as they exist, and non-existent, because they do not exist." This thesis gave the European humanism of the Renaissance an anthropocentric orientation. He was characterized by the idea of man as the center of the universe. He substantiated the human right to consider the whole world through the prism of his interests.

Distinguish between narrow and broad understanding of humanism. In a narrow sense, it is a secular, anti-clerical, cultural movement of the Renaissance. Historically, it refers only to the period of transition from the Middle Ages to the New Time. In a broad sense, humanism is a moral worldview position, an attitude for the good of man.

As a worldview position, humanism characterizes a set of ideas, views that affirm as the highest value human life and a person as a person, his right to life, freedom of self-determination and choice, to the diversified development of his abilities. Humanism proclaims equality of opportunity, justice, philanthropy as the norm of relations between people. He proceeds from love for a person, considers the welfare of a person as the main criterion for evaluating everything that exists. Humanism is optimistic by nature because it affirms the happiness of people, faith in man, his ability to cognize and self-improvement, reverence for life. With minor differences, humanistic attitudes are reflected in the moral precepts of world religions: Christianity, Islam, Buddhism.

Being an integral part of the worldview, humanism manifests itself in all types of human life. It is closely related to morality, it is viewed as a principle of worldview and morality. Humanism influences the outlook and behavior of a person through the moral requirements imposed on him. Comprehension of humanism as a moral phenomenon and ideological position originates in ancient times. Humanism is the ideological basis of humanization.

Humanization is the process of transformation of the consciousness and behavior of individuals, their relations, social institutions, the whole society in accordance with the humanistic worldview. The result of humanization is the assertion in social practice of human life, the individual as the highest value, its right to life, love, freedom of choice, happiness, diversified development of its abilities.

Humanization affirms philanthropy, respect for the individual, equality of opportunity for all people, human concern for himself, for other people, and the surrounding nature. Along with other social and psychological processes, it contributes to the establishment of justice in society. Since ancient times, justice has been viewed as the highest virtue. In this case, it assumes a correspondence between a person's contribution to the life of society and his social position, between rights and obligations, crimes and punishments, labor and remuneration, a person's merit and his recognition.

Humanization is focused on a person as a subject of the historical process of the development of society, increasing its activity. It creates conditions for the establishment of a person as an active rational being, whose intellectual and physical potential creates the cultural environment that surrounds him. The development of science and technology, education and the level of education do not in themselves have the importance that they attach to them as factors of social progress. They become such only when they are focused on a person, in connection with what they give to a person. This orientation contains one of the main aspects of humanization. The process of humanization has a positive effect on the progressive development of the individual and society.

Physical education has significant potential for humanistic influence on the development and formation of the individual in accordance with high moral standards. These opportunities should be used as much as possible in the aftermath of the systemic crisis that gripped the countries of the post-Soviet space. Along with a change in the political and social structure, and disruptions in the economy, the consequences of the crisis manifested themselves in a change in the value system, social attitudes, life plans and destinies of millions of people.

The processes of dehumanization of the individual and society have become a grave consequence of the crisis. They are characterized by an increase in utilitarianism, immorality, corruption, aggressiveness, manifestations of cruelty and violence. As a result, the destinies of millions of people have been distorted by cruelty and disregard for human life. Internecine wars, genocide on racial, religious and ethnic grounds, terrorism - the most serious crimes against humanity - do not meet with an alternative. Moreover, they often remain without an adequate moral assessment.

In such a sociocultural situation, society has always needed alternative, historically established mechanisms of social self-preservation, capable of resisting the destructive processes of dehumanization. These include various humanistically oriented organizations and movements. All of them, to a greater or lesser extent, are associated with the school, the church, which form the humanistic worldview of the younger generation, along with other social progressive humanistically oriented institutions, art and literature.

But not only destructive dehumanization processes exacerbate the need to humanize various spheres of our life. Currently, in the post-Soviet countries, processes of democratization of the social order are taking place, contributing to the sovereignty of the individual. As a result, the responsibility of the individual for the consequences of his activities increases. In conditions when a person is left alone with his system of values, social attitudes, with his conscience, finally, the significance of the moral humanistic regulators of his activity increases. This was one of the main reasons for drawing attention to the humanization of various spheres of human life in our time.

In post-Soviet society, progressive humanistic traditions are gradually beginning to take shape. Their development and distribution in the field of upbringing and education is hampered by many factors. These include the insufficient elaboration of the scientific and methodological foundations of the humanization of education. For our conditions, this is a relatively new and insufficiently studied multifaceted scientific and practical problem.

Despite the fact that the overwhelming part of physical education research in terms of orientation and results is deeply humanistic, the problem of its humanization is not studied in the domestic theory of physical education. If we take as a starting point works where the scientific goals and the results achieved had not only methodological, but also methodological focus on the humanization of physical education, then in the domestic theory of physical education the first such studies and publications appeared in the mid-80s - early 90s. years. But they do not give a holistic view of the humanization of physical education as a pedagogical problem, the main directions of its theoretical and practical solution. The theoretical and methodological foundations of the humanization of physical education have become the subject of purposeful scientific analysis and special scientific development only in recent years.

Morality is an extra-legal regulator of personality behavior. She can be humanistic and inhuman. Humanistic morality is one of the important factors in the humanization of the individual, social institutions, and society. It is a set of humanistically oriented norms, commandments, principles, prescriptions, rules, etc., that have developed in society, influencing the humane behavior of people in all spheres of life. They have evolved over the course of many millennia of human development, are human-oriented, formed in interconnection and in accordance with his mind, feelings and will.

Humanistic or inhuman moral consciousness and behavior are formed in the process of upbringing in the family, communication with the closest environment, at school and in the process of life practice. Moral consciousness is always individual, manifested in such personality traits as courage, honesty, generosity, compassion and others. But for this, moral norms must be experienced, acquire a personal meaning and be accepted by a person as a guide to action. Morality is closely related to customs, their stable forms - traditions - as well as public opinion. Customs as a regulator of behavior only reproduce its generally accepted forms. They seem to stabilize the relations between people achieved by society. Public opinion is a means of society's influence on the spiritual life of a person and individual groups of people, one of the manifestations of already established moral relations. Public opinion is not only dependent on prevailing morality. Under certain conditions, it can influence its formation. With insufficient ethical literacy, it can become a factor in the manipulation of human consciousness. As a result of such manipulation, an inhuman morality can be formed.

In the process of physical education, it is necessary to take into account that humanistic morality considers a person as the highest value. Antihuman morality reduces the role of man in the social mechanism to the role of a "screw". It makes the self-worth of human life dependent on its own conditions dictated to it. The right to life, happiness and the choice of a person's life path, according to inhuman morality, is rejected by authority. In accordance with inhuman morality, the relationship between the individual and the authority is based on inequality, fear, the individual's recognition of his weakness and the transfer to authority on a violent basis of the right to make decisions for himself.

Morality permeates all spheres of people's life, the activities of the social institutions created by them, social life. It manifests itself in the actions of people, public policy, in interstate and other relations. Humanistic morality is aimed at asserting universal human values, is personality-oriented, and is the moral basis of humanistic moral relations.

There are three types of moral relations characteristic of a person: "man - man", "man - society", "man - nature". In ontogenesis, the regulation of all three types of relationships undergoes significant changes. In the process of the growth of consciousness, a person commits moral actions not under compulsion, but out of conviction, in accordance with moral feelings and knowledge.

The humanistic orientation of a person's moral regulation of his behavior depends on the moral culture of the individual. It represents the unity of the moral consciousness and behavior of the individual.

Nonviolence is one of the basic principles of humanization. Historically, there have been three main directions in the development of nonviolence as a principle of humanization. The first is based on the idea of a person's internal attitude towards reverence for life, the preservation of all living things. The second direction is associated with the ideal of social harmony and peaceful life. ...

The ideas of non-violence were developed by L.N. Tolstoy. The moral and religious teaching of L.N. Tolstoy about non-resistance to evil by violence lies the saying of Jesus Christ from his Sermon on the Mount: "... May you be sons of your Heavenly Father, for He commands His sun to rise over the wicked and the good and sends rain on the righteous and unrighteous."

In real life, if violence is used against evil, then it is directed, as a rule, not against evil itself, but against its carrier - man. Many people understand the idea of non-violence by L.N. Tolstoy is extremely simplified as forgiveness. This understanding has nothing to do with his true teaching. Tolstoy understood non-resistance to evil by violence as a fruitful means of confronting evil. By non-resistance, we destroy the cause of evil in a person if we fight evil in a person, loving the person himself and hating his vices; we fight the evil in ourselves, "... hating ourselves and loving the universal spiritual principle in us."

The ideas of nonviolence received their refraction in "nonviolent" pedagogy - humanistic theory and practice of teaching, upbringing and development. Nonviolent physical education based on the student's activity is one of the directions of his humanization.

Dehumanization - the process of loss of humanistic values and humanistic ideals in society - is an alternative to humanization. It proceeds under the influence of a complex of social, economic, political and other factors. Dehumanization has many faces, manifests itself in various spheres of life, negatively affecting the spiritual life, material well-being and physical condition of a person. As a result of the dehumanization of the individual, social institutions, society, the highest value, the property of a person - his life - is evaluated as a commodity belonging to another. Wars, violence against people in peacetime are becoming the norm. Through literature, art of a certain content, with the help of the media, open propaganda of violence is carried out, the base instincts of a person are kindled, moral barriers that have been formed over many millennia are destroyed.

Determining the methodological approaches to the humanization of physical education, we proceeded from the fact that it is an open system. Therefore, under the influence of changes in the socio-cultural situation and economic conditions, the system of views should be adjusted, which determine its goals, content, pedagogical technologies and the results achieved. The main factor influencing the correction of the system of views that determine the humanization of physical education is the attitude towards a person. In accordance with it, physical education should always be focused on a person, the satisfaction of his vital needs.

The central problem of this orientation of physical education is the problem of the goal, which determines its tasks, influences the means used, pedagogical technologies and final results. When solving it, we proceeded from the fact that a person is the highest value of society and the state. Physical education, introducing a person into the world of physical culture, must comply with this humanistic norm. Therefore, the introduction of a person into the world of physical culture should be a non-violent process of accepting the goal, objectives and content of physical education.

It was assumed that the goal and the tasks that concretize it should contribute to the formation in the process of physical education of natural mechanisms that induce a person to physical culture activity. These mechanisms can be formed on the basis of the relationship between the goal and the basic humanistic values that are vital for a person and the requirements of living conditions for him. The results of the analysis of scientific and methodological literature influenced our decision to accept as such a goal of physical education that meets these requirements, the formation of a person's physical culture.

This decision is based on the idea that a person is characterized by constant spiritual and intellectual activity, which is the incentive reason for his activity. One of the conditions for such activity is the basic humanistic values, the mastery of which is aimed at human activity. The basic humanistic values include life, love, freedom. These values are existential. They are dear to a person, by nature inherent in his mind and subconsciousness. Possessing and preserving them is the meaning of life because life is the highest value for a person. She provides him with the opportunity to love and enjoy a free existence. Other humanistic values such as Motherland, truth, justice, kindness, and others are interconnected with the basic ones, ensure their possession and preservation. A person consciously or subconsciously seeks to possess them, to preserve them because they contribute to the possession of basic values and their preservation.

Due to the fact that a person's physical activity in the process of physical education through a goal is indirectly connected with his life meanings as a means of preserving or achieving humanistic values that are vital for a person, then this activity itself can become a value for him, a stable motive of physical activity. However, this can only happen if the individual accepts the goal.

The formation of a person's physical culture presupposes the mastery of intellectual and spiritual values, motor and methodological abilities and skills, requires the achievement of the level of functional capabilities necessary for full-fledged life activity. In the process of mastering these values, a person enters into active activity, forms himself as a social value.

For the full-fledged formation of a person's physical culture, an active, creative physical culture activity of a student or student is necessary. Its prerequisite is the motivation of physical education and self-education. The main factors of such motivation are, first of all, the content of physical education, the method of its implementation and the system of educational requirements presented. One of the important prerequisites for the formation of a person's physical culture is the system of social requirements for the formation of a person's physical culture on the part of society and the conditions for its formation, created by society for a person.

However, the main figure on which the formation of a person's physical culture depends, ultimately, is the person himself. He decides how he should live, what he should be, and is responsible for the decision. Therefore, physical education in the education system should be a factor helping a person to make a decision that is useful for him. To do this, it should be formed taking into account age characteristics, sexual dimorphism, be focused on the dominant needs at a given age, take into account the psychophysical, intellectual and other capabilities of those involved.

The formation of a person's physical culture is closely related to humanistic values that ensure health promotion, preservation and extension of a person's life. Provided that the goal of physical education is aimed at mastering humanistic values that are vital for an individual, the goal becomes for him not only a system-forming, but also a sense-forming factor that motivates activity.

In the domestic theory and methodology of physical education as a specialized field of pedagogical knowledge, four main groups of principles have been formed. Each of them reflects the humanistic essence of physical education as a pedagogical process, gives it a humanistic orientation to the extent that it corresponds to the humanism of ethics and the humanism of pedagogy.

The first group includes the most common, so-called. "Social" principles that determine the social requirements for physical education. They represent a refraction through the specifics of physical education of the basic humanistic ideas inherent in the humanism of ethics and in the humanistic content of pedagogy. These are the principles of versatile harmonious development of personality, health-improving orientation and application of physical education. They determine the most general social requirements for the humanization of target attitudes, content, process and results of physical education. These principles, first of all, reflect the humanism of the doctrine of the goal, objectives and content of physical education and self-education.

The second group includes general pedagogical principles that have developed in pedagogy and have been applied in physical education. In essence, these are general pedagogical didactic principles formulated taking into account the specifics of physical education. The humanism of these principles, first of all, is that they, being formulated taking into account the laws and characteristics of physical education, facilitate the student and the teacher the process of training, development and education. These include the principles of conscientiousness and activity, visibility, accessibility and individualization and, to a certain extent, systematicity. They fill the study of knowledge and the formation of methodological competencies, the study of movements and the development of coordination abilities in the process of physical education and self-education with a humanistic content. In addition, the last two principles are also related to the humanization of the content component of physical education.

The third group of principles is formulated on the basis of specific laws of building physical education. It defines the humanism of the content of the theory of planning and technologies of physical education and self-education. It includes the principles of the continuity and consistency of alternation of work and rest, the gradual increase in training influences and adaptive balancing of their dynamics, the cyclical construction of the system of classes, the age-appropriateness of the directions of physical education. They reflect the humanistic orientation of the sections of the theory and practice of physical education, associated with an increase in functional capabilities and the development on this basis of conditioning abilities, motor rehabilitation and motor recreation in the process of physical education and self-education, etc.

The fourth group of principles is related primarily to the definition of the content of physical education. This group of principles is a concretization of the predominantly traditional general pedagogical principles of conformity to nature and culture in relation to the content of physical education. It includes the principles of the correspondence of the content of physical education to the age and gender characteristics of students, the unity of its basic and variable components, taking into account environmental conditions, and the connection between the content of physical education and national culture. Reflecting the humanistic essence of the theory and practice of selection and design of the content and results of physical education and self-education, these principles are associated with other components of physical education.

At the level of the creative formation of a person's physical culture, knowledge is needed that allows one to operate with general concepts, set oneself and independently solve the problems of physical education and self-education. Along with knowledge in the process of physical education, methodological skills and abilities necessary for their practical application should be formed.

The formation of a self-developing personality is an important priority for the implementation of the humanistic idea of physical education. It should be carried out on the basis of a full-fledged physical education and personal assimilation of humanistic values that motivate physical self-improvement.

An important direction of humanization of physical education is the formation of physical culture and sports interests of the individual. For this, physical education should be emotionally saturated, bring useful results for the student, excite and satisfy the need for self-knowledge, evoke a feeling of natural satisfaction from motor activity.

The humanistic approach assumes, in the process of designing and implementing the content of physical education, the observance of the requirements of the principle of compliance with the age-sex characteristics of the students.

An important direction for physical culture practice of its humanization is the allocation of basic and variable components in physical education. The basic component includes knowledge, abilities, skills, levels of development of motor abilities, providing psychophysical adaptation at the moment and to future conditions of life. It is being developed taking into account the existing national system of physical education, which corresponds to the resource provision that has been formed for many decades, and modern requirements for physical education.

The variational component is formed taking into account the fact that the same result of physical education can be achieved through the use of its various means, which is due to the transfer of training and other factors. In practice, this is confirmed by the fact that in different countries, systems of physical education differing in content provide the same degree of specific adaptation of pupils and students to approximately the same environmental factors, production technologies, military duties, and other coinciding living conditions.

Taking into account unfavorable environmental conditions is the next priority direction of humanization of physical education. Under the influence of unfavorable environmental conditions, conditions occur that are considered borderline between norm and pathology. This significantly increases the requirements for the selection of content, individualization of physical education and the level of medical and pedagogical control over it.

Physical education should be culturally appropriate, providing a connection with the national culture. The education system is a social institution that translates the values of world and national culture to the individual and society. Physical education, being an element of the educational system, must also preserve, transmit and multiply these values, using its specific means rooted in the national culture. These include primarily folk dances and outdoor games.

Along with the considered, important directions of humanization of modern physical education are its intellectualization and strengthening of health related orientation. For this, physical education must increasingly focus on educational and recreational-hedonistic functions. Preference should be given to modern, attractive forms of movement, distinguished by motor expression, artistic expressiveness, allowing for creative improvisation. In the process of physical education, along with its traditional athletic content, more attention should be paid to modern dance, the formation of coordination abilities, outdoor and sports games, other emotionally saturated, corresponding to the fashion for sportiness, types of exercises and health systems.

In the conditions of the processes of democratization of society, which are characterized by an increase in the autonomy of the individual, all components of physical education should be designed and implemented taking into account the human dimension. This means that physical education in these conditions, in order to correspond to them, must attract a person to itself, be necessary, interesting and useful to a person, be understood as a cultural phenomenon necessary for him. This requires going beyond the framework of the approach that has developed over many years, when a person was considered in the process of physical education mainly as an organism, and a transition to a versatile consideration of his characteristics as a subject of physical education, an individual, individuality, personality.

In this regard, special attention should be paid to modern ideas about the problem of human corporeality in the process of life. In accordance with them, the human body, included in the system of social relations and types of his social life, becomes, on the one hand, the result of this life, and on the other, its means. At the same time, the use of the body as a means makes special requirements for knowledge, skills, skills, and the lifestyle of a person as a whole.

2 Humanization of physical education of schoolchildren

The humanistic orientation of moral consciousness as a side of the moral culture of the individual and his behavior is formed throughout his life. But a particularly important period of its formation is childhood and adolescence. At this age, important and sometimes decisive factors shaping humanistic consciousness are also the closest informal environment, especially the family, reference group, children's collective, school environment, etc. Humanization of the individual largely depends on how moral consciousness and moral behavior are formed in the school, as the school coordinates its moral education work with the family. But the main factor in the humanization of the individual is the individual's activity in moral self-improvement. The whole range of educational influences should be directed to the development of such activity.

Educational activity in the process of physical education has significant potential for humanistic impact on students. For their successful use, certain conditions are necessary: a humanistically oriented goal, objectives and content of physical education. The relationship between the teacher and students, built on a humanistic basis, taking into account the centuries-old experience in the formation of morality and humanistic education, is only one of the conditions for successfully solving the problems of humanizing the student's personality.

In the pedagogical process, dehumanization manifests itself in the manipulation of a person, in deception, the use of methods of violent pedagogical guidance of educational activities, etc. In physical education as a special case, it manifests itself in violation or non-observance of the requirements of traditional humanistic principles of physical education: health-improving orientation, versatile harmonious development of the personality, accessibility and individualization, the adequacy of physical education requirements to age and gender characteristics and in other forms that are detrimental to the subject of training and education.

One of the destructive consequences of dehumanization is a person's awareness of his helplessness. Together with other negative processes in the social, legal, economic, scientific, technical and cultural spheres, it leads the individual to pessimism, disappointment, loss of moral guidelines, faith in the future. To a certain extent, a humanistically oriented educational process based on high moral values accepted by the individual and on the high pedagogical skill of a teacher guided by a humanistic worldview can resist the processes of dehumanization of the individual.

To the greatest extent, the social processes of the transition period affected the fate of young people. Therefore, at present, the problem of humanizing the education system of students, including physical education as its component, has become especially acute. The complexity of the humanization of physical education is largely due to the systemic problems of education and the problems of physical culture as an integral part of culture and their interaction.

One of the systemic problems of education, which are directly related to humanization, is the problem of opposition between the two paradigms of teaching and upbringing. From the time of Pythagoras to the present day, the school maneuvers between the paradigms of humanistic and authoritarian teaching and upbringing. They have different ethical and theoretical and methodological foundations, differ, first of all, in their attitude towards the subject of training and education and in many other indicators. Physical education of student youth functions and develops in accordance with the general laws of the functioning and development of the education system, therefore, it is also characterized by the confrontation between the humanistic and authoritarian paradigms.

The essence of the problem is that, formally, the results of the activities of an experienced teacher, guided by authoritarian professional attitudes, and a humanist teacher, focused on humanistic professional attitudes, can be hardly distinguishable, since an authoritarian approach does not mean a lack of knowledge and experience. But from the moral point of view, the activity of a humanist teacher is incomparably more socially justified.

Speaking about the advantages of the results of the activity of a humanist teacher and the humanistic orientation of physical education, it is always necessary to take into account the student's position in relation to them. And it is not always unambiguously positive. Much in the assessment of the surrounding reality depends on the "I-concept" of the student. Having been formed as a person in a certain environment, with his own well-established "I-image", the student may prefer an authoritarian style of leadership as giving him certain benefits and advantages. After all, the "authority" takes responsibility for solving many issues and fully rewards obedience. Therefore, the humanization of physical education presupposes the humanization of its subjects - a student and a teacher.

The teacher plays a significant and often decisive role in shaping the personality of a citizen-humanist and humanizing society. He can fulfill his humanistic educational function because “they demand it”. But it is better if the teacher does it in accordance with his humanistic worldview. Such a worldview is necessary for everyone who decides to become a teacher. Simultaneously develop and master humanistically oriented pedagogical technologies.

A humane personality is formed more effectively in the process of humanistically directed activity. But this requires the appropriate conditions. Essentially important among them are the humanistic theoretical and methodological foundations, the humane practice of physical education, highly qualified humanist teachers who are able to implement the humanistic theoretical and methodological foundations in the process of practical activity.

Despite the higher efficiency of humanistic orientation, the possibility of using physical education for both humane and inhuman purposes, the problem of its humanization has not yet found its proper reflection and development in the theory and methodology of physical education and self-education, in general physical education of the population and training. physical education teaching staff. At the same time, to the credit of the majority of physical education teachers, the real practice of physical education has developed and develops most often in a humanistic direction. But this development occurs mainly spontaneously, by trial and error.

The need to develop scientific and methodological foundations for the humanization of physical education and their implementation in practice is due not only to the higher efficiency of the humanistic approach in solving physical education problems, but also by considerations of a higher order. The school has a significant impact on the formation of the student's personality. Depending on the content of training and upbringing, the direction of activity for its development, it can contribute to either the formation of a humane, creative personality, or the formation of a person who is not able to act in relation to others as he would like others to act in relation to him. So that our descendants have a future, so that it is a bright, sacred duty of the school is to educate active humanist citizens who are able to live on the planet without violence against the individual, guided by humanistic morality, following humanistic principles. Fulfilling this duty requires solving the problem of humanizing education and upbringing, including physical education.

Our traditional physical education does not yet have a sufficient scientifically grounded program and methodological complex that allows us to present a full-fledged pedagogical support of these requirements. One of the main reasons for this is the insufficient scientific substantiation and technological development of the humanistic orientation of the content of physical education to the solution of the urgent problem of corporeality.

The need for humanization is due to state interests, which are reflected in a number of important documents related to the development of physical culture and sports in the country and the improvement of the people by their means. First of all, let us note the Law "On Physical Culture and Sports", in which the physical education of young students is given at least three hours a week, subject to three lessons during the entire period of study. In the Republic of Belarus, this was done earlier and in a more organized manner than in a number of other countries of the world, and indicates a humane attitude towards children. The Government of the Republic of Belarus has ratified the UN Convention on the Rights of the Child, which discloses the moral, legal and pedagogical foundations of relations between children and adults, which have a pronounced humanistic orientation. The country has adopted a regulation on general education schools, in which humanity is considered as the principle of its functioning. In accordance with it, humanism should permeate the goal, objectives and content of the entire educational process, including physical education. Humanization has been proclaimed as the main principle of the reform of secondary general education schools.

The humanistic personality-oriented model of physical education is programmed at the level of goals, objectives, organizational, regulatory, informational, personnel and scientific support in the main directions of the program and in the State Program for the Development of Physical Culture, Sports and Tourism in the Republic of Belarus. To fulfill this state order, studies were carried out, which made it possible to develop a number of socially significant documents.

Thus, the humanization of physical education is an objective reality demanded by society and individuals. Despite this, practical activities to humanize physical education meet with certain difficulties. One of them, very important, in our opinion, is the insufficient development of the worldview foundations of the humanistic orientation of the content, activity and resultant components of physical education.

Summarizing what has been considered, we can assume that in ecologically unfavorable regions, for most of the indicators, a lower level of physical fitness is established than in other regions of the country. The results of numerous studies give reason to believe that one of the main reasons for this is, first of all, the impact of the consequences of the Chernobyl accident. Along with it, the level of physical fitness is influenced by a number of other factors that require study. In the meantime, we can only assume that this is a change in the socio-demographic structure of the population, a lack of qualified personnel, an insufficient training base, inventory, equipment necessary for such an ecological situation, non-observance of hygienic requirements during physical education, the lack of the necessary medical control over the educational process, etc. All this is reflected in its quality and results.

In connection with new approaches to assessing progress in the subject "Physical culture", which involves taking into account a set of indicators that affect the grade, one may think that maintaining the correct guidelines for physical fitness for students and teachers will become one of the conditions for improving the quality of teaching the discipline "Physical culture" ... So far, the results obtained do not give grounds for the development of regional scales for assessing the physical fitness of students. At the same time, the results of studies carried out in our country and abroad convincingly indicate that with the correct formulation of physical education in ecologically unfavorable conditions, it is possible to achieve a level of physical fitness that is slightly inferior to the indicators of students living in ecologically relatively safe regions. For this, taking into account the results of research in the conditions of the impact of the consequences of the Chernobyl accident, it is necessary to correct the content of physical education and rationing the load, taking into account the state of health of students. At the same time, strict medical and pedagogical control over the process of physical education and its results is required. The educational process should be supplemented by an extensive network of well-organized extracurricular and extracurricular physical culture, health-improving and sports work. All this together will increase the health-improving effect of physical culture, reduce the negative impact on the health of students of unfavorable environmental conditions, increase the humanistic potential of physical education.

3 The creative pedagogical heritage of Professor V.N. on physical education

The development of theoretical aspects was very important for the humanization of the practice of teaching and upbringing.

The position of I. -F. Herbart on the dependence of its results not only on the teaching, but also on the student, the subject being studied, the distribution of educational material and the course of its study. Without dwelling on the shortcomings of the didactics of I. -F. Herbart, we note his contribution to the widely understood humanization of pedagogical practice. He scientifically substantiated the need for interest in the goal, content and results of training and education, showed the importance of the correct distribution of educational material, established general, so-called. formal, principles of teaching and education for all academic disciplines.

A. Disterweg is called a teacher of teachers. His predecessors associated training and education mainly with the method. It was believed that all the power in the method. But the time had to come for a teacher who was more closely associated with the method than a soldier with a gun. A. Disterweg approved the humanistic understanding of the method as a method of activity that depends on the teacher and is inextricably linked with him.

Disterweg's humanistic contribution to the theory and practice of teaching and upbringing includes a system of didactic rules for developing education. For a teacher to be effective, he must first of all carefully examine the individual capabilities of students. Only by relying on the capabilities of each student, it is possible to lead him to the solution of a number of progressively more complicated problems. They should be so accessible that the student can solve them, and so difficult that their solution develops his abilities. The study should encourage the student to independent creative work. It should contribute to the education of independence, self-expression, self-affirmation and self-development of students. The student must not only learn, but also accustom himself to independent thinking and action.

These provisions are relevant today because the humanization of school education and upbringing is not a fashion, but the need to change the priorities of the school, dictated by new living conditions. At present, the student must be taught already at school to think and act independently, to the fact that in life no one will think or act for him. The leading role in creating the conditions for such a development of the student's personality at school belongs to the teacher

For the first time, Kryazh Vladimir Nikolaevich presented the relatively complete scientific and methodological foundations of the humanization of physical education, using the results of theoretical and experimental research, many of which have been introduced into the practice of physical education, in their development. Citizen of the Republic of Belarus. Profession - a teacher of physical education, anatomy and human physiology in high school. Concurrently, with breaks, he headed a sector, a laboratory of physical education, a temporary research team at the National Institute of Education of the Republic of Belarus (1988-2008). 1996-1998 part-time collaborated with NIIFK as the author and co-leader of the development of the project for the survey of the physical development and physical fitness of the nation. Participant in the development of the Law of the Republic of Belarus "On Physical Culture and Sports", the project for the humanization of education. Scientific consultant and co-author of the development of the Basic Directions for the Development of Physical Culture and Sports in the Republic of Belarus and the first national State program for the development of physical culture and sports for the period 1997-2002. complex. Author and co-author of over 460 publications. Including the monographs "Organization of physical education of students" (1978, co-authored), "Circular training in physical education of students" (1982), "Gymnastics, rhythm, plastic" (1987, co-authored), "Introduction to the humanization of physical education" (1996, in three parts), "Increased radiation and physical education" (1997, co-authored). Developer, author and co-author of the first national state curricula for educational institutions of all types, the content of general physical education in a reformed school (1989-2008), teaching aids. Author of over 200 publications on the problem of humanization of physical education. The creative heritage of Professor V.N. on the issues of humanization for the modern system of physical education is of invaluable importance both in theoretical and applied sense.

Conclusion

The idea of harmonious human development has become a key value in physical education. I. Bykhovskaya rightly notes that "the idea of harmony - proportionality, harmony of parts of a single whole - has never left a person."

Particular attention in the problem is paid to the search for harmony between the spiritual and physical principles, between the inner and outer world of a person, harmony between body and spirit.

The system of physical education is one of the most effective tools for state regulation of the state of the physical and moral health of the nation, which should reflect current trends and solve urgent problems of both the state and, above all, a person.

Humanization is a permanent controlled process of transformation of the main aspects of physical education and self-education (meaningful, procedural, effective) and their components in accordance with the requirements of humanism.

The conceptual provisions of humanization determine the approaches to the practical implementation of the humanism of ethics and the humanism of pedagogy in the process of physical education. The first of them defines the highest value of physical education. Such a value is a person whose creative activity ensures his personal well-being and the well-being of all members of society. It depends on many factors, the most important of which is health.

Physical education is a universal means of strengthening and maintaining health, prolonging creative longevity. However, in accordance with the proposed concept, it should not be limited only to the tasks of achieving physiological, health-improving and rehabilitation and prophylactic effects. As a side of the state education system, it should contribute to the formation of the personality of an active citizen of a democratic society, who cares about his moral, intellectual and physical self-improvement.

Not all conceptual provisions are traditional for Russian physical education. Some of them do not agree with the stereotypes of professional thinking of physical culture specialists formed in other conditions. But the younger generation requires new approaches to physical education and new criteria for its effectiveness. This is due to our desire to determine the directions of development of personality-oriented physical education in the near future. For their implementation, along with solving practical problems, it is necessary to further develop experimental and theoretical prerequisites for the humanization of the main aspects of physical education - meaningful, procedural and effective. Mandatory use of a person's interest in their own health as a motivator and turn the education process into an interesting and beneficial occupation for a person. In the conditions of the transitional period experienced by the countries that have arisen in the post-Soviet space, the solution of these problems is significantly complicated by the related problems of training and advanced training of personnel, material and technical, scientific, informational, medical support of physical education, and many others. methodological and practical approaches to their solution, it became necessary to substantiate uniform target settings of physical education and priority areas of activity to achieve them, developed on a single ideological basis. It was assumed that this will contribute to the concentration of efforts on the main directions of improving the state system of physical education and will increase its effectiveness.

The problems of introducing the humanistic concept into school education take place, which is gradually being solved with the help of developing methodology and reforming the education system as a whole, as well as attracting out-of-school, amateur organizations to improve the process of upbringing a person, focused on caring primarily about health and the formation of moral qualities in the spirit of humanism.

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General information

Physical culture means

Components of physical education

Mass physical culture

Physical recreation

Healing Fitness

Sport

Adaptive physical education

Physical education

see also

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