Factors of increasing the activity of students in physical education lessons. Cognitive and physical activity of a student during physical exercises. Formation of physical skills in nature. Analysis and discussion of research results

06.05.2019

Physical activity is an integral part of the harmonious development of a child. In modern years, when such a variety of computer games, interactive panels that keep the child at screens and gadgets have appeared, the physical activity of children is limited already at preschool age. It's time to remember the importance of physical development in order to prevent harm to the developing child's body.

Movement as a natural need for a preschooler

In preschool age, the foundations of mental and physical development are laid. Nature has taken care of the fact that in infancy, the development of the sense organs outstrips the development of bodily movements. But by the third year, the disunity of sensory and motor functions is overcome, and motor development contributes to improvement, and the organs of perception help to form motor skills.
The rapid development of motor activity in children begins from early preschool age.

After 3 years, the child's coordination abilities change significantly, walking improves. And immediately the baby becomes interested in finding obstacles and overcoming them. He climbs the hill, tries to step over objects, does not ignore a single step of the ladder. But the kid is still pretty awkward.

By the age of 4, progress is taking place, changing the general style of movements of the preschooler. A four-year-old child is mobile, runs a lot, jumps easily on one leg, perfectly maintaining balance.

In middle and senior preschool age, physical activity is diverse. Interesting games, competitions, sport exercises- affordable and feasible classes. In children, basic physical training is laid, such qualities of the body are formed as endurance, coordination of movements, quick reaction, agility, speed.

Features of the motor activity of children

Let's define what the physical activity of preschoolers is. There are several main types:

natural activities in daily life
mobile play activity
organized exercise
independent activity based on the inner urge of the child
complexes of movements that a child performs at the suggestion of another person

If an adult invites a child to pick chestnuts for a walk in the park, or a peer recklessly calls “Catch me!”, This is an example of encouraging a preschooler to be active.

Each child has different preferences. Some people prefer to run and jump most of their waking hours. There are hyperactive children who are unable to withstand a state of rest even for a short time. Excessive activity is just as undesirable as lack of activity.

Some preschoolers differ in excessively expressed perseverance. Especially interactive and computer toys tie the child to the place. Therefore, the search for ways to increase the motor activity of preschool children is relevant.

Means for the development of motor activity of preschoolers

Elements of motor development are embedded in almost all that preschoolers are engaged in. Take art classes. In order to draw, sculpt, it is important to master special hand movements. But still, physical activity in such activities is minimal.

Dance practice is another matter. Teaching dance movements is the case when the formation of certain movements and their skillful implementation becomes the goal of the activity.

Parents who are concerned about their child's low physical activity can solve the problem by attending a dance circle for toddlers.

But first of all, it is necessary to use the possibilities of natural children's pastime. Many resources for the development of a preschooler are laid down in cognitive walks, independent studies.

Outdoor games for preschool children

Main purpose outdoor games just consists in the development of motor activity. In the game, children can overcome serious physical difficulties, train their agility and endurance. They test their capabilities and independently decide to test their own strengths.

Most often, outdoor games contribute to the development of one or two physical qualities. For example, in “tag” the main task is to catch up and touch the participant, and the children, first of all, train their running skills. But many games develop several qualities:

Attention and reaction speed
Observation and agility
Endurance and coordination of movements

An example where attention and quick reaction are important are games in which actions are performed on command ("Who is faster", "The third is out"). Various fun tug-of-war or bag-jumping competitions require coordination and endurance.

Outdoor games, in addition to their physical purpose, perform an important function of emotional release and contribute to the development of communication in preschoolers. Their importance cannot be overstated.

Physical activity of preschoolers for a walk

Going for a walk in a park or forest, children get a fertile environment for the development of both physical activity. But the child will quickly get bored with just running and jumping. Therefore, adults should think over a small program of games and exercises in nature ahead of time.

The younger preschooler is interested in looking for flowers in the grass, picking acorns or cones, blowing dandelions and similar attractive activities. Seeing a bright butterfly, the baby imitates the flapping of the wings of an insect. Having heard the story about bunnies, the child jumps along the path. At this age, nature acts as a background for a plot game, and children are happy to play the role of forest dwellers.

For middle-aged and older preschoolers, exercises to achieve specific goals are suitable. By drawing a circle, they learn to hit the target with a bump or pebble. The game "Freeze!" Is popular. The relaxed atmosphere is actualizing, and children freeze on command in the most intricate poses.

Exercises for coordination of movements with closed eyes are performed with interest. For example, having chosen one of the trees as a lighthouse, invite the child to reach it from a distance of 10-15 meters, with his eyes closed. First, it is imperative to go through this path with open eyes, then return to the starting position and repeat with a blindfold. The child takes off the bandage when he hears the "stop" command. As a rule, children are surprised by how far they have strayed to the side. Therefore, after the first attempt, the following are undertaken with enthusiasm.

Such organized outdoor activities are very popular with preschoolers. And, if at first the impulse to play comes from adults, then in the future, older preschoolers come up with new exercises. It is only important to make sure that their ideas are safe to implement.

Independent physical activity of preschool children

The development of motor activity in preschoolers cannot and should not rely solely on organized forms of classes. Children will prefer action if an attractive environment is created for them.

A rare child refuses to ride a bike if he has a child version of this type of transport. V three years old the kid is mastering a tricycle. And this is the development and coordination of movements, and the strength of the legs. Interest in this type of activity continues when the child is able to change to a two-wheeled bicycle.

Children's trampolines are now common. And, if there is an opportunity to install this sports accessory at home or in a suburban area, it is worth using it. Jumping on a trampoline has a complex positive action on the development of the whole organism (I mean a small children's trampoline, not a sports equipment).

The child will more often show the need for active movement at the sight of attractive attributes. What else is important in this case, the preschooler himself determines the task and the goal (I will ride, I want to jump), navigates in the conditions, decides how long he wants to study, and controls himself. it excellent conditions to expand the boundaries of the preschooler's independence, which he tirelessly strives for.

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Bondarenko Elizaveta Vladimirovna. The influence of motor activity on the development of psychomotor and cognitive abilities of schoolchildren: Dis. ... Cand. psychol. Sciences: 19.00.07: Stavropol, 2002 240 p. RSL OD, 61: 03-19 / 64-5

Introduction

Chapter 1. Theoretical aspects of the study of the influence of physical activity on psychomotor and cognitive development of a person.

1.1. The problem of optimization of physical activity and development of the younger generation. 17

1.1.1. Motor activity as a biological need of the body. 19

1.1.2. Medical and hygienic aspects of the optimization of physical activity 23

1.1.3 Impact of the modern educational process on the health and development of students 28

1.1.4. Paleo-psychological possibilities of preserving and improving the holistic mental and physical health of a person 32

1.1.5. Physical education and sports as factors affecting physical and mental health and human development 36

І.І.b. Normalization of physical activity of students in the conditions of the modern educational process of school 39

1.2. Study of the influence of various forms of physical activity and sports activities on psychomotor and cognitive development of a person. 50

1.2.1. The relationship of psychomotor and intellectual in the harmonious development of students 50

1.2.2. The development of psychomotor abilities of schoolchildren involved in sports and not 58

1.2.3. Research of the influence of physical activity on the cognitive development of children of different ages 66

Chapter 2. Experimental study of the influence of physical activity on the development of psychomotor and cognitive abilities of schoolchildren.

2.1. Organization and methods of experimental research.

2.1.1. Organization of a psychological and pedagogical experiment 75

2.1.2. Methods of studying psychomotor abilities 79

2.1.3. Methods for the Study of Cognitive Abilities 85

2.1 A Methods of studying the motor activity of students 89

2.2. Investigation of the influence of physical activity on the development of psychomotor abilities of students of different ages and specializations.

2.2.1. Analysis of the results of ascertaining diagnostics of the level of development of psychomotor abilities of students at the first stage of the psychological and pedagogical experiment 97

2.2.2. The dynamics of the development of psychomotor abilities of students of the main age groups over the period of the annual natural experiment. .. 105

2.2.3. Dynamics of development of psychomotor abilities of students during the academic year 113

2.2.4. The dynamics of the development of the psychomotor abilities of students during the period summer holidays 119

2.3. Investigation of the influence of physical activity on the development of cognitive abilities of students of different ages and specializations.

2.3.1. Analysis of the results of ascertaining diagnostics of the level of development of cognitive abilities of students at the first stage of the psychological and pedagogical experiment 126

2.3.2. The dynamics of the development of cognitive abilities of students of the main age groups during the period of the annual natural experiment ... 133

2.3.3. The dynamics of the development of cognitive abilities of students during the academic year 146

2.3.4. The dynamics of the development of cognitive abilities of students during the summer holidays 152

2.4. Analysis of the results of studying the volume and intensity of motor activity of students in classes of different specialization 162

2.5. Investigation of the correlation dependence between the indicators of physical activity and the level of development of psychomotor and cognitive abilities of students 171

Conclusion 185

Literature 189

Application

Introduction to work

One of the features of modern society is the protracted reform of its social and production sphere, which deeply and not always positively changes the entire way of life, work and everyday life of a person, especially of students.

The complication of school curricula has led to a significant limitation of the physical activity of students, to a decrease in their level of health, working capacity and an increase in morbidity. One of the dominant in modern research as domestic (Lebedeva N.T., Fomin N.A., Vavilov Yu.N., Filin V.P., Kuindzhi N.N., Sukharev A.G., Antropova M.V. , Bondarevsky E.Ya., Tertychny A.V., Kadetova A.V., Skrebets V.A., etc.), as well as foreign experts, the problem of hypokinesia of student youth remains.

Modern educational activity is characterized by an increase in the amount of information, on the one hand, and, at the same time, by a low level of motor activity, uniformity of the working posture. In this regard, many scientists and practitioners are trying to resolve the issue that it is necessary to balance the increased loads in mental activity and optimal physical activity.

In modern conditions of development of society, the attention of scientists is drawn to the search for the most optimal doses of physical activity. Revealing only the upper and lower limits of physical activity is not sufficient for most groups of the population, especially for those who are engaged in any kind of sports activity. The lower limit - "minimum" - allows only to compensate for the forces expended in life. The upper limit - "maximum" - leads to overstrain and increased body fatigue. It is important to determine the "optimal" dose of physical activity, which would compensate

the forces expended by a person in life and would contribute to the further improvement of the personality (173).

Interest in the problem of influence different types motor and physical activity on the mental development of a person arose a long time ago, reflecting the desire of scientists for the holistic knowledge of a person in the unity of his physical and mental development. The foundations of scientific theoretical and practical research in this area of the problem were laid in the works of such founders of Russian science as I.M. Sechenov, P.F. Lesgaft, B.G. Ananiev and others.

THEM. Sechenov was the first to connect motor functions with the functions of the higher departments of the central nervous system... He noted that "... All the infinite variety external manifestations brain activity is finally reduced to only one phenomenon - muscle movement. "(147,102).

By their psychological research P.F. Lesgaft proved that in the process of mastering physical exercise the child learns not only to control his movements based on muscle sensations, but also learns to analyze his impressions and sensations, compare them and combine them into single ideas and concepts (97). The physical and mental development of a person is inextricably linked in a single process of personality development, starting from birth and intrauterine development child. In turn, the harmony of physical and mental qualities is achieved by sufficient motor activity inherent in healthy, physically developed children.

simultaneous fulfillment of specially selected exercises and solving a number of intellectual problems (Vallon A., Goloshchekina M.P., Ageevets V.U., Vydrin V.M., Karpov Yu.V., Venger L.A., etc.).

Foreign studies have also * studied the impact of various programs physical education on the mental development of preschoolers and younger students (Klanderman J., Turner E., Eason E., David R., Hirst C,

c Fischer T., Lipton E., Schlungs M. et al.).

It should be noted that most of the above works are devoted to the study of the very possibility of the influence of various forms of physical education and organized physical activity on the mental development of a child in preschool and primary school age, the search for purposeful methods, means and various methods of such influence. In addition, the main emphasis is traditionally placed on the consideration of the positive impact of physical and physical activity on the development of the child, not taking into account the factor that increased or excessive physical and motor loads also play a negative role in the harmonious mental and physical development of the child. Even less studied is the problem of optimization of motor activity in the conditions of the modern educational process, including in a school where students are already in various modes of motor loads, for example, in a general education school with specialized

# sports classes.

Insufficient consideration of psychological knowledge on the organization of the educational process and physical activity schoolchildren, neglect of the valeopsychological principles of physical education, underestimation of the role and importance of physical activity causes serious damage to the physical and mental development of the child, leads to a misunderstanding of the goals and objectives of education and upbringing of the younger generation.

The need to optimize the content, forms and methods of the educational process and physical education of schoolchildren involved in sports activities and physical culture is determined by an increase in the interest of practitioners and scientists to the problem under consideration, which is reflected in the increase in scientific and dissertation psychological and pedagogical research in this direction.

A number of studies are devoted to the study of the effectiveness of using educational tasks for the ways of improving the general qualities of their motor sphere in children (Abyzov M.M., 1981), determining psychological conditions the formation of motor abilities in senior schoolchildren (Zhivoglyadov Yu.A., 1988), the identification of psychological conditions for the effective formation of voluntary control of their movements in physical education lessons in junior schoolchildren (Ozernyuk A.T., 1994), substantiated methodological foundations development of coordination and intellectual abilities of primary schoolchildren on the basis of age-specific patterns of movement organization (Fedyakina L.K., 1998).

In the works of G.M. Kasatkina (1982) revealed the patterns of age dynamics and structure of motor and mental development for preschoolers, ways and means of physical education have been identified that contribute not only to motor, but also mental development of preschool children; ON. Fomina (1996) studied the organized influence of the means of rhythmic gymnastics of a plot-role orientation on the sensory and motor systems of preschool children with the aim of accelerated and integrative development of their motor, intellectual and psychomotor abilities; L.E. Simoshina (1996) formulated the concept of a complex training system that harmonizes the motor and sensory organization of the motor activity of preschool children through physical

outdoor activities aimed at improving their physical fitness, creative motor abilities, to reduce the incidence of colds.

In the studies of A.A. Antonova (1997) substantiated the original method of using the elements of outdoor games in physical education for older preschool children for mutual influence and increasing the level of cognitive activity and the level of physical development; A.B. Lagutin (1997) proved that an increase in the motor activity of older preschool children due to integrated use the available means of basic gymnastics can significantly improve their physical condition and develop the ability to master new forms of movements; A.N. Lotarev (1998) developed and experimentally substantiated a program for physical training of female students of a higher educational institution in combination with additional exercises to ensure a possible complete compensation for their deficit in motor activity.

In general, the analysis of the works studied by us can be systematized as follows: firstly, there is a large number of studies, mainly in the field of sports and pedagogical sciences, devoted to physical activity, in which it is proved that the higher the physical activity, the more sports loads, the higher their relationship with the physical and mental development of a person, which in general confirms the idea of physical culture and sports as the main factors of health promotion.

Secondly, quite often there are works devoted to the study of the influence of physical activity and sports on the psychomotor of a person (Danilina L.N., Oya SM., Puni A.Ts., Semenov M.I., Gubman L.B., Kossov B B., Ozerov V.P.), but these studies are mainly associated with the contingent of young or highly qualified athletes.

Thirdly, there are much fewer works that talk about the effect of motor or physical activity on the psychomotor abilities of children who do not go in for sports (Kossov B.B., Ozerov V.P., Skrebets V.A., Yarmitsky Yu.D. and etc.).

Fourth, studies that studied the influence of physical activity on the intellectual sphere, on the development of children's cognitive abilities, are quite rare (Guzhalovsky A.A., Silla R.V., Ruban V.N., Milerian V.E. and etc.), there is practically no analysis of the interaction or ratio of these components, and in some cases the research data carry conflicting assessments. It is noted that with very high activity and intensity of loads, they may not have a positive effect on the development of both the physical and mental spheres of a person, especially the younger generation.

Thus, it can be noted that today the problem of optimization of motor activity and harmonious development of the cognitive-motor and cognitive-intellectual spheres of the child has not been completely solved.

There is a number of studies, mainly in the field of medicine, saying that, in general, optimal physical and sports loads have a positive effect on maintaining and strengthening health, somewhat less is said about their effect on psychomotor skills, and the effect of physical activity on the cognitive development of students has been least studied. We have not found systematic comprehensive studies of the influence of various forms of motor activity on all the main psychomotor and cognitive mental processes of students.

On the basis of the above, we have determined the purpose of the study: to study the influence of physical activity on the development of psychomotor and cognitive abilities of schoolchildren of different ages.

An object research: psychomotor and cognitive abilities of students.

Subject research is the process of development of psychomotor and cognitive abilities of students of general education and specialized sports classes of adolescence and adolescence.

Hypothesis: optimal motor load contributes to the harmonious development of the psychomotor and cognitive abilities of schoolchildren.

In accordance with the purpose, object, subject and hypothesis of the research, the following tasks:

To study and analyze the psychological and pedagogical literature on the problem of optimization of motor activity and the development of psychomotor and cognitive abilities.

To select and modify express methods for diagnosing the development of psychomotor and cognitive abilities of schoolchildren.

To investigate the level and dynamics of development of the main blocks and components of psychomotor and cognitive abilities of schoolchildren studying in general education and sports classes.

To develop questionnaire methods for the study of the volume and intensity of the main and additional physical activity of students in classes of various specializations.

To investigate the relationship of various forms of motor activity and the level of development of psychomotor and cognitive abilities of students.

psychologists, teachers and trainers working with students of general education and sports classes. To solve the set tasks, the following set of methods was used:

theoretical analysis of scientific psychological and pedagogical literature;

psychological and pedagogical experiment;

testing;

questioning;

methods of primary and secondary mathematical and statistical data processing.

Methodological framework research is the concept of a holistic and systematic approach to human mental development (B.G. Ananiev, B.B. Kossov), an integrated approach to the study of abilities (B.M. Teplov, V.A. P. Ozerov); principles of development (L.S.Vygotsky, S.L. Rubinstein, A.V. Petrovsky), personality activity in the process of life (B.G. Ananiev, A.A. Bodalev, V.P. Zinchenko), determinism as dependence mental phenomena from the factors that generate them (S.L. Rubinstein, A.V. Petrovsky, M.G. Yaroshevsky).

Scientific novelty research is as follows:

For the first time, the paper proposes a complex system of psychodiagnostic tests that reveals the features of the development of psychomotor and cognitive abilities of schoolchildren of different ages in order to identify the dynamics of mental development on the model of sports and general education classes.

The structure and features of the development of cognitive-intellectual and cognitive-motor components in

students studying in classes of various specializations: general education and sports.

For the first time, the features of the development of the main components of the cognitive abilities of students engaged in sports sections, such a wide apparatus of diagnostic techniques that contributes not only to pedagogical, but also to sports psychology.

A specialized questionnaire has been developed, with the help of which it is possible to determine the level and volume of motor load per day, week, month, year, expressed in minutes in one scale.

Theoretical significance consists in the fact that as a result of the dissertation research, the influence of various types of motor activity on the dynamics and characteristics of the development process of psychomotor and cognitive abilities of schoolchildren was revealed; new specific information was obtained in the field of educational psychology and developmental psychology to optimize motor and intellectual loads, which increases the efficiency of solving the main valeo-psychological problem high school- strengthening the health of children.

Practical significance the research lies in the fact that the contained theoretical provisions and experimentally substantiated conclusions can be used to improve the educational and sports training process in a school with specialized sports classes:

1. The psychomotor diagnostic methods tested and modified in the dissertation research can be used in the practice of the CYSS and the general education school to increase the effectiveness of psychological and pedagogical selection of students and young athletes with

the purpose of more correct scientific manning of specialized sports classes for children.

The use of the proposed set of cognitive tests in work with young athletes will allow the teacher and coach to control not only sports achievements and psychomotor development of the child, but also take into account how it affects this process to harmonize the mental development of students.

The developed and tested questionnaire techniques for the study of the main forms of regular and additional physical activity, as well as academic and sports interests and inclinations of students can be used by teachers and coaches in general education and sports classes.

According to the results of the study, practical recommendations have been developed, the introduction of which into the educational and sports-training process can contribute to an increase in the success of students' activities both in general education and in sports classes.

Reliability and validity of the results research is provided with a sufficient sample of subjects; using a set of methods adequate to its goals and objectives; the use of reliable and proven diagnostic techniques; implementation of mathematical and statistical processing and analysis of the data obtained.

The main provisions for the defense:

1. An integrated approach to the study of the psychomotor and cognitive abilities of students with different motor activity makes it possible to more accurately study the characteristics of their

development and determine the ways and methods of their improvement and optimization.

The use of express methods for diagnosing the psychomotor and cognitive abilities of schoolchildren, developed and tested in the North Caucasus Laboratory for the diagnosis and formation of the abilities of student youth, allows in a short period of time to study large groups schoolchildren with different motor activity and reveal the level and characteristics of their development.

The study of the level and dynamics of the development of psychomotor and cognitive abilities of students of younger, older adolescence and youth reveals the main age characteristics and clarifies the regional curve of the mental development of schoolchildren.

Peers who have a different volume of physical activity and are engaged in general education and sports classes have significant differences in the level and characteristics of the development of both psychomotor and cognitive abilities.

There is a positive relationship between various forms of regular and additional motor and physical activity of students and the level of their psychomotor and cognitive development.

Testing and implementation of research results.

The main provisions of this study were highlighted in reports at the scientific and methodological seminars of the department practical psychology SSU (1998 - 2001); at the educational, methodological and pedagogical councils of the secondary school № 42 in Stavropol; at scientific and practical conferences: - "Personality: culture and education", Stavropol, April 1999

international conference "Cognitive paradigm", Pyatigorsk, April 2000

« Contemporary problems Education: Experience and Prospects ”, Stavropol, April 2000

international scientific-practical conference "Modern psychosocial technologies: problems of development and use", Moscow, May 2001

interregional scientific and methodological conference "Problems of physical culture and sports in higher educational institutions", Rostov-on-Don, June 2001

All-Russian scientific conference "Theoretical and applied problems of psychology", Stavropol, October 2001

The research results and the content of the scientific work are published in 6 theses.

Experimental base research was the secondary school № 42 of Stavropol with specialized sports classes.

Physical education and sports as factors affecting physical and mental health and human development

Physical culture occupies one of the most important places among the factors that allow maintaining the required level of health and high performance of a person.

The increasing limitation of mobility in the modern world contradicts the very biological nature of a person, disrupting the functioning of various body systems. The more progress frees a person from hard work and unnecessary movements, the more the need to compensate for motor activity grows. Under these conditions, the role of the development of mass forms of physical culture is obvious (153).

Systematic sports activities for children and adolescents have a positive effect on the development of their body as a whole, on the general physical condition, causing positive changes in the development of most mental functions. Numerous studies of young athletes indicate a significant improvement in their physical development.

In a number of works (Gubman L.B., Baychenko I.P., Makarova T.N., Shlemina AM, Lebedeva N.T., etc.) it is proved that systematic physical exercises improve the activity of cardiovascular, respiratory, vegetative , neuromuscular systems and especially the central nervous system, increasing their activity. Under the influence of sports, the strength and mobility of nervous processes, efficiency and endurance increase nerve cells cortex, differentiation inhibition is improved. As a result, it turns out that schoolchildren who go in for sports have a number of advantages in their formation in comparison with their peers who do not go in for sports (Danilina L.N.).

According to N.A. Fomin, V.P. Filin, sports activities restrain age-related involutional changes, contribute to the lengthening of the period of active creative life... For people involved in sports high level physical and mental performance is maintained much longer than in non-exercising (179, 4).

The results of special observations of the state of health of children who systematically go in for sports show that they have a decrease in the frequency and severity of colds. Favorable changes in the state of health and adaptation to physical activity are observed in children and adolescents who have a saturated motor regime at school. In order to significantly increase working capacity (both physical and mental), to create reliable prerequisites for strengthening health, it is necessary to exercise at least five times a week (179.5).

It should be emphasized that the development of mass physical culture and sports not only ensures the preservation of health and an increase in working capacity, but also contributes to the filling of leisure time and the distraction of the population, especially adolescents, from bad habits - smoking, alcoholism and drug addiction.

V.P. Ozerov notes that “... the results of numerous studies have made it possible to understand the role of muscle activity as a stimulator of tissue vital processes, to explain the mechanism protective action physical activity in relation to diseases of cardio-vascular system... Physical exercises and sports enhance motor-visceral reflexes, normalize metabolism and energy, the activity of the cardiovascular system, and prevent the very possibility of health disorders ”(117, 5).

The most effective means of combating human hypodynamia are various means of physical culture and sports. Morning gymnastics helps a person to quickly switch from sleep to wakefulness, rhythmic gymnastics helps to increase efficiency, creating not only "muscle", but also emotional joy. Cycling and rowing forms a set of functional reserves in all vital centers of the body. Cross-country skiing heals nervous stress better than any medicine. Running is the basis of the "queen of sports" - athletics, this is not fashion, but a vital necessity... Walking is the most accessible and ancient way of transportation that does not require special training. Running and walking allows you to exercise regularly at any time and in any weather.

It is no coincidence that Jean-Jacques Rousseau wrote the words that many outstanding thinkers of different times agree with: “Walking to a certain extent enlivens and inspires my thoughts. Remaining at rest, I cannot think, it is necessary that my body be in motion, and then the mind also begins to move ”(117, 7).

According to A.S. Solodkova, E.B. Sologub, the use of various forms of health-improving physical culture solves many social problems - general educational, cognitive (tourism), rehabilitation (remedial gymnastics), recreational, entertaining (games), professional (industrial gymnastics, professionally applied physical training) (153, 353).

Means of physical education contribute not only to increasing the functional capabilities of the body, maintaining health, but also the development of professional psychophysiological characteristics, which solves the important problem of preparing and adapting the population to professional activity.

Numerous medical, psychological, pedagogical studies of a number of such authors as A.G. Sukharev, E.P. Ilyin, N.T. Lebedeva, N.N. Kuindzhi, V.I. Ilyinich, A.S. Solodkov, E.B. Sologub and others.

In the work of Kuindzhi N.N. noted that in special studies the study of the relationship between the shape of the daytime curve of physiological functions and the level of physical activity of pupils for the day as a whole and during classes at school was carried out. For this, the level of physical activity (using a pedometer), body temperature, and heart rate were recorded 4 times a day in 45 children from a boarding school 10-11 years old. The last two functions are referred to as volatile. According to the level of physical activity, the subjects were divided into 3 groups. At first, according to the laws of statistics, students with an average level of physical activity were identified (it fluctuated in the range of 10670-12170 steps for individual students, and its average value was about 11.5 thousand steps per day). The rest of the students were divided into those with an increased level of physical activity (about 15.0 thousand steps per day) and a reduced level (about 9 thousand steps per day).

The first thing that we managed to establish: in all the observed schoolchildren, the maximum level of physical activity falls on 12 hours, that is, it coincides with the time of school hours.

Dynamics of the development of psychomotor abilities of students of the main age groups during the period of the annual natural experiment

In order to determine the dynamics psychomotor development schoolchildren, we carried out the second stage of diagnostics of the level of development of cognitive abilities of students in the September 1999 academic year.

V pilot study schoolchildren of middle and senior age took part. We continued to work with students of the 5th and 8th general education and sports classes, selected at the first stage of diagnostics in October 1998, who became students of the 6th and 9th grades. In addition, in connection with the analysis of the results of the previous stage of the study, we included in the diagnosis additionally experimental 5th grades, which in the 1999-2000 academic year were selected more qualitatively, in accordance with scientific criteria and psychological and pedagogical recommendations for organizing the selection of young promising athletes in specialized classes. We determined the goal - to identify the level and characteristics of the development of the psychomotor abilities of these students, as well as to find out whether our conclusion at the first stage of the experiment was correct that students of the sports specialization of adolescence are ahead of their peers in psychomotor development.

Due to the fact that in this academic year, students of primary school age during the transition to the 5th grade were selected in accordance with different sports specializations, two classes were completed: children involved in the athletics and swimming sections.

We assumed that different sports specialization can influence the dynamics of the development of psychomotor abilities in different ways. In this regard, both sports classes were chosen by us as experimental.

At this stage of the psychological and pedagogical experiment, the following tasks were identified:

1. To study the annual dynamics of the development of psychomotor abilities and their individual components in middle-aged and older students (grades 6 and 9) of different specialization.

2. To investigate the level and peculiarities of the development of individual components and blocks of psychomotor abilities of pupils of younger adolescence (grades 5) studying in classes of different sports specialization.

3. Compare student results different groups and identify characteristics that depend on age and specialization.

The obtained diagnostic results of this stage of the experiment are presented in Table 7 (and in Appendix 2.1).

A comparative analysis of the dynamics of the development of the main indicators of psychomotor abilities and differences in the results of students of different ages and specializations is presented in tables 3, 4, 5 (in Appendix 1).

Average group indicators of the level of development of psychomotor abilities of students in 1998 and 1999 are reflected in the histogram in Figure 2.

It can be seen that in most of the groups there were minor changes in the results. The largest increase is noted only in the 9th general education class, which amounted to 15.35%, and in general they are ahead of their peers by 4.23%. Students of this age of sports specialization, in comparison with the primary diagnosis, slightly decreased their results by 2.46%.

Among 6 grades, the indicators of the average group level of development of psychomotor abilities of students of sports specialization are higher in comparison with the results of the previous diagnosis (by 7.59%) and the results of peers (by 4.17%). General education students

The dynamics of the development of cognitive abilities of students during the summer holidays

In order to determine the dynamics of the cognitive development of students under the influence active rest During the holidays, we carried out the next stage of diagnostics of the level of development of cognitive abilities in September 2000.

In connection with the analysis of the results of the previous stages of the study, we continued to work with adolescent students (5th and 6th general education and sports classes) participating in the diagnosis (in 1998-1999-2000), who became students of 6th and 7th grade.

At this stage of the psychological and pedagogical experiment, we set the following tasks:

1. To investigate the level and characteristics of the development of individual components of the cognitive abilities of adolescent students studying in sports and general education classes.

2. Explore the dynamics of the cognitive development of students in control and experimental classes during the period summer vacation.

3. To compare the results of diagnostics of students of different groups and to determine the peculiarities of the dynamics of the development of cognitive abilities, depending on the age, specialization and experience of sports activity.

The results of diagnostics of the level of development of cognitive abilities and their individual components are presented in Table 13.

The dynamics of the development of cognitive abilities and a comparative analysis of differences in the results of students in grades 6 and 7 of different specializations are reflected in tables 19.20 (in Appendix 1).

Comparison of the results obtained in May 2000 with the indicators of the level of development of cognitive abilities in September 2000 made it possible to determine the dynamics of the development of cognitive abilities of students and their individual components during the summer holidays.

Figure 14 shows the arithmetic mean indicators of the level of development of cognitive abilities of students of the main age groups in May - September 2000.

Based on the data obtained, it is possible to note the unevenness of the growth rate of the level of development of cognitive abilities in the results of students of different ages and specializations.

Analyzing the results of students of various specializations, it can be noted that the highest growth rates were demonstrated by students of general education classes: 11.77% at an older age (grade 7) and 6.61% in grade 6.

Among their peers with a sports specialization, the changes in results are less significant: 9.32% among students of the 6th grade (athletics), 0.15% among students of the 6th grade (swimming) and 0.51% among students of the 7th sports class.

If we analyze the features of the development of individual components of the cognitive abilities of students in grades 6 of various specializations, then it can be noted that the most uniform growth rates of results for all indicators are observed among students of the general education class (from 1.28% to 24.12%). Their peers with a sports specialization (athletics) demonstrated higher growth rates in the development of all components of thinking (from 11.11% to 21.03%), semantic and visual memorization (11.31% and 15.09%), attention (9.81%). Pupils of the same age in the sports class (swimming specialization) show uneven growth rates of individual components of cognitive abilities: the highest results in terms of logical thinking(105.85%), semantic and visual memorization (26.6% and 6.62%), perception (7.64%), while for other indicators there is a slight decrease in results (from -3.18% to -30.56%).

It should be noted that, in general, the level of development of the cognitive abilities of 6th grade students (see Figure 14) increased during the summer holidays and amounted to 5.19 points in the general education class, 5.29 and 5.48 points in sports classes, which corresponds to the age norms of development (5-6 points).

An analysis of the developmental features of individual components of the cognitive abilities of 7th grade pupils made it possible to establish that the highest growth rates are observed in the general education class: in terms of thinking (from 6.57% to 61.88%), semantic memorization (43.89%), perception (23 , 97%) and attention (13.8%). It is necessary to pay attention to the fact that students of the sports class showed high rates of increase in results only in two indicators: perception (10.78%) and thinking (53.49%), in the development of other components there is a slight decrease in results (from -1.33 % to - 6.5%).

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 preschoolers is not only due to the content of education and the use of school uniforms organization of training, but also 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 a harmonious psychophysical and social development leads preschoolers on 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 exercising, promotes effective solution both educational and recreational tasks.

Scientists have established a direct relationship between the level physical activity of children and them vocabulary, the development of speech, thinking. Based on 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 decreases concentration. children's attention and, therefore, discipline problems often arise. 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.

Hence, 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 areas of preschool education.

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

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 suggest performing 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 three-dimensional geometric shapes, numbers, cards depicting characteristic signs of the seasons, parts of the day.

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

Jump twice 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 opportunities physical and mental development occurs thanks to the participation of preschoolers in age-appropriate forms activities.

In this regard, the teacher should take into account the need for dispensing 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 it 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.

Among the various factors affecting the health and performance of a growing organism, physical activity is an important condition for the development of a child.

Having worked with children for more than 20 years, I concluded that the higher the child's physical activity, the better he develops, his attention and memory, thinking is formed.

Therefore, the games and manuals that I will introduce you to are designed with the integration of intellectual and physical development in mind. I use these games as part of my lesson, like practical material when carrying out sports and entertainment leisure, physical minutes and, of course, in independent activity children.

I suggest different variants these games, which will help in working with children with different levels of development, and in different age groups.

"CUBIC INTEREST"

Materials:
Plastic cube.
Cardboard.
Markers.
Scotch.
Glue "Moment"

Manufacturing:
1. Cut 6 cartons to fit the sides of the cube.
2. Paste the cards over with tape and stick them on the edge of the cube.
3. Draw diagrams with an arrow.

Approximate patterns of movement in space:

Target:

development of imagination, associative thinking
the ability to move in the direction of the arrow in different directions.

Game progress:

Ioption... Take a look at this cube. On each of its facets, some kind of image. I invite everyone in turn to pick it up and consider this facet. What do you think this image looks like?

Now, please stand behind the driver one after another and walk in the direction of the arrow.

IIoption... The player rolls the die. Describes what the dropped face looks like. And then he performs the movement according to the pattern. If it is difficult for a child to complete this task, you can offer to lay out a diagram from a string on the floor and walk according to the laid out path.

"FUNNY TRACKS"

Material:
Dishwashing sponges in different colors and thicknesses.
Moment glue.
Durable cord.

Manufacturing:
1. String the sponges on the cord using a "gypsy" needle.
2. Embroider the eyes and mouth (you can stick the blanks of the eye and mouth from leatherette)

Target:

the ability to count objects in motion, compare them in thickness, length and color;
development tactile perception stop, the ability to move with a side step.

Tasks:

Walk along the caterpillar with an additional step, at the same time naming the color of its parts.
Walk straight along the track and count the parts.
Find out which caterpillar is longer.
Find out which caterpillar is thicker.

"GEOMETRIC ISLANDS"

Material:
Foam rubber measuring 30 x 30, 4 cm thick.
Plain bologna fabric 2.5 meters.
Zippers 4 pcs. 30 cm each.
Pieces of multicolored fabric for geometric shapes.

Manufacturing:
1. Sew zipper covers with sewn geometric shapes.
2. Put on the covers on the foam rubber.

Target:

clarification of knowledge about geometric shapes;
development of associative thinking;
skill development:
jump on two legs, on one leg and in different directions;
practice different types of walking;
run like a snake;
development of tactile perception.

Tasks: "Islets" lie on the floor one after the other. It is necessary to jump on two legs moving forward along the "islands"

Naming only the color of the geometric shapes.
By naming only the form.
Naming color and shape.
By naming any object the same color as the geometric figure.
By naming any object of the same shape.

You can jump sideways "left", "right", as well as on one leg. You can suggest running "snake" between the islands.

"RAINBOW CAROUSEL"

Material:
Multicolored satin ribbons seven colors of the rainbow (length 1m, width 2cm).
Plastic ring with a diameter of 15 cm.
Contact tape (Velcro) 7x2 cm.
Double-sided colored cardboard.
Colored markers.
Scotch.

Manufacturing:
1. Sew the ribbons in a circle to the ring in the colors of the rainbow.
2. At the end of each ribbon, make a loop for hand gripping.
3. Sew a contact tape (2x1cm) in the center of each ribbon.
4. Cut shapes of different colors and sizes from cardboard (circles, squares, triangles, rectangles).
5. Stick the Velcro on the figures.
6. Cut rectangles (9x5cm) from white cardboard and draw symbols on them indicating color, shape, size.
7. Paste the cards with tape on both sides.

Target:

to train children in the ability to distinguish, name, systematize geometric shapes by color, shape, size; fix the colors of the rainbow;
be able to move in different directions.

Game progress:

Ioption... Children receive tickets-cards with symbols indicating the color of the ribbon on the carousel and take the appropriate place. (Children can be asked to repeat the names of the colors of the rainbow with the words: "Every hunter wants to know where the pheasant is sitting"). After all the seats are occupied, the controller checks the tickets, the children begin to move in a circle (for example, to the right) with the words:

Barely, barely, the merry-go-rounds spun.

And then, then, then all run, run, run.

Hush, don't hurry, stop the carousel.

One, two, one, two, that's the end of the game.

IIoption... Children receive tickets-cards with symbols indicating the color, shape and size of the geometric figure, and find their place on the carousel.

IIIoption... Children come to the ticket office and themselves describe the symbol-card they want to receive, options with a negative sign are possible (For example: “I want to get a ticket with a large non-red circle”).

Continuation of the game, as in option I.

"TOWN"

Material:

Colored cardboard (A4 format) - 10 sheets (for "houses"); black cardboard (A4 format) - 2 sheets, white cardboard (A4 format) - 2 sheets, white paper (A4 format) - 2 sheets (for decorating "houses").
Colored self-adhesive film.
Colored markers.
Numbers from 1 to 10.
Glue.
Scotch.

Manufacturing:
1. Take colored sheets of cardboard, fold 5 cm on both sides.
2. Paste over the fold lines with strips of colored self-adhesive foil (4 cm wide)
3. Cut out rectangles for "windows" from white paper (10 pcs.), Draw the lines of the window. Glue the finished "windows" on the "houses".
4. Cut strips for "roofs" (15x5cm - 10 pcs.) From black cardboard and stick them on top of the "houses".
5. On the "roofs" stick numbers from 1 to 10 (house numbers).
6. Separately make "letters" from white cardboard in the form of envelopes, on which to write examples: 9 - 1, 8 + 1, etc.
7. Paste over the "letters" with tape.

Target:

consolidate the ability to compose a number series; knowledge of even and odd numbers; the ability to solve examples;
develop orientation in space; settle for "first-second", rebuild from one line to two, into a column; the ability to pass the baton.

Game progress:

Ioption... Each child has a house with a number in his hands. At the signal of the teacher, the children "build" a street of houses (a number from 1 to 10, or from 10 to 1)

IIversion "Relay game"... At the signal of the teacher, the children are divided into two teams. One team builds the even side of the street and the other the odd side. The team that completed the task faster wins.

IIIoption "The game" Postman ". It can be carried out in the form of a relay (as in the II variant). Each child has a letter with an example. It is necessary to solve it and take it to the "house" with the required number.

"FLOWER POLYANA"

Material:
Greenhouse double foil (size 1.40 x 1 m).
Colored cardboard (red, yellow, blue and green).
White cardboard -16 sheets (A4 format).
PVA glue.
Braid - 7m.
Plastic cubes - 2 pcs.

Manufacturing:

1. On the greenhouse film, stitch 16 pockets of 35 x 25 size, laying tight tape along the seams.
2.On the other hand, where there is no access to the inside of the pocket, make cuts.
3. Cut flowers out of white cardboard and glue geometric shapes of different colors, shapes and sizes in the middle.
4. Put flowers with colorful shapes in your pockets.
5. Paste over the cubes with pictures with symbols indicating color, shape, size.
6. Make moth masks on ribbons.

Target:

to form the ability to highlight from one to three properties based on geometric shapes;
find the desired figure, talk about its properties;
exercise in the ability to determine the location of the figure;
exercise children in counting;
develop auditory and visual attention;
exercise in the ability to navigate the cells up, down, right, left.

Game progress:

Ioption... Children sit on the carpet around the "colored meadow". One child puts on a moth mask and begins to move around the clearing. Children in chorus pronounce the words:

The Moth flew
The Moth fluttered.
And the Moth sat down
To a beautiful flower.

The teacher offers the "moth" to sit on a flower with round shape(the child takes a cage with a flower of the corresponding shape and "flies" from flower to flower of the same shape). The task varies: in shape, in size, in color, etc.

IIoption. The beginning of the game is the same as in the first variant. Next, the teacher instructs the "moth" to fly and land on the flower in the upper left corner of the field, in the lower right corner, etc. The moth sat on a flower with a large blue triangle, then flew up two cells, turned right, etc.

IIIoption. You can invite children to count, the number of flowers in the first column of the meadow, in the second row, the number of red, large, square colors etc. The most active child is offered the role of a "moth".

The child throws cubes with symbols and, guided by them, finds the desired flower in the meadow, for example: red is not round; big blue not square, etc.

"DIGITAL FIELD"

Material and production:
Similar to the game "Flower Glade"; only cards with numbers are added, which are also inserted into the pockets.

Target:

to consolidate the ability to recognize and name numbers;
to form knowledge of even and odd numbers;
the ability to count from any number in forward and backward order;
develop attention and visual memory.
develop orientation in space.

Game progress:

Ioption... On the floor there is a field with numbers from 1 to 10. The child randomly jumps from cell to cell, while calling each number.

IIoption. As instructed by the teacher:

- the child jumps on the cells in forward and backward order (for example, from 1 to 10, from 10 to 1, from 8 to 2, from 3 to 9, etc.);
- by even numbers;
- by odd numbers, etc.

In this game, you can use different types of jumping, walking.

"REMEMBER, IMAGE"

Material:
3 thick sheets of cardboard: white, yellow and brown(A4 format).
Threads.
Moment glue.
Markers in black, yellow and brown.

Manufacturing:

1. Cut 6 rectangles 7 x 5 cm from thick white cardboard.
2. Draw on both sides of the cards the movement patterns and the track Brown color(on one side of the cards) and yellow color(on the other side of the cards).
3. Glue one end of the string to the rectangles, and glue the other end between two sheets of cardboard.

Target:

development of attention, memory; fixing the ordinal count.
the ability to depict movements according to the scheme.

Game progress:

Ioption... The presenter shows three cards of the scheme, the players memorize and depict the movements from memory.

IIoption. The number of cards increases to six.

You can offer to perform movements to the music.

IIIoption. The presenter shows cards on a brown background, asks to name serial number cards with a yellow path and depict what is depicted on them. The same task can be offered with a yellow background.

"CATS-MOUSE"

Material:
Laces of different colors and sizes.
Containers from "kinder surprises".
Leatherette.
Coffee can lid.
Self-adhesive foil of red, yellow, blue and green flowers.
Pieces of fur.

Manufacturing:
1. Make a hole in containers from "kinder-surprises" on one side.
2. Insert the laces (tails for mice) into the holes made, tie them in a knot and close them with the second half of the container.
3. On the other side of the container, stick the ears cut from the leatherette; eyes and spout made of self-adhesive film.
4. Cut out geometric shapes from self-adhesive tape and stick them on the backs of the mice.
5. Cut out blanks for cat ears from the fur and stick them on the lid of the coffee can.
6. Cut out blanks for the eyes and nose from the self-adhesive film and glue them in such a way that you get a cat's face.

Target:

fix;
knowledge of geometric shapes;
the ability to compare objects in length;
navigate in space;
ability to count;
develop responsiveness.

Game progress:

Option I. On the carpet there are hoops of red, yellow, blue and green colors ("houses" of mice). The mice are scattered around. At the signal, the "cat" occupy their houses according to the color on their backs. Those "mice" that did not cope with the task are eliminated from the game.

Option II. The mice are on the table. The cat "sits" in the corner of the table. Children hold mice by their tails. One child is assigned the role of a cat. At the command "cat" mice try not to get under the "cap" of the cat. Next comes the count of the caught mice.

Option III. Two mice participate in the game-competition. They call themselves: "I am a mouse with a red circle", "And I am a mouse with a blue triangle." At the command of the presenter, the mice run right, left, forward, backward. If they make mistakes, they leave the game. And other mice come in their place.

Option IV. Give assignment:

a child who is assigned the role of a cat needs to compare the mice by the length of the tail. The cat finds the mouse with the longest / shortest tail and catches it.
the cat gives the command to the mice to line up in a row as follows: from the shortest to the very long tail(or vice versa). Then she checks the correctness of the task and transfers her role to the mouse she likes, and she herself becomes a mouse.

"PLANT A BEETLE ON A FLOWER"

Material:
A4 cardboard: red - 5 sheets, yellow - 3 sheets, white - 4 sheets.
Glue.
Numbers from 1 to 10.
Colored markers.

Manufacturing:
1. Cut 55 petals for daisies out of white cardboard.
2. Cut 20 circles (2 for each flower) with a diameter of 7 cm from yellow cardboard and glue them together only in the center so that you can insert the petals between the circles.
3. Stick numbers from 1 to 10 on each circle.
4. Cut ovals out of red cardboard (10x9cm) and glue them on both sides.
5. Glue black dots from 1 to 10 on top of the red ovals. Select the "head" and "wings" ladybirds... Glue geometric shapes of different colors on the other side of the ovals.
6. Make cards-symbols indicating color, shape (see photo).

Target:

fix;
the ability to correlate a figure with a quantity;
account within 10;
knowledge of geometric shapes;
ability to read code information;
to form the ability to move in different directions.

Game progress:

Ioption. Chamomiles with varying numbers of petals (from 1 to 5) lie on the floor. In the hands of children, beetles with a different number of points on the backs. Children count points and sit on flowers with the same number of petals after the words of the presenter:

Beetle, beetle, show yourself

Sit on the flower!

IIoption. The number of daisies increases to 10. The further course of the game, as in the first variant .

IIIoption.

1. On daisies there are numbers from 1 to 10. The number of petals does not correspond to the number on the flower. We need to find a mistake. Whoever finds it faster is the winner.

2. The teacher shows a symbol card (color, shape). Children run out with beetles in their hands with geometric shapes corresponding to this card and imitate buzzing.

Thesis

Bondarenko, Elizaveta Vladimirovna

Academic degree:

PhD in Psychology

Place of thesis defense:

Stavropol

VAK specialty code:

Speciality:

Pedagogical psychology

Number of pages:

Chapter 1. Theoretical aspects of the study of the influence of physical activity on psychomotor and cognitive development of a person.

1.1. The problem of optimization of physical activity and development of the younger generation.

1.1.1. Motor activity as a biological need of the body.

1.1.2. Medical and hygienic aspects of the optimization of physical activity.

1.1.3 Influence of the modern educational process on the health and development of students.

1.1.4.Valeo-psychological possibilities of preserving and improving the holistic mental and physical health of a person.

1.1.5. Physical education and sports as factors affecting physical and mental health and human development.

1.1.6. Standardization of physical activity of students in the conditions of the modern educational process of the school.

1.2. Study of the influence of various forms of physical activity and sports activities on psychomotor and cognitive development of a person.

1.2.1. The relationship of psychomotor and intellectual in the harmonious development of students.

1.2.2. The development of the psychomotor abilities of schoolchildren involved in sports and not.

1.2.3. Research of the influence of physical activity on the cognitive development of children of different ages.

Chapter 2. Experimental study of the influence of physical activity on the development of psychomotor and cognitive abilities of schoolchildren.

2.1. Organization and methods of experimental research.

2.1.1. Organization of a psychological and pedagogical experiment.

2.1.2. Methods for studying psychomotor abilities.

2.1.3. Methods for studying cognitive abilities.

2.1.4. Methods for studying the motor activity of students.

2.2. Investigation of the influence of physical activity on the development of psychomotor abilities of students of different ages and specializations.

2.2.1. Analysis of the results of ascertaining diagnostics of the level of development of psychomotor abilities of students at the first stage of the psychological * pedagogical experiment.

2.2.2. The dynamics of the development of psychomotor abilities of students of the main age groups over the period of the annual natural experiment.

2.2.3. Dynamics of development of students' psychomotor abilities during the academic year.

2.2.4. Dynamics of development of students' psychomotor abilities during the summer holidays.

2.3. Investigation of the influence of physical activity on the development of cognitive abilities of students of different ages and specializations.

2.3.1. Analysis of the results of ascertaining diagnostics of the level of development of cognitive abilities of students at the first stage of the psychological and pedagogical experiment.

2.3.2. The dynamics of the development of cognitive abilities of students of the main age groups during the period of the annual natural experiment.

2.3.3. The dynamics of the development of cognitive abilities of students during the academic year.

2.3.4. The dynamics of the development of cognitive abilities of students during the summer holidays.

2.4. Analysis of the results of studying the volume and intensity of physical activity of students in classes of different specialization.

2.5. Investigation of the correlation dependence between the indicators of physical activity and the level of development of psychomotor and cognitive abilities of students.

Dissertation introduction (part of the abstract) On the topic "The influence of physical activity on the development of psychomotor and cognitive abilities of schoolchildren"

Interest in the problem of the influence of various types of motor and physical activity on the mental development of a person arose long ago, reflecting the desire of scientists for the holistic knowledge of a person in the unity of his physical and mental development. The foundations of scientific theoretical and practical research in this area of the problem were laid in the works of such founders of Russian science as I.M. Sechenov, P.F. Lesgaft, B.G. Ananiev and others.

THEM. Sechenov was the first to connect motor functions with the functions of the higher parts of the central nervous system. He noted that ". All the infinite variety of external manifestations of brain activity is finally reduced to only one phenomenon - muscle movement." (147.102).

P.F. Lesgaft proved that in the process of mastering physical exercises, a child learns not only to control his movements based on muscle sensations, but also learns to analyze his impressions and sensations, compare them and combine them into unified ideas and concepts (97). The physical and mental development of a person is inextricably linked in a single process of personality development, starting with the birth and intrauterine development of a child. In turn, the harmony of physical and mental qualities is achieved by sufficient motor activity inherent in healthy, physically developed children.

In modern psychological and pedagogical studies, it is also noted that the selection and use of exercises, accompanied by a variety and increased motor activity, ensures the unity of the child's mental and physical development (27). There is evidence that the efficiency of these processes increases in the case of the simultaneous execution of specially selected exercises and the solution of a number of intellectual tasks (Vallon A., Goloshchekina MP., Ageevets V.U., Vydrin V.M., Karpov Yu.V., Venger JI. A. and others).

Foreign studies have also * studied the influence of various physical education programs on the mental development of preschoolers and primary schoolchildren (Klanderman J., Turner E., Eason E., David R., Hirst S., Fischer T., Lipton E., Schlungs M. and etc.).

Insufficient consideration of psychological knowledge on the organization of the educational process and physical activity of schoolchildren, neglect of the valeopsychological principles of physical education, underestimation of the role and importance of physical activity causes serious damage to the physical and mental development of the child, leads to a misunderstanding of the goals and objectives of education and upbringing of the younger generation.

A number of studies are devoted to the study of the effectiveness of the use of educational tasks for the ways of improving the general qualities of their motor sphere in children (Abyzov M.M., 1981), the determination of the psychological conditions for the formation of motor abilities in senior students (Zhivoglyadov Yu.A., 1988), the identification of psychological conditions for the effective formation of voluntary control of their movements in physical education lessons in junior schoolchildren (Ozernyuk A.T., 1994), substantiated the methodological foundations for the development of coordination and intellectual abilities of primary schoolchildren on the basis of age-related patterns of movement organization (Fedyakina JI.K., 1998) ...

In the works of G.M. Kasatkina (1982) revealed the patterns of age dynamics and the structure of motor and mental development of preschoolers, identified ways and means of physical education that contribute not only to motor, but also mental development of preschool children; ON. Fomina (1996) studied the organized influence of the means of rhythmic gymnastics of a plot-role orientation on the sensory and motor systems of preschool children with the aim of accelerated and integrative development of their motor, intellectual and psychomotor abilities; JI.E. Simoshina (1996) formulated the concept of a complex training system that harmonizes the motor and sensory organization of motor activity of preschool children through physical exercise in the open air, aimed at improving their physical fitness, creative motor abilities, and reducing the incidence of colds.

In the studies of A.A. Antonova (1997) substantiated the original method of using the elements of outdoor games in physical education for older preschool children for mutual influence and increasing the level of cognitive activity and the level of physical development; A.B. Lagutin (1997) proved that an increase in the motor activity of older preschool children due to the complex use of available means of basic gymnastics can significantly improve their physical condition and develop the ability to master new forms of movements; A.N. Lotarev (1998) developed and experimentally substantiated a program for physical training of female students of a higher educational institution in combination with additional exercises to ensure a possible complete compensation for their deficit in motor activity.

Secondly, quite often there are works devoted to the study of the influence of physical activity and sports on the psychomotor of a person (Danilina L.N., Oya S.M., Puni A.Ts., Semenov M.I., Gubman L.B., Kossov B.B., Ozerov V.P.), but these studies are mainly associated with the contingent of young or highly qualified athletes.

Thirdly, there are much fewer works that talk about the influence of motor or physical activity on the psychomotor abilities of children who do not go in for sports (Kossov B.B., Ozerov V.P., Skrebets V.A., Yarmitsky Yu.D. and etc.).

Research object: psychomotor and cognitive abilities of students.

The subject of the research is the process of development of psychomotor and cognitive abilities of students of general education and specialized sports classes of adolescence and adolescence.

Hypothesis: optimal motor load contributes to the harmonious development of psychomotor and cognitive abilities of schoolchildren.

In accordance with the purpose, object, subject and hypothesis of the research, the following tasks are defined:

1. To study and analyze the psychological and pedagogical literature on the problem of optimization of motor activity and the development of psychomotor and cognitive abilities.

2. To select and modify express-methods for diagnosing the development of psychomotor and cognitive abilities of schoolchildren.

3. To investigate the level and dynamics of development of the main blocks and components of psychomotor and cognitive abilities of schoolchildren studying in general education and sports classes.

4. To develop questionnaire techniques for the study of the volume and intensity of the main and additional physical activity of students in classes of various specializations.

5. To investigate the relationship of various forms of motor activity and the level of development of psychomotor and cognitive abilities of students.

To solve the set tasks, the following set of methods was used:

Theoretical analysis of scientific psychological and pedagogical literature;

Psychological and pedagogical experiment;

Testing;

Questioning;

Methods of primary and secondary mathematical and statistical data processing.

The methodological basis of the study is the concept of a holistic and systematic approach to human mental development (B.G. Ananiev, B.B. Kossov), an integrated approach to the study of abilities (B.M. Teplov, V.A. , V.P. Ozerov); principles of development (JI.C. Vygotsky, C.JL Rubinstein, A.V. Petrovsky), personality activity in the process of life (B.G. Ananiev, A.A. Bodalev, V.P. Zinchenko), determinism as a dependence of mental phenomena from the factors that generate them (C.JL Rubinstein, A.V. Petrovsky, M.G. Yaroshevsky).

The scientific novelty of the research is as follows:

1. The work for the first time proposed a complex system psychodiagnostic tests, revealing the features of the development of psychomotor and cognitive abilities of schoolchildren of different ages in order to identify the dynamics of mental development on the model of sports and general education classes.

2. The structure and features of the development of cognitive-intellectual and cognitive-motor components in students studying in classes of various specializations: general education and sports have been studied.

3. For the first time, the features of the development of the main components of the cognitive abilities of students engaged in sports sections were studied, with such a wide apparatus of diagnostic techniques that it contributes not only to pedagogical, but also to sports psychology.

4. A specialized questionnaire has been developed, with the help of which it is possible to determine the level and volume of motor load per day, week, month, year, expressed in minutes in one scale.

The theoretical significance lies in the fact that as a result of the dissertation research, the influence of various types of motor activity on the dynamics and characteristics of the development process of psychomotor and cognitive abilities of schoolchildren was revealed; new specific information was obtained in the field of educational psychology and developmental psychology to optimize motor and intellectual loads, which increases the efficiency of solving the main valeo-psychological task of secondary school - strengthening the health of children.

The practical significance of the study lies in the fact that the contained theoretical provisions and experimentally substantiated conclusions can be used to improve the educational and sports training process in a school with specialized sports classes:

1. The psychomotor diagnostic methods tested and modified in the dissertation research can be used in the practice of the CYSS and the general education school to increase the effectiveness of the psychological and pedagogical selection of students and young athletes in order to improve the scientific recruiting of specialized sports classes for children.

2. The use of the proposed set of cognitive tests in work with young athletes will allow the teacher and coach to control not only sports achievements and psychomotor development of the child, but also take into account how this process affects the harmonization of the mental development of students.

3. The developed and tested questionnaire methods for the study of the main forms of regular and additional physical activity, as well as academic and sports interests and inclinations of students can be used by teachers and coaches in general education and sports classes.

4. Based on the results of the research, practical recommendations have been developed, the introduction of which into the educational and sports-training process can contribute to an increase in the success of students' activities both in general education and in sports classes.

The reliability and validity of the research results is ensured by a sufficient sample of subjects; using a set of methods adequate to its goals and objectives; the use of reliable and proven diagnostic techniques; implementation of mathematical and statistical processing and analysis of the data obtained.

The main provisions for the defense:

1. An integrated approach to the study of psychomotor and cognitive abilities of students with different motor activity allows to more accurately study the features of their development and determine the ways and methods of their improvement and optimization.

2. The use of express methods for diagnosing the psychomotor and cognitive abilities of schoolchildren, developed and tested in the North Caucasus Laboratory for Diagnostics and Formation of Students' Abilities, allows in a short period of time to study large groups of schoolchildren with different motor activity and reveal the level and characteristics of their development.

3. Research of the level and dynamics of development of psychomotor and cognitive abilities of students of younger, older adolescence and adolescence reveals the main age characteristics and specifies the regional curve of mental development of schoolchildren.

4. Peers who have a different volume of physical activity and are engaged in general education and sports classes have significant differences in the level and characteristics of the development of both psychomotor and cognitive abilities.

5. There is a positive relationship between various forms of regular and additional motor and physical activity of students and the level of their psychomotor and cognitive development.

Testing and implementation of research results.

The main provisions of this research were highlighted in the reports at the scientific and methodological seminars of the Department of Practical Psychology of SSU (1998 - 2001); at the educational, methodological and pedagogical councils of the secondary school № 42 in Stavropol; at scientific and practical conferences: - " Personality: culture and education", Stavropol, April 1999

International conference " Cognitive paradigm", Pyatigorsk, April 2000

- « Modern problems of education: experience and prospects", Stavropol, April 2000

International Scientific and Practical Conference " Modern psychosocial technologies: problems of development and use", Moscow, May 2001

Interregional Scientific and Methodological Conference " Problems of physical culture and sports in higher educational institutions", Rostov-on-Don, June 2001

All-Russian scientific conference " Theoretical and applied problems of psychology", Stavropol, October 2001

The research results and the content of the scientific work are published in 6 theses.

The experimental base of the research was the secondary school № 42 of Stavropol with specialized sports classes.

Conclusion of the thesis on the topic "Educational Psychology", Bondarenko, Elizaveta Vladimirovna

10. The results of the study confirmed that teachers and coaches, in comparison with the traditional problems that are solved when working with adolescent students (peculiarities of relationships, behavior, low academic performance, etc.), need to pay more attention to the health of children of this age category, taking into account peculiarities of pubertal rearrangements, growth rates, etc., because it is they that provoke all other problems.

11. In addition to optimizing the motor regime, it is possible to positively influence the mental development of students using special psychological trainings on the formation of cognitive abilities, which have proven their effectiveness in the research of the North Caucasus Laboratory psychodiagnostics abilities of schoolchildren (Ozerov V.P., Solovyova O.V., Mishina M.M., etc.), the implementation of which can have a positive impact on improving academic performance and learning success.

12. The improvement of the education system will be promoted not by an increase in the intensity of intellectual activity leading to overloading of curricula, but by the organization of the student's optimal motor regime, which leads to the harmonious mental development of the child and contributes to the preservation and strengthening of the health of students.

Conclusion.

The conducted experimental study of the influence of motor activity on the development of psychomotor and cognitive abilities of schoolchildren of different ages confirmed the high urgency of the problem of optimization of motor, physical and intellectual loads of students and improvement of the continuous education system as a whole. It is especially important to solve this problem for a secondary general education school with specialized sports classes. The regulation of physical culture, sports and training loads while improving the psychomotor and cognitive development of children of different ages is “one of the decisive levers in the struggle for mental and physical health schoolchildren "(Ozerov VP, 1997).

A significant increase in mental performance, student performance, their cognitive activity and at the same time maintaining health is possible only with the timely and scientifically organized participation of all specialists working at the school: teachers, doctors, valeologists, trainers and psychologists. In this regard, the school psychological service is of decisive importance. It is the use of psychological and pedagogical diagnostics that makes it possible to obtain data on the characteristics of the development of students' abilities, their capabilities, which largely determine both successes and difficulties in learning. This, in turn, will make it possible to form a more complete picture of the adequacy of the use of various forms of education, including specialized classes in the educational and sports training process of the school.

The difficulty traditionally lies in the selection of not only adequate and reliable, but also sufficiently expressive methods for the implementation of group and mass testing of schoolchildren. In this regard, in our study, we relied on the proven methods of express testing (Ozerov V.P., Solovyova O.V.), with the help of which it is possible not only to collect a large amount of experimental material in a short time, but also to establish the structure and dynamics of development abilities of schoolchildren of different ages.

The complex of diagnostic techniques used by us made it possible to study the level and dynamics of the development of psychomotor and cognitive abilities of students of general education and specialized sports classes and to reveal the peculiarities of their relationship with various forms of physical activity.

In the study, on the basis of experimental data, a nine-point scale for assessing the level of development of psychomotor abilities was developed, using which a physical culture teacher and trainer can not only more accurately and differentially assess the psychomotor development of their students, but also get their comparative characteristics with the level of development of cognitive abilities.

The experimentally revealed features of the process of development of psychomotor abilities of children, depending on age differences, specialization of the class and the experience of sports activity, must be used in the organization and planning of physical and specialized sports education in a modern general education school.

Methods for diagnosing cognitive abilities were tested in our experimental study on a contingent of adolescent and adolescent students in specialized sports classes.

The data obtained on the features of the development of cognitive abilities of students will allow school psychologist and teachers to optimize the educational and sports training process in general education and specialized sports classes, to increase its effectiveness, to positively influence intellectual development schoolchildren.

During experimental work we have implemented the main tasks, investigated the level and features of the development of individual blocks and components of the psychomotor and cognitive abilities of students; revealed the developmental features depending on the age and experience of sports activity; identified differences in the results of peers involved and not involved in sports. The study of the dynamics of the development of psychomotor and cognitive abilities of adolescent and adolescent students with different motor activity during 2.5 academic years - from September 1998 to September 2000, made it possible to identify and analyze the influence of age-related changes, pubertal restructuring, as well as systematic physical education and increased sports loads during the school year and during the summer vacation period.

In the study, a questionnaire has been developed and tested, with the help of which it is possible not only to determine the volume of various forms of motor activity of an individual student for different periods of time, but also to study the volume of motor loads on large samples of a general education school (to obtain more accurate data on the minimum, maximum and optimal indicators ) in order to normalize physical activity in the conditions of modern and future schools.

With the help of correlation analysis, the study revealed that different types of regular and additional physical activity have a differently significant relationship with the psychomotor and cognitive development of students in general education and sports classes. In the sample group of children with an average level of physical activity, regardless of the specialization of the class, positive correlation relationships were revealed between all indicators, most of which are highly significant.

Therefore, it can be noted that physical culture and sports are necessary to preserve and strengthen the health of children, full-fledged mental and physical development, while they should be optimal in volume and intensity, since increased maximum loads (as well as the lack of sufficient physical activity) negatively affect the mental development of students.

Thus, the conducted psychological and pedagogical research determined new approach in the comprehensive study of the psychomotor and cognitive abilities of students in the system of specialized sports education schoolchildren.

From the above, we can conclude that compliance with the optimal level of motor activity and sports loads leads to the harmonious development of psychomotor and cognitive abilities of students, which confirms our main hypothesis of the study.

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