Physical activity of children. Motor activity of preschoolers

The motor skills of an infant from birth have a rather complex organization. It includes many mechanisms designed to regulate posture. In a newborn, increased motor activity of the limbs is often manifested, which has a positive value for the formation of complex complexes of coordinated movements in the future.

The development of the child's movements during the first year of life proceeds at a very rapid pace, and the progress achieved in this regard in twelve months is striking. From an almost helpless creature with a limited set of elementary general innate movements of the arms, legs and head, the child turns into a small person, not only easily standing on two legs, but relatively freely and independently moving in Space, capable of performing complex manipulative movements simultaneously with the movements of the legs hands, freed from locomotion (the function of ensuring movement in space) \ and intended for the exploration of the surrounding world.

In infancy, motor skills are rapidly developed in children, especially complex, sensory-coordinated movements of the arms and legs. These movements in the future play a very significant role in the development of the cognitive and intellectual abilities of the child. Thanks to the movements of the arms and legs, the child receives a significant part of the information about the world; from the movements of the Hands and feet, he learns to see the human eye. Complex manual movements are included in the primary forms of thinking and become its integral part, ensuring the improvement of human intellectual activity.

Big impulsive activity hands of the child is observed already in the first weeks of his life. This activity includes hand waving, grasping, hand movements. At 3-4 months, the child begins to reach for objects with his hand, sits with support. At 5 months, he already grabs fixed objects with his hand. "At 6 months, the baby sits on a chair with support and can grab moving, swinging objects. At 7 months, he sits without support, and at 8 sits down without assistance. At about 9 months, the baby stands with support, crawls on his stomach, and at 10 sits with support and crawls, leaning on hands and knees.At 11 months the child is already standing without support, at 12 he walks, holding the hand of an adult, and at 13. This is an amazing progress in motor activity within one year from the moment of birth Note that with special training children can master the corresponding motor skills much earlier than usual.

All objects by a child up to about seven months of age are gripped in almost the same way. After seven months, one can observe how the movements of the hands, and in particular the child's hand, gradually begin to adapt to the peculiarities of the object being captured, that is, they acquire an objective character. Initially, such an adaptation is observed at the moment of direct contact of the hand with the object, and after 10 months, the adaptation of the hand and hand is carried out in advance, even before touching the object, only on the basis of its visually perceived image. This indicates that the image of the object began to actively control the movements of the hands and regulate them, that is, that the child had sensorimotor coordination.

The coordinated actions of hands and eyes begin to appear in a child quite early, long before the moment when clear sensorimotor coordination develops. The child grasps, first of all, those objects that catch his eye, and this is noted already in the second or third month of life. At the next stage, referring to the age of 4 to 8 months, the system of coordinated visual-motor movements becomes more complicated. It highlights the phase of preliminary tracking of the object before it is captured. In addition, the child begins to visually and motorically anticipate the trajectory of movement of objects in space, that is, to predict their movement.

One of the first babies learns to grasp and hold objects in hand, trying to bring them closer to the mouth. It is possible that in this peculiar action is manifested atavism, associated with the fact that in many animals the jaws were the main organ for manipulating and exploring the surrounding world.

First, the child grasps objects that are at hand, which she encounters on the way of her natural following. Then the movements of the hand become more purposeful and controlled by the image of a visually perceived object located at some distance from the child. The baby catches him, manipulates him, paying attention to the properties of this object. He begins to reproduce the most striking and attractive properties of objects with the help of repeated movements. For example, he shakes a rattle in order to reproduce the sound it makes; throws an object on the floor in order to trace the trajectory of its fall; knocks with one object against another in order to hear the characteristic sound again. At this age, the child, apparently, already begins to understand that the reproduction of movements is able to once again recreate the desired result. Here we are probably dealing with the beginning of the formation arbitrary movements, and all this applies to the first six months of life.

In the second half of the year, children begin imitate the movements of adults, to repeat them and thus turn out to be practically prepared for the beginning of learning by imitation (vicarious learning). Previously formed eye movements play an orientation and research role in the improvement of complex hand movements. With the help of sight, the child studies the surrounding reality, controls his movements, thanks to which they become more perfect and accurate. The eye, as it were, "teaches" the hand, and with the help of hand movements in the objects that the child manipulates, more new information is revealed. Vision and hand movements become further the main source of the child's cognition of the surrounding reality.

Towards the end of infancy, a child develops a special form of movement, which serves as a means of directing the attention of an adult and controlling his behavior in order to meet the actual "needs of the child. This is primarily pointing gesture, addressed to an adult, accompanied by appropriate facial expressions and pantomime. The child points to the adult with his hand at then, what interests him, counting on the help of an adult.

PERCEPTION AND MEMORY IN INFANTS

Of all the senses, the most important for a person is vision. It is the first to actively develop at the very beginning of life. Already in a month-old baby, tracking eye movements can be recorded. At first, such movements are carried out mainly in the horizontal plane, then vertical tracking appears, and, finally, by the age of two months, elementary curvilinear, for example, circular, eye movements are noted. Visual concentration, that is, the ability to fix the gaze on an object, appears in the second month of life. By the end, his child can independently shift his gaze from one object to another.

Infants in the first two months of life spend most of their waking hours looking at their surroundings, especially when they are fed and calm. At the same time, vision, apparently, is the sense that is least developed at birth (meaning the level of development that vision can reach in an adult). Although newborns are able to follow moving objects with their eyes, their vision is relatively weak up to 2-4 months of age.

A fairly good level of development of eye movements can be noted in a child by about three months of age. The process of formation and development of these movements is not completely predetermined genetically; its speed and quality depend on the creation of an appropriate external stimulating environment. Children's eye movements develop faster and become more perfect when there are bright, attractive objects in the field of vision, as well as people making various movements that the child can observe.

From about the second month of life, the child has the ability to distinguishing between the simplest colors, and in the third or fourth months - shapes of objects. At two weeks old, the baby has probably already formed a single image of the mother's face and voice. Experiments carried out by scientists have shown that a baby shows obvious anxiety if a mother appears in front of his gaze and begins to speak in a “wrong” voice, or when a stranger, a stranger suddenly “speaks” in the mother’s voice (such an experimental situation with the help of technical means artificially created in a number of experiments with infants).

In the second month of life, the baby in a special way reacts to people, distinguishing and distinguishing them from surrounding objects. His reactions to a person are specific and almost always brightly emotionally colored. At the age of about 2-3 months, the baby also reacts to the smile of the mother with a smile and a general activation of movements. This is called a revitalization complex. It would be wrong "to associate the emergence of a child's revitalization complex with the visual perception of familiar faces. Many children who are blind from birth also begin to smile at about two to three months of age, hearing only the voice of their mother. rare and soulless hinders the development of a complex of revitalization and can lead to a general delay in the psychological development of the child.

The smile on the face of a child does not arise and is maintained by itself. Its appearance and preservation is facilitated by the affectionate treatment of the mother with the child or the adult who replaces her. For this, the expression on the face of an adult must be kind, joyful, and his voice must be pleasant and emotional.

First elements revitalization complex appear in the second month of life. These are fading, concentration, smiling, humming, and all of them first arise as reactions to an adult's appeal to a child. In the third month of life, these elements are combined into a system and appear simultaneously. Each of them acts as a specific reaction to the corresponding influences of an adult and serves the purpose of enhancing communication between a child and an adult. At the final stage of his development, the complex of revitalization is demonstrated by the child whenever the child needs to communicate with an adult.

By the age of three to four months, children, by their behavior, clearly show that they prefer to see, hear and communicate only with familiar people, as a rule, with family members. At the age of about eight months, the child shows a state of visible anxiety when the face of a stranger comes into his field of view or when he himself finds himself in an unfamiliar environment, even if at that moment his own mother is next to him. The fear of strangers and unfamiliar surroundings progresses rather rapidly, from the age of eight months to the end of the first year of life. Together with her, the child's desire to constantly be close to a familiar person, most often to his mother, and not to allow a long separation from him grows. This tendency of the emergence of fear of strangers and fear of unfamiliar surroundings reaches its highest level by about 14-18 months of life, and then gradually decreases. In her, apparently, the instinct of self-preservation is manifested in that period of life that is especially dangerous for a child, when his movements are uncontrollable, and protective reactions are weak.

Let's consider some data that characterize the development of perception of objects and memory in children in infancy. It is noticed that such a property of perception as objectivity, that is, the attribution of sensations and images to objects of the surrounding reality occurs at the beginning of an early age, about one year. Soon after birth, the child is able to distinguish between the timbre, volume and pitch of Sounds. The ability to memorize and store images in memory in their primary forms also develops in an infant during the first year of life. Until 3-4 months of age, a child is apparently able to store an image of a perceived object no more than one second. After 3-4 months, the preservation time of the image increases, the child acquires the ability to recognize the face and voice of the mother at any time of the day. At 8-12 months he highlights objects in the visual field, and recognizes them not only as a whole, but also in separate parts. At this time, an active search for objects that suddenly disappeared from the field of vision begins, which indicates that the child retains the image of the object in Long-term memory, separates it from the situation for a long time and correlates it with it, that is, fixes the objective connections that exist between objects.

Specificity associative memory, which is already in infants, is that quite early they are capable of creating and maintaining temporary connections between the combined stimuli. Later, by about one and a half years, a long-term memory is formed, designed for long-term storage of information. A child in the second year of life Recognizes familiar objects and people in a few weeks, and in the third year of life even after a few months.

A.V. Zaporozhets, a well-known Russian researcher of child psychology, described the process of cognitive development of an infant as follows. The formation of grasping movements in a child, starting from about the third month of life, has a significant impact on the development of his perception of the shape and size of objects. Further progress in the perception of depth in children is directly related to the practice of moving the child in space and with the actions of the hand freed from locomotor functions. Sensory processes, being included in the maintenance of practical actions for manipulating objects, are rebuilt on their basis and themselves acquire the character of orientational-research perceptual actions. This occurs in the third and fourth months of life.

When studying the visual perception of children, it was found that stimuli that are close to each other in space are combined by them into complexes much more often than those that are distant from each other. This gives rise to the typical mistakes that infants make. A child can, for example, grab a tower of cubes by the topmost cube and be very surprised to find that only one cube, and not the entire tower as a whole, is in his hand. A child of this age may also make numerous and diligent attempts to "take" a flower from the mother's dress, not realizing that this flower is part of a flat pattern. It is noticed that when perceiving objects, children are first guided by their shape, and then by their size, and only later, by color. The latter occurs around the age of 2 years.

Babies of one year old or close to this age are characterized by a clearly expressed cognitive interest in the world around them and developed cognitive activity. They are able to focus their attention on the details of the images in question, highlighting contours, contrasts, simple forms in them, moving from horizontal to vertical elements of the picture. Babies show an increased interest in flowers, they have a very pronounced orientational-research reaction to everything new and unusual. Babies are revitalized by experiencing phenomena that are different from those with which they have already encountered before.

There is a hypothesis, proposed by J. Piaget, that infants already have a prototype of the scheme in the form of an elementary ability to orderly reflect reality in the form of general properties inherent in a number of similar but not identical phenomena. This is evidenced by the fact that many one-year-old children distinguish between groups of objects united by common characteristics: furniture, animals, food, including images.

If in the first half of life the child discovers the ability to recognize objects, then during the second half of life he demonstrates the ability restoring an image of an object from memory. A simple and effective way to assess a child's ability to reproduce an image is to ask him where the object he knows is located. The child, as a rule, begins to actively search for this object by turning his eyes, head, body. The severity of this ability gradually increases from the first six months of life to one and a half years. By the end of this The time for saving the image in memory after the object was first seen and hidden increases to 10 seconds.

Summarizing the data on the sensory development of children in the first year of life, J. Piaget built the following sequence of its stages:

1. The stage of development of the structures of interaction of the child with inanimate objects. It includes:

A. Operational consolidation stage (I-4 months). The child, with the help of simple eye or hand movements, tries to restore a perceptual or emotional situation that is of cognitive or emotional interest to him. In each such case, the child, with his movements, seeks to restore the previous sensations (for example, the movement of the eyes towards an attractive object or the movement of the hand to the mouth).

B. Operational coordination stage (4-8 months). Example:

the movement of the weighing pan, seeing which the child then tries to reproduce. In general, having noticed an interesting movement of something, the infant almost instantly grasps it, reproduces it, observing the reaction with great curiosity. In this case, in addition to the movement made by the child himself, there is a reaction of tracking this movement.

V. Bifocal coordination (8-12 months). Arbitrary repetition of the same movement with different parts of the object (pressing the left scale pan after the movement with the right one). If a barrier is placed in front of a 4-8 month old child on the way to an attractive goal for him, then the child will not make any attempts to eliminate it. An 8-12 month old baby removes the barrier quite easily. This means that he sees a connection between two objects: a barrier and a goal, foresees the result of action with the first of the objects - the barrier - as a means of achieving the second - the goal.

G. A typical example is W. Kohler's experiments with the use of tools. Here the ability to make movements with objects - means (tools) in any direction, regardless of those manual movements that are necessary for the direct achievement of the goal - is manifested.

Similar substages can be distinguished in the development of movements of the organ of vision, as well as movements associated with food and drink, social interaction and speech. At the same time, children are developing structures related to interaction with people, especially ways of non-verbal communication between a child and an adult who cares for him. Let's highlight similar stages in this process.

2. Stages of development of the structures of interaction between the child and the people around him. They contain:

A. Operational consolidation (1-4 months). Towards the end of this stage, the child notices deviations from the mother's usual behavior and makes efforts to evoke a habitual reaction on her part. If this does not work out, then the child turns away and begins to do something else. This behavior indicates that the child has begun to develop primary intentions.

B. Operational coordination (4-8 months). The child makes deliberate actions in order to use them to attract the attention of the mother or another adult (pulls the mother by the hair, shakes the toy, stretches out his hands to the mother, etc.). Those actions that initially pursued a specific goal now begin to play the role of signals, stimuli, deliberately introduced into the communication process and directed at another person.

V. Bifocal operational coordination (8-12 months). Here, the structures of interaction with inanimate objects are coordinated with the structures of interaction with people (playing with the mother in any toys). The child's attention is simultaneously focused on both the person and the inanimate object (toy).

G. Improved coordination (12-18 months). At this stage, a child's imitation of movements and actions performed by other people appears, an active search for interesting objects is conducted in order to demonstrate them to another person.

In order to better understand what level of development the infant reaches in perception, it is necessary to turn to the concept cognitive schema. The scheme is the main unit of perception, which is a trace left in the memory of a person by the perceived picture and includes the most informative, essential for the subject signs. The cognitive schema of an object or situation contains detailed information about the most important elements of this object or situation, as well as about the interrelationships of these elements. Infants already have the ability to create and maintain cognitive schemas. Older children form cognitive schemas for unfamiliar objects after looking at them for a few seconds. The older the child, the better he learns to distinguish informative features of the perceived object and abstract from insufficiently informative ones. In order to catch a person's mood, children look into his eyes, listen to his voice. At the same time, they are trained to conduct a targeted search for the necessary informative elements.

By the end of the first year of life, the first signs of a child's thinking are in the form sensorimotor intelligence. Children of this age notice, learn and in their practical actions use the elementary properties and relationships of objects. Further progress in their thinking is directly related to the beginning of the development of speech.

Activation of cognitive and motor activity of students at physical education lessons

1. The activity of students in physical education lessons, the factors that determine it

1.1 Types of student activity in physical culture lesson

The nature of student activity... The activity shown by students during classes is divided into cognitive and motor. Cognitive activity is associated with the manifestation of attention by students, their perception of the educational material, with the comprehension of information, with its memorization and reproduction. Physical activity is associated with the direct implementation of physical exercises. And with cognitive and motor activity, primarily mental activity, and the latter is reflected in motor activity, as already mentioned by I.M. Sechenov.

Taking care of increasing the activity of students in the classroom, it is important to manage this activity, to subordinate it to pedagogical tasks, i.e. stimulate the organized activity of students, build the lesson in such a way that students do not have time to show unorganized activity. The more place the first type of activity takes, the higher the organization of the lesson. With poor organization of the lesson, over half of the movements made by the students do not coincide with the objectives of the lesson.

Organized activity of schoolchildren determines the motor density of a physical education lesson. Achieving a high motor density of a lesson should not be an end in itself for a physical education teacher. First, one must proceed from the objectives of the lesson; an increase in the motor activity of schoolchildren should not go to the detriment of their cognitive activity. Secondly, it is necessary to take into account the limited physical capabilities of schoolchildren, the need for them to rest periods after completing a series of physical exercises.

Factors that determine the activity of students in the physical education lesson.Based on the dual nature of human activity - social and biological - and the factors that determine the educational activity of schoolchildren in the physical culture lesson can be divided into the same groups.

Social factors include: the peculiarities of organizing the activities of students in the lesson by the teacher, assessment of the student's activities in the lesson by the teacher and comrades, satisfaction of students with lessons, their interest in physical culture and the goals of physical education. The biological factors, first of all, should include the need for movement.

The degree of student activity in the lesson is determined by a combination of these factors, however, different factors may be leading for different students. This creates an ambiguous picture of the manifestation of educational activity by schoolchildren, in which a physical education teacher, in order to control the activity of schoolchildren, needs to understand in each specific case separately. Only then can one find out what caused the passivity of one student and the high activity of another.

It is important to know the direction of the student's activity, what goals it pursues: egoistic or collectivist, public or antisocial. Otherwise, taking care of increasing activity and educating in this way diligence as one of the positive qualities of a person, one can involuntarily contribute to the development of other, already negative qualities of a person.

In the next subsection, we will consider the interest of students in physical education lessons.

1.2 Interest in physical culture as a factor in increasing the activity of students in a physical culture lesson

Interest is a conscious selective positive attitude towards something that prompts a person to be active in order to cognize the object of interest. Interest is characterized by breadth, depth, stability, motivation, reality.

The interests of students in a physical education lesson are different. This is the desire to strengthen health, to form posture, this is the desire to develop motor and volitional qualities. The interests of boys and girls are different, girls most often think about a beautiful figure, flexibility, grace of movement and gait, less often about the development of speed, endurance, strength. Boys want to develop strength, endurance, speed, agility.

The importance of the attractive aspects of physical culture also changes with age. If younger schoolchildren show interest in physical activity in general, then adolescents engage in physical exercises for a specific purpose. For high school students, in the first place are motives associated with their life hymns, i.e. with preparing yourself for a specific professional activity.

Taking into account the specific reasons for the manifestation of interest in physical culture by schoolchildren, the teacher of physical culture must build his work on agitation and promotion of physical culture, on the formation of interest in his subject as a whole, regardless of the material passed through. However, schoolchildren also show a differentiated interest in various program material. In the lower grades, boys prefer sports games, and girls prefer active ones. Students enjoy all other curriculum activities in these classes approximately equally. From class IV, interests begin to differentiate more and more. About a third of girls prefer gymnastics and acrobatics and at the same time do not like general developmental exercises. Some sixth-grade boys do not like gymnastics and prefer track and field athletics. All schoolchildren of this age have an increased interest in sports games, especially basketball, relay races in the form of competitions. This can be explained by the changes occurring in the properties of neurodynamics caused by the onset of puberty: an increase in the excitation process and an increase in the rate of its course.

In the senior grades, the interests of schoolchildren remain approximately the same, but their differentiation deepens. Starting from the 9th grade, a sharp decline in interest in difficult and competitive exercises is noticeable. There are several reasons for this. First, due to the growth of self-awareness, older students begin to take care of their prestige and are sensitive to failures that may occur during the competition. Secondly, as shown in a number of studies from junior to senior grades, a positive attitude towards physical education lesson is weakening. This is especially noticeable in groups of schoolchildren with an average and low level of physical activity.

The number of schoolchildren wishing to engage in physical education in their free time is also decreasing. On the one hand, this is explained by the increasing diversity of interests of senior schoolchildren, and on the other hand, by the increase after the period of puberty, inhibition according to the "internal" balance, indicating a decrease in the need for motor activity. This is especially evident in girls.

The interest in physical culture is also preserved in older schoolchildren, if they have a goal of doing physical exercises. However, it is imperative that this goal be maintained over a long period. Therefore, the task of a physical education teacher is to form purposefulness in schoolchildren, i.e. striving to achieve a long-term goal. Purposefulness arises only if the goal is meaningful for the student, meets his motives and interests, and is considered achievable by him.

The reality of achieving a goal creates a person's perspective. Perspective gives goals a particularly strong incentive. But the perspective must be continuous, with private goals constantly increasing in difficulty. Therefore, it is imperative that the teacher sets close, intermediate and distant goals.

The immediate goals can be: learning some element of a complex exercise, performing an exercise for endurance and strength a certain number of times, etc. As intermediate goals can be: preparation for admission to the CYSS, mastering the exercise. Ultimate distant goals: development of quality to a certain level, fulfillment of discharge standards, mastering the ability to swim, etc. The maintenance, and sometimes the formation of the interest and purposefulness of schoolchildren in the field of physical culture depends on the correct setting of goals.

In a number of cases, the interests and purposefulness of schoolchildren involved in sports may conflict with the tasks of physical education of these schoolchildren in physical education lessons. In this sense, schoolchildren with a higher level of development of interest in physical culture (with a narrow interest in practicing only one kind of sport and a disdainful attitude to physical education) present no less difficulty for a physical education teacher than students with the lowest levels of development of interest in physical culture - lack of interest in general or the presence of only contemplative interest (interest of a fan), but without the desire to engage in physical education itself. In this regard, the average level of interest development (the presence of general interest in physical education among schoolchildren) is the most favorable for a physical education teacher.

Maintaining interest and purposefulness among schoolchildren largely depends on whether they experience satisfaction at a physical culture lesson, and whether they develop satisfaction with physical culture lessons.

To clarify the attitude of students to physical education lessons, you can use the program of a specific sociological research.

1.3 Satisfaction of schoolchildren with physical education at school and factors that determine it

Satisfaction characterizes the attitude, moreover, generalized and stable, to something; in particular - to physical education lessons as an educational process. In contrast, satisfaction is an emotional experience from a one-time event. You can, for example, be satisfied with the way a physical education teacher taught the lesson today, but in general not feel satisfaction from the lessons as an educational process, since it does not ensure the satisfaction of needs and achievement of the goals set by the students. From what has been said, it becomes obvious that satisfaction and satisfaction are different concepts, although without the student's satisfaction with particular moments of the lesson, it is difficult to count on general satisfaction with the process of physical education in the classroom.

In addition to satisfaction with the lessons, students also have an attitude towards physical culture as a subject, which is characterized, on the one hand, by an understanding of the importance of this subject, and on the other hand, by the expectation that it is possible to satisfy their interests and needs for physical activity on this subject. The attitude to physical culture among schoolchildren as a subject and as a lesson in the absolute majority does not coincide: throughout the entire period of study at school, the majority of students have a high level of attitude to physical culture as a subject, and the attitude to the lesson from elementary grades to senior a significant proportion of students is declining. The main reason for the drop in satisfaction with the lessons is the lack of emotionality of the lesson, the lack of interest in the exercises performed, low (for boys) or excessive (for some girls) physical activity, and poor organization of the lesson (this factor is especially significant for girls). Characteristically, these same factors lead to lesson satisfaction. Consequently, the whole point is what is the skill of a physical education teacher, his attitude to his work. Among other factors influencing the satisfaction of schoolchildren with physical education lessons, one can name the conditions of the lesson, as well as the relationship with the physical education teacher, the results achieved by the students.

The latter are assessed by students in different ways, depending on the purpose for which they attend physical education lessons. Students with a negative attitude towards physical education as a subject most often (especially in the lower grades) go to lessons for the sake of getting a grade and avoiding trouble. Students with a positive attitude towards physical culture as a subject most often go to lessons to develop motor qualities (this motive is especially common in boys) and to improve their physique (this motive is more typical for girls, especially in middle and senior grades).

In high school, many students, both boys and girls, go to physical education classes to get moving. This motive is somewhat more common among schoolchildren with a positive attitude towards physical culture as a subject.

The same relationship of motives for attending physical education lessons was found with satisfaction or dissatisfaction with these lessons. The dissatisfied more often go to lessons for the sake of assessment and avoiding trouble, and the satisfied ones - for the sake of their physical improvement.

The motives of schoolchildren attending physical education lessons affect the educational activity of students in the classroom, although it should be noted that the latter depends to a greater extent on the satisfaction of schoolchildren with physical education lessons; satisfied are more active in class than dissatisfied.

In general, there is undoubtedly a connection between the decrease with age in satisfaction with physical culture lessons and the physical activity shown by students in the classroom, and, obviously, it is two-sided. Motor activity in physical education lessons is most of all reduced among girls. Their satisfaction with physical education lessons also decreases to a greater extent. However, since motor activity is determined not only by psychological and pedagogical factors, but also biological, for example, an increase in girls' passive body mass during puberty, the development of internal inhibition, which reduces the motor "charge" of girls. The decline in physical condition forces the girls to reconsider their attitude to the content of the lesson, to those physical exercises that are in the program. From here, satisfaction with the lessons and the physical activity shown on them can change.

The attitude to physical education lessons also affects their attendance: the dissatisfied are more likely to miss lessons without a good reason. All this together leads to the fact that the unsatisfied have more satisfactory grades and fewer excellent and good grades than satisfied ones. Thus, the end result of the training, which is reflected in the grades, suffers. Therefore, the task of a physical education teacher is to monitor the satisfaction of students with lessons, to use all pedagogical means and forms of conducting classes so that it does not decrease.

Attention should be paid to the student leadership style. The authoritarian style of the teacher is not accepted by most students, especially girls. Better to use a democratic style.

Satisfaction with the content of the lesson depends on its emotionality. In the lower grades, this experience of positive emotions (the joy of having fun in a physical education lesson, from the movements experienced in the game of excitement) is more pronounced than in the senior grades. In senior grades, schoolchildren experience weak emotional satisfaction, which, obviously, has a particularly negative effect on girls' attitude towards the lesson (boys are more focused on the result) exercise - physical development, so the emotional side of the lesson is in the background for them.

The assessment of satisfaction and dissatisfaction cannot be approached unambiguously: once there is satisfaction, then this stimulates the student's activity, and if there is dissatisfaction, then it reduces the activity. It all depends on a particular person, the goals that she sets for herself, and the conditions in which the person finds herself. Satisfaction can also lead to a decrease in activity due to the student's complacency, "resting on our laurels." On the other hand, dissatisfaction with the achieved level of physical development, sports results can stimulate activity, make the student persist. True, this stimulation will stop as soon as the student feels hopeless in achieving the goal.

Obviously, the most serious importance should be given to the physical education teacher to the satisfaction of students with the relationship with him: after all, the attitude of the student to the subject of "physical education" and the awakening of interest in physical education and sports in general depend on this (since the teacher of physical education is an authorized representative in the eyes of the student of this spheres of social activity), and the authority of the teacher in the eyes of the student. According to E.N. Pisannikova, schoolchildren who are satisfied with their relationship with a physical education teacher look at the teacher differently compared to schoolchildren who are dissatisfied with this relationship. The latter are more often (and in the middle grades - all) are dissatisfied with the teacher's remarks in the lesson, they believe that he leads only authoritarianly, too strict (more often in the middle grades). They are less likely to note such qualities of a teacher as restraint and calmness, love for children, for sports. In the senior grades, about half of the boys and a quarter of the girls who are not satisfied with their relationship with the physical education teacher do not see any positive qualities in the teacher at all. It is clear that with such an attitude towards him, there is nothing to expect from schoolchildren that they are highly active in a physical education lesson.

Biological factors also play a significant role in the attitude of schoolchildren to physical culture, the role of which we will consider below.

1.4 Biological factors in the cognitive and motor activity of schoolchildren and their role

Although the degree of activity of schoolchildren in a physical education lesson is determined, first of all, by social factors, the role of a biological factor - a person's need for physical activity, which is expressed to different degrees in different people - should not be underestimated either. Therefore, it is possible to create in students the same strength of social motive and still get different activity from different students. These differences will be determined by the different "charge" of students for the manifestation of activity.

It has been shown that a high level of physical activity during the day and at a physical culture lesson is associated with a predominance of excitement in terms of the "internal" balance and with a strong nervous system, a low level of physical activity is associated with a predominance of inhibition in terms of "internal" balance and with a low strength of the nervous system. ... Since the typological features of the manifestation of the properties of the nervous system are innate, there is reason to say that the differences between people in the need for movement also have an innate basis, and not only a social one.

In addition, the combination of the strength of the nervous system with a predominance of excitement according to the "internal" balance is the neurodynamic basis for the manifestation of high patience with the onset of fatigue. Consequently, on the one hand, people with these typological features of the nervous system need to move more in order to satisfy the need for motor activity, and on the other hand, they can tolerate more, show persistence even when the need has already been satisfied, and more than that - when fatigue sets in. Hence the greater efficiency of such persons in dynamic and static work, and the greater volume of educational work performed leads to great success.

It is no coincidence, therefore, that the best performance in mastering motor skills and the development of motor qualities was found in persons with excellent typological characteristics, especially with a predominance of excitement in terms of "internal" balance.

It is characteristic that a great need for physical activity is manifested when performing any kind of muscle work, when passing any program material in physical culture lessons. This emphasizes the nonspecific nature of the need for physical activity.

The approach of a physical education teacher to students with different needs for physical activity should be individual, as well as his assessment of the hard work shown by students in the lesson. The greater activity of one student in comparison with another does not mean that he is more consciously approaching his duties in the lesson, that he is more responsible. He just needs more range of motion to satisfy his need for physical activity. For students with a low need for physical activity, such an organization of their work is required in which they would feel the constant attention of the teacher and comrades, constant control over their actions and successes. Good results are obtained by pairing a highly active student with a low-active student. The former controls and supports the latter.

What has been said above concerns only the first, albeit the most essential, characteristic of activity — its energy potential, the "charge" of the student for activity. Another characteristic of activity is also important - the propensity for a certain type of activity. This qualitative characteristic of activity, which indicates its selectivity, is also associated with the properties of the nervous system.

So, people with mobility of nervous processes, with a strong nervous system, are prone to a variety of activities that require quick and unexpected decisions, are ready to take risks. People with opposite psychological characteristics - inertia of nervous processes and a weak nervous system - do not tolerate great psychological stress, therefore they prefer a calm, measured, even monotonous activity. Hence, schoolchildren may show different interest in gymnastics, basketball, swimming and other sections of the curriculum. Depending on the material passed through, the activity of students may be, therefore, more or less.

2. Ways to increase the educational activity of schoolchildren in physical education lessons

2.1 Creating a positive emotional background in the lesson

physical culture lesson satisfaction

Emotional background is an important factor in the lesson. It arises from the moment students expect a physical education lesson and exists throughout its duration. In this case, the emotional mood can change during the lesson, depending on the well-being of the students, their interest in the exercise, in connection with the assessments of their activities.

Censures of a physical education teacher, expressed in a rude form, reduce the activity of students in the lesson. A teacher's mistake is, for example, a reproach to a student expressed in the following way: "Look, you did everything right, only you can't do anything." Here the student's failure is opposed to the success of the whole class, and censure makes him rejected for the whole class: the student then becomes an "ugly duckling" for the class.

The activity of students and the ridicule of comrades significantly reduce the activity of students, and it is especially noticeable in the middle classes. High school students are less focused on evaluating their performance by others, so they are more relaxed about the ridicule of classmates. But for high school students, the factor "achieved results" is very significant.

The constant concern of a physical education teacher is to create and maintain a joyful mood of schoolchildren in the classroom. Filling the life of schoolchildren with joyful experiences, the teacher expands the ability to manage the pedagogical process.

However, the joy in the lesson is not only and not so much fun as the joy of work and learning. K. D. Ushinsky wrote that in the lesson "seriousness should reign, admitting a joke, but not turning the whole thing into a joke ...".

A physical education lesson becomes joyful for schoolchildren when they move, and do not sit, freezing, on benches, when they see the results of their work. Moreover, at first it is not very important what the joyful experiences of the student will be caused by - educational work or the atmosphere of the lesson.The less developed and educated the children, the more important side joys are for them, for example, that the lesson is taught by a beloved teacher, that in the lesson you can run, laugh, play.

A young and inexperienced teacher is afraid of joy in the lesson and does not allow himself to joke, believing that after a smile, schoolchildren are not able to work seriously. He keeps the children strict. And sometimes in fear. However, this does not instill in schoolchildren a love for physical education lesson. An experienced teacher achieves more without rigor, since he knows that with a positive attitude of students, caused by joy, it is easier to create a serious mood in the lesson.

There is no need to deliberately and strainedly invent joy in the lesson. You cannot force it into the soul of a child. In order for a schoolchild to form a positive attitude towards physical education lessons, it is necessary that joyful experiences in the lesson arise in schoolchildren many times. The lesson itself is fraught with many potential opportunities for this.

As already mentioned, the more mature the students are, the more the main source of joy in the lesson should be the very process of learning, overcoming difficulties, acquiring new things, developing their abilities and personality traits. However, there are a number of other factors that increase the emotionality of the lesson and cause joy in schoolchildren.

1. The environment of the lesson and the behavior of the teacher significantly affect his emotionality. The aesthetics of the hall, the sports suits of students and teachers, the aesthetics of the behavior adopted in the lesson, the teacher himself, glowing with joy and infecting students with it - all this is of no small importance. The self-discipline of the teacher, the brevity and clarity of his commands and remarks, the cheerfulness of the tone of his speech (not turning into a cry) set the students up for a major and businesslike mood. At the same time, not all heightened emotionality of the teacher is useful for the lesson. Excessive excitement of the teacher, his fussiness, noisiness will lead to an increase in the disorganized activity of students. There is no need to sprinkle endless jokes in the lesson, laughing and entertaining the children, but it is necessary that the severity is interspersed with smiles, the griefs are erased by the general emphasis on the joy of success.

2. Using game and competitive methods. It is better to plan the performance of exercises in a competitive form at the end of the lesson and in no case before learning the technique of exercises, since the emotional excitement that arises in the process of competition with comrades, having inertia, will prevent concentration of attention on the technique of movements, and the movements themselves will make them impulsive , sharp.

To increase the organized activity of schoolchildren in the lesson, you can arrange competitions between groups of students in discipline. In this competition, points are awarded not just for obedience, but for the shown activity, creativity, for the success achieved thanks to organization and diligence when performing physical exercises. This technique is effective, however, only in the lower and middle grades. In high school, the proposal for a discipline competition is cold. This is understandable: the activities of high school students are more meaningful, purposeful, and less dependent on emotions.

Play is a familiar form of activity for schoolchildren, especially younger ones, because before school they were engaged in only this type of activity. For a child, play is not only entertainment, it is a way of introducing him to the world of adults, a way of fulfilling certain social roles in an imaginary situation, a means of developing his mental and physical qualities and abilities, a means of forming communication skills. As L.S. Vygotsky, the child's play is a role in the development, in the future of the child, it is a school of will (since there are rules of the game that limit the child's voluntarism), it is not only imitative activity, but also creative, developing imagination, abstract thinking. Hence, the use of the play method in physical education lessons, along with increasing the emotionality of the lesson and giving the importance of physical activity, also has great didactic significance.

3. A variety of tools and methods used by the teacher in the lesson. Even P.F. Lesgaft, speaking about the method of physical exercises, emphasized that "any monotonous activity tires, oppresses a young man and kills any independence in him." It has now been established that monotonous physical activity leads to the development of unfavorable mental states - monotony and mental satiety. The first is characterized by a decrease in mental activity, loss of interest in activities and the development of boredom, weakening of attention. The second, on the contrary, is characterized by increased mental agitation, the appearance of aversion to activity, irritability, and anger. Therefore, the teacher should diversify the means and methods of conducting the lesson - use frontal, group and circular methods of conducting classes, use various exercises that vary partly from lesson to lesson to develop qualities, conduct classes in the air, etc. ...

Musical accompaniment in the lesson. Good results in enhancing the emotionality of the lesson are obtained by using sound recording. Musical accompaniment of walking, running and general developmental exercises in the introductory part of the lesson should not begin immediately, but after two or three repetitions of the exercise. Starting from the third lesson, students can perform exercises to music on their own, without the teacher's commands, guided only by the rhythm of the music and the recorded signals. At the same time, the teacher gets the opportunity to follow the students more closely, correcting their mistakes.

Different emotional reactions of a person to music of different nature were known to the ancient Greeks. This difference makes it necessary to select a specific musical program to stimulate muscle performance. Music influences a person as a rhythmic stimulus and as an emotiogenic stimulus. Therefore, it has a positive effect if physical exercises are performed in the rhythm of the music (for this, you need to select rhythmic music for the lesson).

The correct setting of tasks in the lesson is also of great importance. The importance of this way of enhancing cognitive activity for students will be discussed in the next subsection.

2.2 Correct setting of tasks in the lesson

Often, the activity of students in the lesson decreases due to the fact that the teacher makes mistakes when setting the problem. L.V. Vishneva identifies the most typical of them:

) The task set by the teacher for the students is significant for him, and not for them. For example, a teacher says to schoolchildren: "Today we have improved ball dribbling" or "Today we have practicing mastery exercises."

) The teacher sets a specific task: to learn to throw. Students do not understand such a task well, which leads to the formation of a vague idea of ​​the exercise. Therefore, schoolchildren often do not know what exactly they did in the lesson, what they developed, what they had to achieve.

) The teacher sets tasks that are unattractive for students. And the specific formulation of the problem may not lead to the desired result if it does not attract the student, is not related to any of his needs. It is necessary that the task be included in the activity that is significant for the student, lead to the achievement of the goal desired by the student. For example, the teacher announces that at the end of the lesson there will be a basketball game between boys and girls, and only those balls thrown into the basket that will follow after correct passes will be taken into account. In this case, the students have an incentive to perform the exercise in passing the ball to the partner correctly.

) The teacher sets a task for the students that is unattainable within one or two lessons. V In this case, the student gets the impression that his efforts are in vain. Therefore, he will either reduce his activity, or direct it to the implementation of those exercises that he likes best or that he is better at, from the performance of which he experiences momentary satisfaction. The main goal of the lesson for such a student is not to gain knowledge, to form skills and development qualities, but getting pleasure from the motor activity performed by him. In this case, although learning occurs, it is not purposeful, but incidental. Random learning is less effective, since students do not comprehend the characteristics of movements, but discover them by chance, through "trial and error." As educators have shown, learning through trial and error requires a lot of repetition. In addition, giving the meaning of "how to do to achieve the goal", it does not give knowledge and understanding of "why this should be done." Consequently, with this method of teaching, students' cognitive activity is weakly manifested.

In addition to tasks, one should carefully consider the optimal workload of students in a physical education lesson.

.3 Optimal workload of students in the lesson

The optimal workload of students in the lesson is ensured by a number of organizational and pedagogical measures: the elimination of unnecessary pauses, the implementation of constant monitoring of the students, the maximum inclusion of all students, without exception, in the educational activities, etc.

Eliminate unnecessary pauses... It is often observed that students have to wait a long time for their turn to complete the exercise. For example, taking a low start takes only a few seconds, and waiting for a queue - 2-2.5 minutes; performing an exercise on a gymnastic apparatus takes about a minute, and waiting for an approach to it takes several minutes. Such long pauses reduce not only the level of vegetation functioning required to perform muscle work, but also the working attitude, mobilization readiness of students, discourage them.

There are several ways to eliminate these downtime:

providing the entire group of students with sports equipment, using non-standard equipment: additional rungs, inclined ladders, various simulators;

the fulfillment of preparatory and leading exercises by students in pauses;

observing the quality of the exercise by a classmate.

This increases the cognitive activity of students and makes it possible to use ideomotor, which contributes to the formation of motor skills.

However, it should be borne in mind that the load on vegetation with such an observation decreases sharply, therefore, the functional training of students decreases.

Implementation of constant monitoring of students in the lesson... It is easier to energize students in a physical education lesson if they know that their actions and behavior will be evaluated. In this regard, before some lessons, it is useful for the teacher to warn students, especially those who are passive, that today the whole class or individual students will be assessed for activity, diligence, attentiveness, and discipline. However, this method of activating students can also have negative consequences (in the case of assessing individual students): others, knowing that they will not be assessed, can generally reduce their activity in the lesson.

Maximum involvement in the activities of all students, including those exempted by the doctor from performing physical exercises in this lesson. The released students should be present in the lesson, carefully monitor what their classmates are doing in the lesson, mentally repeat the exercises shown by the teacher. The resulting ideomotor act contributes not only to the formation of motor skills, but also develops even (to a small extent) strength and speed. " sitting in another room, these indicators may deteriorate.

Students freed from physical exercises should not be exempted from a physical education lesson.They should take part in it not only as observers, but also as active participants, providing assistance in refereeing, monitoring the activity of individual students, acting as assistant organizers.

The question of what to do in a physical education lesson for schoolchildren-athletes is especially worth it. The discussion on this issue is usually one-sided: does a schoolchild who plays sports need a physical education lesson, if he is already physically developed, he knows how to do a lot of the school curriculum, and he has more workloads in his classroom at a sports school - why increase them further?

At the same time, one important point has been completely missed: the class lives in the school as a single complex social organism, with its own internal connections and relationships. There can be no “favorites” or “stars” in it, otherwise the class as a collective will cease to exist. Therefore, the creation of a special timetable for schoolchildren-athletes, the optional attendance of physical education lessons by them will have negative educational consequences: these schoolchildren will respect only sports and disdain for physical education, classmates who do not go in for sports.

Schoolchildren-athletes should be active participants in physical education lessons, acting in them as assistants, organizers, judges, more experienced and skillful comrades, a kind of mentors, especially for those who are poorly successful in physical culture or show low activity in the lesson.

Pairing students with high and low physical activity has been shown to help increase activity in low-activity students. In schoolchildren-athletes, a physical education teacher must cultivate a sense of responsibility before his comrades for the assistance provided to them.

Also, when conducting a physical education lesson, you need to pay attention to didactic principles.

2.4 Compliance with didactic principles

The activity of students in physical education lessons is largely determined by the teacher's observance of didactic principles. Currently, the number of didactic principles formed by teachers is steadily growing. They are divided into two groups, one of which reflects the ideological side of teaching (the principle of scientific character, the principle of the comprehensive orientation of teaching, the principle of conscientiousness, the principle of connecting learning with life and practice, the principle of the collective nature of teaching and taking into account the individual characteristics of students), and the other - procedural the technical side of training: the principle of visibility, accessibility, durability, etc.

Many of these principles have been discussed in previous chapters, so this chapter will not cover all of them, and the main aspect of considering these principles will be to increase student activity with their help.

The principle of optimal difficulty of tasks.Too complicated and incomprehensible material for students makes them aware of a dead end, the futility of their efforts, which naturally reduces their activity. At the same time, a simple task quickly leads to a loss of interest in it, as a result of which activity also decreases. Consequently, the assignment given should be optimal in terms of difficulty: feasible for the students and at the same time teasing pride, forcing them to make certain efforts. Under this condition, the lesson can be both serious and interesting for students.

Unfortunately, this principle is easier to postulate than to put into practice. Questions: what is considered simple and what is difficult, what is easy for students to accomplish and what is difficult, are associated with finding accurate and objective criteria that have not been identified by teachers, psychologists or physiologists so far. Therefore, in the implementation of this principle, great subjectivity is manifested.

And yet, the teacher must take into account a number of points that determine the difficulty of the educational task in the physical education lesson. These moments are both objective and subjective.

1.Coordination difficulty of the exercise: if the exercise uses innate coordination, then it seems easier, although by its biomechanical structure it can sometimes be attributed to complex-coordinated acts. At the same time, a combination of seemingly simple movements, but contrary to the established coordination (for example: rotation of the right forearm in one direction, and the right lower leg in the other), is difficult to perform at first.

2.The amount of physical effort expended: pulling up on the rings - coordination exercise is not difficult, but physically difficult, requiring a certain muscle strength

.Fear of doing the exercises: the performance of the same exercise on the floor and on a high beam is assessed differently by students, fear increases the difficulty of performing the exercise on a high support.

.The meaningfulness of the assignment: if the assignment is not fully understood by the students, then, naturally, subjectively it becomes either difficult or too easy.

The principle of the progression of the difficulty of educational tasks(from simple to complex, from easy to difficult). The development of the child will be carried out only if he gradually masters more and more complex concepts, skills, inferences. Therefore, the learning process is not just the accumulation of the amount of knowledge, but the steady complication of this knowledge, not just the accumulation of this amount of motor actions, but also the mastery of more and more complex movements. What becomes easily accessible to students quickly loses interest, and as a result, the activity of students decreases.

In increasing the complexity and difficulty of educational tasks, you need to rely on the previous principle, i.e. the difficulty and complexity of tasks should be increased to the optimal limit (for a given level of student readiness). In other words, the principle of progression means an increase in the optimal difficulty of educational tasks.

Consciousness principle... Students should be aware of the role of physical culture in human life. They should know the consequences of physical inactivity on human health and development, the role of physical culture in preparing for a professional corpse and serving in the army, in the aesthetic and moral-volitional education of the individual.

From the very first physical education lessons, students should understand that a physical education lesson is the same subject in school as literature, mathematics, physics, and not the time allocated in the schedule for running.

However, it is difficult to fully disclose the importance of physical culture as a school subject in the first lessons. Yes, this, obviously, does not need to be done: elementary school students, lacking the needs of adults, will simply not accept many of the teacher's statements. So, the motive of health promotion will not be significant for them: they (the majority) do not complain about it anyway.

Therefore, it is best for a physical education teacher to reveal the meaning of his subject unobtrusively, to take into account the level of intellectual development of students of different classes, their interests and needs. In the course of such an impact on the consciousness of students, it is advisable for a teacher to rely on the following principle.

The principle of connecting learning with life, with practice.The assimilation of the educational material becomes fully conscious in the case when it acquires a certain life meaning for the student.Therefore, the physical education teacher must constantly link the exercises given to the students with their life experience, with their needs, cognitive interests, with preparing them for the chosen profession.

In this regard, when learning a new exercise, the teacher should focus more on the importance of this exercise as a means of developing motor, mental, aesthetic qualities when setting goals for students. In this case, the instructional goal of the teacher will more often overlap with the personal goals of the students.

Reinforcement principle.The learning process requires the observance of one indispensable condition: the teacher must show an interest in the student's success. A physical education teacher can implement this principle in the following ways:

1.Show by his appearance, remarks that he sees and appreciates the efforts of the student;

2.Timely inform the student what he did right, and where mistakes were made: without such reinforcement, the student will not be able to form a correct idea of ​​the success of mastering the educational material;

.Encourage the student with grades, praise: this causes the student to have a positive emotional experience, forms his confidence in his abilities, which ultimately enhances his activity, forms a desire to learn and a willingness to overcome difficulties.

The principle of a differentiated approach to students(including the principle of individualization), Until now, the principle of individualization has been postulated in the pedagogical literature - this is a structure of the educational process that takes into account the individual (psychological, physiological, morphological) characteristics of students for their best training, upbringing and development. However, in practice, in most cases, teachers replace the principle of individualization with group differentiation, i.e. dividing the class into groups according to some criterion.

The method of creating homogeneous groupsemerged as a consequence of attempts to overcome the disadvantages of classroom teaching. The differences in children's abilities, temperament properties, etc. were taken into account.

However, this method has a number of disadvantages, sometimes insurmountable purely organizationally. In order to divide students, for example, according to the properties of temperament, they must, first, be determined for all students. In the absence of psychological services in schools, this is very difficult to do. But the main thing is that there are many properties of temperament, and it is not clear which of them should be used to divide students into groups.

The division of students of the same class into groups of strong and weak according to the level of physical activity shown in the lesson, contrary to another principle - collective learning: the separation of the strong from the weak students, in the former, will cause conceit, superiority over classmates, and their exclusiveness. This leads to deformation of the development of the personality of both the first and the second, and also interferes with the cohesion of the team in the class. Therefore, so that there is no deformation in development, it is necessary to unite students with different motor activity in pairs, which significantly increases the activity of weak students, while for students with high activity it decreases slightly, and then only in the first lessons after unification. The benefits of such "mentoring" of some students over others are obvious.

The principle of individualizationdoes not oppose the principle of collective learning, since it reflects not individual work with a student, but taking into account the individual characteristics of a student, which can also be carried out with a group teaching method. In a physical culture lesson, an individual approach to students is manifested in the individualization of the pace of completing educational tasks, which is a factor in maintaining high activity of students. Two independent aspects of this issue can be distinguished here.

The first aspect is the individual pace of mastering the educational material. Depending on the abilities, the level of preparedness, the typological characteristics of the properties of the nervous system, students master the educational material at different times. It has been shown that at the first stages the mastery of motor exercise is more successful in students with mobility of nervous processes than in students with inertia of nervous processes. As a result, for some students, the repetitions given by the teacher are few, while for others - a lot: having mastered the teaching material, they begin to study with coolness, violate discipline.

The task of individualizing the pace of mastering the educational material is successfully solved using software training: each student works with the educational material independently and proceeds to the next task as soon as he successfully completes the previous one. Depending on the success in the same time, one student will be able to complete more of the task, and the other - less. The advantage is that the former does not push the latter, and the latter does not slow down the learning of the former.

The second aspect concerns the individualization of the load in the physical education lesson, it is not always justified for all students to perform the exercises the same number of times: for some the load seems heavy, and for others it is light. At the same time, if some students are stopped, then they can interfere with the continuation of the exercise by others. Therefore, it is better (when possible) for the teacher to count to ten, and the students perform the exercises at a pace that is feasible for everyone.

The individualization of the teacher's impact on students (rewards or censures) also affects the activity of students in the lesson. Some teachers, in order to be fair in the eyes of students, try to objectively assess the successes and failures of students.

The individual approach to assessing the actions of students consists in assessing not so much the objectively achieved results as the student's efforts, taking into account his capabilities, psychological characteristics, and situation. Some students, for example, are very sensitive and vulnerable to anything that affects their self-esteem. Such students painfully tolerate laughter, criticism, censure. Therefore, they tend to be isolated, it is difficult to enter into communication with friends and teachers, a competitive environment is a stress factor for them. These students set small goals for themselves, and even then have little hope of success.

To increase the educational activity of students of such a mental disposition, they must be encouraged more often, noticing even their insignificant successes. Criticism and even more censure they should speak carefully, preferably without the presence of classmates.

At the same time, a persistent and self-confident student, and besides, having good data for physical education, if he does not show due diligence, can be censured. The reproach will only cause him to strive to prove to the teacher that he was wrong, will lead to an increase in his activity in the classroom.

Individualization of the approach requires preliminary study of the psychological characteristics of students, their physical capabilities. Only after knowing the student, a physical education teacher can successfully implement this didactic principle in practice.

Conclusion

Rational use of the methods described in the course work will be able to increase the cognitive and motor activity of students in physical education lessons. First of all, this is an increase in the cognitive and motor activity of a student engaged in physical culture.

One of the factors of increasing activity is the manifestation of interest in physical culture. But the manifestation of interest at different age stages is different, therefore, a physical education teacher must build his work taking into account the specific reasons for the manifestation of interest by schoolchildren, take a differentiated approach to the study of program material, take into account social and biological factors, students' motives, gender.

Maintaining interest and purposefulness depends on the formation of satisfaction with physical culture lessons, understanding the importance of the subject. This is facilitated by:

· creating conditions for the lesson;

· optimal physical activity;

· emotionality of the lesson;

· leadership style;

· showing interest in exercise

· students' achievement of results.

As a result of the work done, methods of increasing educational activity at physical culture lessons have been identified:

· creating a positive emotional background in the lesson;

· a variety of tools and methods;

· optimal workload of students in the lesson;

· assessment of student performance;

· control.

A special place is occupied by didactic principles that ensure the success of training. Compliance with these principles largely determines the activity of students in a physical education lesson.

This course work will help the young teacher to increase the educational activity of students in physical education lessons. Will give impetus to improve his teaching skills.

List of sources

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“For any movement training

it's not the hands that are exercising, but the brain ... "

N. Bernstein

Topic: "Formation of cognitive and physical activity of pupils through plot-play lessons in physical culture."

Today health is a socially significant element that most sharply determines the specifics of the current state of society.

In the last years of my work, I am concerned about the problem of an integrated approach in the physical education of children in a multi-age (family) group. Most modern preschoolers are characterized by weakened attention, underdeveloped fine motor skills, fatigue, and slow switching from one type of activity to another. Along with the general somatic weakness, such children are characterized by a lag in the development of the motor sphere, which is characterized by poor coordination of movements, uncertainty in the performance of metered movements, a decrease in the speed and dexterity of physical exercises. The greatest difficulties are revealed when performing movements according to verbal instructions. Considering all this, the need arose for the development of experience in the integration of cognitive-speech and physical activities of children.

Relevance experience is visible in the contradiction between the need to raise healthy children and the low level of physical and mental health of the younger generation.

These contradictions made one think about the need to search for new forms of organizing physical culture lessons, in which motor activity would alternate or be combined with cognitive activity.

Currently, studies are known concerning the implementation of an integrated approach in the physical education of preschool children. It is impossible to limit physical education as a pedagogical process aimed at the formation of only motor skills and abilities, the development of a person's physical qualities. The relationship between physical and mental education, based on the principles of communicative and cognitive activity of children, is important.

Target experience of my teaching activities:

The use of plot-game lessons for the formation of cognitive and motor skills and abilities, knowledge of the surrounding space, the world of people, animals, plants.

Tasks, contributing to the achievement of this goal:

Study and analyze scientific and methodological literature on the topic;

Contribute to the formation of sustainable interest in the world around us through motor activity;

Promote the preservation of a positive psycho-emotional state of children;

To include each pupil in active, practical, useful activities for him in physical education classes;

To determine the effectiveness of pedagogical activity on the formation of cognitive and motor activity of pupils through plot-game lessons in physical culture.

Duration of work on the experience:

From 2008 to 2013, in my work, I practiced plot-game, integrated lessons. This period was diagnostic, prognostic and practical. I gained experience in the use of techniques and methods in teaching children, which encourage pupils to learn to independently create conditions for motor activity, to lead to the independent fulfillment of complex motor actions, to form and develop skills of self-organization in the use of various movements and to foster interest and desire for active actions. thus, providing a base for interesting and meaningful activities in everyday life.

The guiding idea of ​​the experience:

Any motor action is remembered better if it contains information that connects the child with the world. Effective use in the classroom of a set of various exercises in combination with music, helps to increase the functional mobility of nervous processes and improve the functioning of the central nervous system. The physical fitness of preschoolers, the level of development of their mental processes, as well as knowledge about the world, will increase significantly, provided that physical culture lessons based on motor and cognitive activities are used in the integral pedagogical process of the institution of preschool education, based on plot lessons and didactic material of the curriculum of preschool education in educational area "Child and Society".

Experience technology description

I started my work by expanding the developmental environment of the gym. Designed and manufactured elements of scenery for the plot and game lessons "In a forest clearing", "Sea kingdom", "Africa", "Olympiada", "Cartoon Country" and others, small-sized and fairly universal non-standard equipment (color landmarks, targets, "pigtails ”,“ Footpaths ”) The equipment is easily transformed with minimal investment of time and can be used both indoors and outdoors. Children are attracted by unusual forms of equipment and colorful decorations, which contributes to an increase in children's emotional tone and interest in various types of physical activity in the classroom, an increase in physical activity, the development of children's independence, and the formation of a need for movement.

A plot lesson is one of the organizational forms of conducting physical education classes in our kindergarten, contributing to the education of children's interest in the process of performing physical exercises.

Unlike the classes I previously conducted in the traditional form, all the means of physical education used in the plot lesson are subordinate to a certain plot (for example, in the "The Adventures of Maya the Bee" complex, breathing exercises are used: "Breeze", "Bees are buzzing", etc. ., general developmental exercises "Flowers", "Medusa", etc., outdoor games "Bears" and others, dance "Penguins", circular training "Bees collect honey together", etc.) Use of techniques of imitation and imitation, figurative comparisons corresponds to the psychological characteristics of younger preschoolers, facilitates the process of memorizing, mastering exercises, increases the emotional background of the lesson, promotes the development of thinking, imagination, creativity, cognitive activity.

The idea of ​​a plot lesson is, in principle, not new. However, the disadvantages of many plot activities, including those published in special literature and used in the practice of preschool education institutions, include low motor density, excessive subordination of exercises to the plot to the detriment of the development of motor qualities, insufficient physical activity that does not provide a training effect. Physical education classes in a plot form, I begin with an emotional story, in which I set an imaginary situation. The conditions for accepting the role are revealed to the children, the sequence of the exercises and their content is reported. In the age group, I use a variety of play motivation techniques that encourage children to engage in physical exercise enthusiastically. When choosing exercises, I take into account the age characteristics of children, I also take into account their level of physical fitness.

Khukhlaeva G.V. believes that an effective technique is a description of an imaginary situation in which a well-known and beloved by children a hero (it can be a character from a familiar fairy tale, for example, "Kolobok") finds himself in a difficult or dangerous situation, and children can act as a helper or protector ...

Acting in an imaginary situation, children rush to the aid of their beloved hero. They strive to help him out of trouble, overcoming difficulties and obstacles on the way. They run as if on a narrow bridge, step over "pebbles", "puddles", walk over "bumps", step over a "stream", imitating the appropriate movements, choosing the method of their implementation depending on the proposed conditions. The success of actions in physical education classes brings children joy and satisfaction. The imaginary situation in this case is a necessary background for the deployment of actions. In the absence of it, repeated execution of them loses its meaning. Expressing sympathy for the game characters, they are faced with the need to master various movements, in fact they find out their expediency, and also, on their own initiative and desire, show real physical and moral-volitional qualities.

To arouse the children's interest, I present to their attention an imaginary situation presented in a vivid figurative form and associated with the unusual conditions in which they must act. For example, adventures while "traveling" along the river. These conditions encourage children to find new characteristics of movements for them. Accepting the play circumstances proposed by me, the children perform smooth, slow movements as if while rocking on the ship, imitate climbing the ship's tackle.

Developing the imagination of children, I propose to take a fresh look at physical education equipment. So, gymnastic sticks in the hands of children turn into "horses", then into "branches and snags" of a dense forest, from which children build boats and even a "ship".

Part of the classes is devoted to travel through the seasons, they reflect natural changes, labor and sports activities of people. The plots of the lessons are close to children, their impressions and experiences, contain material on familiarization with the environment (for example, "Red Summer", "In a Forest Glade", "Postmen" and others). Also, travel and walks are carried out at an average and slow pace and include certain game exercises in order to improve the necessary movements.

When teaching movements, I also use the role behavior of children. If children can play a role and they can take it upon themselves, while repeating various actions, striving for accuracy, correctness, and their sequence in accordance with the role assumed, then children who own only play actions can cope only with elementary role-playing tasks. They jump like sparrows, run along the paths, flap their wings like chickens.

Under the conditions set by an imaginary playing situation, determined by a role-playing task, children independently find optimal ways to perform basic movements, perform imitation exercises more expressively, and find their options during the game.

Movements associated with any image or plot captivate children, the image prompts them to perform imitative movements that preschoolers are very fond of. This is one of the reasons for the widespread use of subject physical education classes based on literary works in the practice of parole. Such activities develop creativity, fantasy, imagination in children. Literary heroes teach children to overcome motor difficulties in achieving goals, to navigate problem situations. This type of activity is valuable because children open up on them from an unexpected side, for example: artistry, musicality, independence, or, conversely, helplessness, constraint are manifested. Frequent change of motor activity with different physical activity disciplines children, relieves stress. The lesson is fun, and time flies by.

For children, it is advisable to prepare symbols to denote roles that help them quickly and easily enter the role. These can be simple pictures, pieces of fluff or fur, cotton balls for "chickens" and "mice". Transformation into an image can also occur with the help of a piece of a silver garland. The teacher puts it on the child's head or simply touches the hair with it. This is enough for the newly-made "sparrow" to take off confidently. In the classroom, it is also suggested to use symbols of place and space. For example, the panel "Forest", "Meadow".

Different roles for children are different motor tasks. For example, children - "mice" - look out of their holes, walk with small steps, children - "kittens" - arch their backs, catch their tail, play with a ball, while the "mice", frightened, watch them.

Children really like the plot of physical education, reflecting the seasonal phenomena in nature. These classes open up wide opportunities for working with children, create favorable conditions for improving the basic movements, contribute to the mental and physical development of the preschooler, stimulate physical activity, regulate it, thus ensuring the harmonious development of the child.

Constant contact with children, his direct participation in the lesson, his interest, help, emotional friendly tone activates children.

The cognitive development of preschoolers is assessed unobtrusively, in the game. So, in the lesson "Walking in the autumn forest" children know that the squirrel makes reserves for the winter (nuts, mushrooms), that it has more than one pantry, but several. At the classes "Bear is cold in the forest", "Spring has come, let's wake the bear from sleep", children will learn that a bear is a forest animal. In the fall, he goes to bed in a den until spring.

A variety of standard and non-standard equipment, hats, the presence and use of natural material in the classroom contributes to better organization, increased physical activity of children. Music plays an important role. So, during the game "The Sun and the Rain", children run away when they hear the sound of rain (gram recording), and go out for a walk when the birds are singing.

Scene classes in the open air are very interesting at different times of the year. These activities are more effective. A feasible physical activity and fresh air strengthen the health of children, increase their efficiency, and contribute to the development of knowledge about nature. These are such activities as "Where did the sparrow dine", "The goose was gone." They have a positive effect on the emotional state of children, help to strengthen willpower, develop courage and independence.

The play actions formed in the classroom can be transferred under the influence of the educator into the independent play of children, which contributes to an increase in the motor activity of children in role-playing games.

When conducting physical education classes, the teacher constantly remembers that the course of the game must not be disturbed. Monitoring the quality of movement performance, assessing the activities of children - all this is carried out through the role, on behalf of the game character, through an imaginary situation. The teacher and the children play together. Absorption in the game helps to see in the line drawn by chalk, the real obstacle, in the gymnastic bench - a large hillock behind which you can hide from the evil wolf.

When some experience has been accumulated, children already show more independence in physical education, they can, as reminded by the teacher, choose an object for exercises and outdoor games and actively act with it.

The characteristic features of such classes are: a pronounced didactic orientation; the leading role of the educator; strict regulation of children's activities and dosage of physical activity; the permanent composition of the trainees and their age homogeneity.

Requirements for classes: each previous one should be connected with the next one and make up a system of classes; it is important to ensure optimal physical activity for children. Classes should be appropriate for the age and level of preparedness of the children. They must use fitness equipment and musical accompaniment.

Thus, subject-based physical education classes allow you to independently find the optimal ways to perform basic movements, general developmental exercises, contribute to the development of physical qualities, the development of creativity, mental processes.

Effectiveness and effectiveness of experience

Subject-play lessons open up wide opportunities for working with children, create favorable conditions for improving the basic movements, contribute to the mental and physical development of a preschooler, stimulate physical activity, regulate it, thus ensuring the harmonious development of the child, contributes to the development of the versatile abilities of children.

The use of plot lessons in their work has shown its effectiveness:

The functional and adaptive capabilities of the organism have increased;

Static endurance stabilized;

There was a synchronous interaction between movement and speech;

There was an interest and a need for systematic physical exercises;

Children began to memorize the sequence of actions;

There was a speed of reaction to verbal instructions.

Conclusions and perspectives

It is also quite obvious that, thanks to the plot, it is easier for a child to comprehend and perform movements. And it is the plot lessons that to a large extent contribute to the interpenetration of teaching moments into a single process. An important advantage of plot-type activities, I believe, is that, by and large, they allow avoiding, minimizing the mechanical assimilation of the technique of movement, children learning only "rigid stereotypes" of movements, which deprive children of the possibility of "constructing" new options by adding, complicating constituent elements.

It is valuable that the periods of "hard stereotypes" in plot activities are relatively short-lived, and during the transition to creative activities, these samples remain sufficiently flexible, which makes it easier for children to make their voluntary changes. And already at the stage of training, the plot is the semantic side that facilitates the mastering of the movement, and contributes to the reduction of the terms of its learning. In further work on movement, children are not afraid to deviate from the learned patterns and come up with their own versions of movements.

We widely use the surrounding world and nature, literature, music, works of fine art as sources for the birth of motor samples. For practicing a particular movement, fairly simple and accessible subjects are selected.

The plot of the lesson is closely related to the tasks of teaching movements and gives the lesson features of dramatization, brings it closer to the role-playing game, which, according to L.S. Vygotsky, is "the root of any children's creativity."

Subject physical education helps to provide each child with constant training of positive emotions, feelings, experiences, imagination. The child's satisfaction with the product of his own activity leads to the formation in him of the need to repeat positive experiences of joy from the result, which provides him with the opportunity to exercise important personal mechanisms that entail changes in the development of the child. A plot that "tells" about any specific events with the participation of interacting characters familiar to the children makes the lessons exciting and interesting. Their content makes it possible to conduct classes on the emotionally positive contact of the teacher with the children, satisfies the child's needs for cognition, vigorous activity, in communication with peers, encourages the child to be creative, self-expression, relieve stiffness, emotional stress.

From practice I can say that the work that I systematically carried out in this direction is effective, the results are proof of this. Coordination of movements improved, creative activity intensified, self-esteem and self-confidence increased. These positive changes in the physical and intellectual development of children allow us to speak about the effectiveness of this experience. Subject lessons create feelings of joy, freedom of movement, evoke a joyful response to music, and convey a brighter perception of life.

Activity is a universal characteristic of living beings, a source of transformation by them of vital connections with the outside world, "the ability for an independent force of reaction" (F. Engels), a dynamic condition of activity. What are the sources of human activity? The opinions of scientists in this regard are diverse. Representatives of the behavioral approach (E. Thorndike, D. Watson, and others) believe that the source of activity is a stimulus - an external stimulus that causes a response from the body; psychoanalytic direction (Z. Freud and others) - congenital drives. Representatives of the humanistic direction (A. Maslow, G. Allport) believe that the source of activity is in the person himself, in his aspirations, motives. Representatives of cultural-historical psychology (L. S. Vygotsky, A. N. Leontiev and others) are convinced that the source of human activity is in his needs.

Cognitive activity is closely related to the process of cognition, with the cognitive activity of the individual. “Cognition is the acquisition of knowledge, the comprehension of the laws of the objective world”; “The process of reflection and reproduction of reality in thinking, conditioned by the development of social historical practice; interaction of subject and object, the result of which is new knowledge about the world. " Cognition is understood as the highest form of human activity aimed at discovering new patterns of movement of nature and society, establishing new knowledge about nature and social phenomena.

In psychological and pedagogical science, there is no unity in the understanding of the phenomenon of human cognitive activity. To denote the essence of this phenomenon, there are many concepts: "intellectual activity", "mental activity", "search activity", etc., which are often used as close in meaning.

Some scientists consider intellectual activity as a synonym for mental activity and identify its levels (A.F. Lazursky and others), while others analyze it as a personal quality, an integral property of human mental activity, revealing the structure and phenomenon of intellectual initiative (D. B Bogoyavlenskaya, E. M. Belorukova, etc.), I. D. Murvanidze, V. S. Yurkevich analyze this phenomenon as a need for mental impressions and efforts, Sh. A. Amonashvili - as a passion for search, which has certain components, V. Okon and others study the age and individual traits of mental activity, N. A. Bogoyavlenskaya, Z. I. Matveichik and others - the influence of genetic and environmental factors of development, M. A. Kholodnaya, N. S. Leites and others analyze this phenomenon in the context of the development of abilities and psychological mechanisms of intellectual giftedness, T. A. Shamova, T. I. Zubkova, G. I. Shchukina, L. P. Aristova, M. Murtazin consider it from the perspective of enhancing educational children, T.I. Zubkova - as a natural aspiration of a person, a characteristic of activity and integral personal education, M.F.Belyaev and others emphasize in the study the levels and stages of development of cognitive activity in children of different ages, L. S. Slavina, V. S. Yurkevich, L. V. Orlova analyze the phenomenon opposite to intellectual activity - intellectual passivity and laziness, A. A. Volochkov, B. A. Vyatkin examine the concept of "educational activity of children", analyze its styles and levels of development.

Two tendencies in understanding the essence of intellectual activity are revealed: it is understood as a synonym for mental activity and as a measure of interaction between a subject and an object. Representatives of the theory of energetism (C. Spearman, A. F. Luzursky, etc.) understand mental activity as a manifestation of neuropsychic energy, an internal source of mental activity, and in this connection divide people into levels of development.

D. B. Bogoyavlenskaya understands intellectual activity as a personal quality, the main components of which are intellectual (general mental) and non-intellectual (motivational) factors of mental activity. When analyzing the essence of this phenomenon, the emphasis is on its qualitative characteristics and "intellectual initiative", the essence of which is the continuation of mental activity outside the situational assignment, not conditioned by either practical needs or external or subjective negative assessment of work, which is characterized by a preference for mental activity other types of work and the desire to overfulfill the intellectual task. The levels of "intellectual initiative" are revealed: passive, characterized by the acceptance of what is given from the outside, not leading to creative work; heuristic, characterized by the manifestation of intellectual initiative not stimulated by external factors and a subjective assessment of dissatisfaction with the results of work, leading to original ways of solving problems, and the creative level, characterized by the ability to detect an empirical pattern, which becomes an independent problem when a person seeks to continue its study. The structure of intellectual activity is a combination of intellectual and motivational factors. Intellectual factors include general abilities that make up its foundation and internal plan of action [ibid.]. Mental abilities have two components: operational (modes of action) and the so-called "core" (mental processes). The core is associated with learning, which includes the pace of advancement in the material, the features of generalization and abstraction of features, efficiency, independence and flexibility of thinking, as well as the degree of awareness of actions. The internal plan of action has five levels of development: background, reproduction, manipulation, transposition, and programming. Motivational factors characterize the motive that underlies cognitive activity. It may be due to the importance of the cognitive activity itself or the desire for praise, high appreciation, the desire to win. D. B. Bogoyavlenskaya experimentally revealed the connection between motivational factors and the level of intellectual activity.

Under the intellectual initiative of younger students is understood the quality of the personality, prompting the student to perform an independent disinterested cognitive action. This action should contribute to the discovery of the new by the student in the known. In its structure, an intellectual initiative has four components (motivational, emotional-volitional, operational and reflexive) and three levels of development: a low level, characterized by situational cognitive interest, a desire for entertainment, orientation towards external assessment; the average level, characterized by a sustained interest in cognitive activity, an increased response to success, a desire to actively seek additional information; a high level, characterized by a pronounced desire for independent cognitive activity, an adequate attitude to its external assessment, a desire to search for information outside the studied material. The results of the above study showed that a low level of development of intellectual initiative prevailed among the majority of students in the primary grades of the gymnasium. Why? The children passed the competitive selection. They have high indicators of readiness for training. And there is no intellectual initiative! What brought them to the gymnasium? A passion for knowledge or a desire to study at a prestigious educational institution? Probably the second.

MG Ginzburg, for example, considers the concepts of "intellectual activity" and "intellectual initiative" as synonymous; patterns.

Cognitive activity is characteristic not only of humans, but also of animals. In the middle of the twentieth century, a group of zoopsychologists from the United States conducted a number of experiments with animals. The rats were placed in a situation of choice: comfort conditions (the presence of heat, water, food ...) or a dark, cold, unexplored space, where something flickered, shone in the distance. Twenty percent of animals in a situation of satisfied physiological needs (being full, being warm) chose a dark unknown space and showed an active desire to explore it. Why did this happen? Scientists have come to the conclusion that in a situation of satisfied physiological needs, when the search for food, water, heat is not relevant and stopped, it is replaced by behavior associated with the search for new impressions! But what is interesting! Not all animals behaved this way. Eighty percent of them preferred comfort. Research rats differed from their passive relatives in three important characteristics: courage, non-aggressiveness, friendliness. We believe that a similar pattern can be observed in human society.

Studies by domestic scientists (L.V. Kru-shinsky, P.V. Simonov) have shown that animals with pronounced cognitive activity are less aggressive towards their relatives under stress, respond to calls for help from their fellows, and are able to endure the experience acquired them, in one situation to another. We believe that these qualities are inherent in people inclined to cognitive activity.

M. Seligman conducted (cruel, in our opinion) experiments with rats on the subject of the importance of early life experience on the development of behavior and the body's resistance to a fatal disease. The study analyzed the aspect of the activity of behavior in various specially created situations. The study showed that the experience of helplessness in animals in childhood led to passive-defensive behavior in all life situations; later (in adulthood) these animals were most susceptible to a fatal disease. The experience of resistance in childhood led in the future to the development of perseverance in search of a way out even from hopeless situations and resistance to illness. This testifies to the importance of the conditions of upbringing and development on the choice of the behavior strategy of a living creature, their influence on the manifestation of cognitive activity in activity.

The process of cognition is influenced by both the stimuli (stimuli) themselves and the individual psychological characteristics of the organism. In Russian, the peculiarity of stimuli is designated by the concepts: "novelty", "unexpectedness", "strangeness", "puzzling", etc. The stimuli endowed with these properties generate in the central nervous system "a situation of subjective uncertainty", competition conflict. We believe that the origins of search activity lie in the psychophysiological mechanisms of the brain. A person (and an animal) either avoids intellectual activity, showing intellectual laziness, or strives to search, showing cognitive activity. And the brighter the contradiction and the more acute the problem, the more it attracts the personality and causes the desire to resolve it.

Scientists studied the factors of mental activity that determine selectivity, productivity and the quality of mental work, considered the problem of the development of cognitive activity in the context of enhancing the cognitive activity of students by means of problem-based and programmed learning, investigated the possibilities of managing the cognitive activity of students in the context of the theory of the gradual formation of mental actions in the system of programmed learning.

There is a variety in the understanding of the phenomenon of cognitive activity, the place of this phenomenon in the structure of human activity has not been sufficiently studied. There are various scientific positions. So, for example, cognitive activity is understood as a personal quality, such its characteristic as "intellectual initiative", which has levels of development, and the individual character of manifestation, depending on the cognitive style. Revealed a quality opposite to intellectual initiative - intellectual passivity. Some scientists understand by the phenomenon of cognitive activity the natural desire of a person to cognition, the characteristics of activity, its intensity and integral personal education, others - personal education, which expresses a person's attitude to activity, a personality trait (passion) and at the same time a phenomenon that has certain components. A number of scientists consider cognitive activity as a need for mental impressions and mental efforts (N.S. Leites, N.D. Murvanidze, V. Okon, Yurkevich), others analyze this phenomenon in the context of the educational activity of schoolchildren (L.P. Aristova, A.A. Volochkov, M.O. Murtazin).

By cognitive activity, we mean the driving force of a person's cognitive activity, which is expressed in his special intellectual attitude to reality (the objective world, the sphere of human relations and himself). This attitude is characterized by a person's desire for mental efforts and intellectual work, overcoming difficulties in the process of achieving the goal of cognitive activity. We use the concepts "intellectual", "cognitive", "mental" activity as synonymous. There are factors that determine the development of cognitive activity in ontogenesis, which are the conditions for the upbringing and development of the personality and innate prerequisites in the form of inclinations that underlie the development of human abilities. Following the classics of the Russian psychological school of L. I. Vygotsky, we believe that the source of a person's cognitive activity is a cognitive need. Cognitive activity is realized in cognitive activity. Contradictions are of great importance for the development of cognitive activity, which, when resolved, contribute to the movement forward in the mental formation of the personality. We believe that they are: first, the contradiction between the growing cognitive needs of the child and his real stock of knowledge; secondly, the contradiction between the child's real (formed) methods of acquiring knowledge and the increased need for him in more complex forms of cognition. There are levels of development of cognitive activity (reproductive and productive (creative)) and stages of its development in ontogenesis, which are curiosity, curiosity and cognitive interest. They are characterized by the quality of the intellectual product of the individual. Cognitive interest is a semantic motive for cognitive activity. We believe that there are sensitive periods in the development of human cognitive activity. They occur mainly in preschool childhood. A manifestation of such a sensitive period is the cognitive activity of children, manifested by them in the process of mastering speech and expressed in word creation and in children's questions of various types. Cognitive activity takes a certain place in the structure of an individual's activity. Understanding the essence of cognitive activity, the patterns of its development in ontogenesis will help participants in the educational process in teaching and raising children.

Inna Medvedeva
Integration of cognitive and motor activity of children

« Integration of cognitive and motor activity of children»

Modern research has proven that health deterioration children is the result of the adverse impact of not only socio-economic and environmental, but also a set of pedagogical factors.

These primarily include a constant increase in volume and load intensity, premature start of systematic education at the preschool stage. The overload of preschool children is due not only to the content of education and the use of school forms of organizing education, but also to the mode of stay in a preschool institution, inadequate age characteristics preschoolers: reduction of walking, daytime sleep, time for independent play and motor activity.

One of the directions of improving the education system is the transition to the continuity of this process. In our opinion, there are two main approaches to solving the problem.

The first is quantitative, involving expansion motor activity and decrease in incidence rates children through the allocation of additional hours for physical education and the introduction of health technologies, which is possible only due to the time allotted for cognitive activity within the educational process, which will lead to a number of negative consequences.

And the second - qualitative, in our opinion the most acceptable, can resolve the existing contradictions and, to a certain extent, solve the problem noted above - the search for new scientific directions in physical education children preschool age.

One of the mechanisms for solving this problem is integrated an approach to the organization of classes that allow you to flexibly implement various types of children's activities, as well as to reduce the number of classes in general and their total duration.

The search for forms, means and methods of education that are most suitable for the harmonious psychophysical and social development of preschoolers leads to the path integration different types of educational activities.

According to the Philosophical Encyclopedic Dictionary (1989, integration is"The side of the development process associated with the unification of heterogeneous parts and elements into a whole."

Integration of cognitive and physical activity of children in the process of physical exercise contributes to the effective solution of both educational and health problems.

Scientists have established a direct relationship between the level physical activity of children and their vocabulary, speech development, thinking. According to the results of the latest research by scientists in the field of the brain, it is becoming clear that movement is the most important part of learning. The brain is activated during motor activity... Exercise strengthens existing brain cells and even stimulates the growth of new ones. It is also clear from research that sitting for more than 10 minutes without interruption lowers children's concentration and therefore often has discipline problems. Movement, on the other hand, dilates the blood vessels, which are designed to deliver oxygen, water, and glucose to the brain. In other words, when children move, more information goes to the brain. Thus, it is movement that becomes the key to learning. Exercise motor activity in the body increases synthesis biologically active compounds that improve sleep, have a beneficial effect on mood e children, increase their mental and physical performance.

Therefore, mental and motor development is two interconnected processes - “What I hear, I forget. What I see, I remember. What I do, I know " (Confucius).

It is necessary to look for optimal technologies that provide the greatest integration of cognitive and motor activity.

In preschool integration of motor and cognitive activity can be carried out on several directions:

1. Inclusion in games and relay races of tasks to consolidate the knowledge gained by children in other classes (speech development, mathematics, etc.).

2. Integrated classes on a specific topic, combining knowledge from various fields of preschool education.

3. Development and implementation integrative educational programs covering all activities of children in preschool.

Let's look at examples integration physical education and mathematics.

In physical education classes, children meet with mathematical relations: it is necessary to compare the object in size and shape or determine where is the left side and where is the right. Therefore, when offering children various exercises, it is necessary not only to give physical activity, but also to pay attention to different mathematical relationships in the formulation of tasks, to offer to perform exercises not according to a model, but according to oral instructions. Also, in addition to the objects that are usually used when performing physical exercises, it is advisable to use flat and volumetric geometric shapes, numbers, cards depicting characteristic signs of the seasons, parts of the day.

For example, exercising children in jumping, you can form and quantitative representation:

Jump two times less than days in a week;

Jumping from hoop to hoop, name the number of hoops of a certain color.

You can use Games and relay races:

"Digital series"

"Fold the word"

"Leaf fall"

"Mom and Baby"

"Healthy foods".

It should be noted that developing as integrated lesson and integrated the program as a whole is a rather complicated process. Often this work is carried out by the teacher intuitively, often components of the educational activities are connected mechanically based on a common theme.

It should be remembered that the implementation of specific age-related opportunities for physical and mental development occurs due to the participation of preschoolers in age-appropriate types activities.

In this regard, the teacher must take into account the need to dose the material depending on the physical condition of preschoolers, their level intellectual development and physical fitness, as well as the time allotted for exercise and rest, which determines the motor density integrated classes.

Integrated technology, implemented in the educational process at a preschool educational institution, will allow to master most sections of the program qualitatively at a new, more effective, accessible level for the child. Integration will also contribute to the maintenance of internal well-being, will allow the preschooler to quickly adapt to changing psychological and pedagogical conditions, and can be aimed at preserving the child's health.