Physical development of children. The intervertebral discs in children are relatively thicker than in adults. With age, they decrease and become less elastic. As a rule, when a child goes to school, he has individual abilities in physical and

A new study by researchers from Finland suggests that being active plays a key role in a child's mental development, especially in primary school. Researchers have found that good academic performance can be linked to physical well-being. Good physical fitness among boys is important.

Experiment

Researchers from the University of Eastern Finland found that boys had better reading and counting skills in their first 3 years of school, who were physically fit and active. By the concept of activity, scientists meant both walking or cycling, and behavior during recess.

The risks of a sedentary lifestyle are increasingly being documented. A sedentary lifestyle during childhood increases the risk of chronic diseases such as cardiovascular problems in adulthood.

In 2012, the Mayo Clinic reported that 50-70% of Americans spend 6 or more hours sitting in a full day, and 20-35% of people spend 4 or more hours sitting in front of the TV.

The authors argue that physical activity is declining, while a sedentary lifestyle like watching TV is not to be expected. Previous research has also suggested that low physical activity negatively affects children's school performance.

Other studies have found a link between physical culture and academic performance, but the authors say the data are limited, since it takes more time and effort to analyze and classify data from people with different levels of activity, each with completely unique habits.

Physical activity versus passivity

In their study, published in PLoS ONE, the authors write that "there are no prospective studies comparing the relationship of different types of physical activity (PA) and sedentary lifestyles to the learning skills of children."

They have already studied different types of behavior among first graders and tried to link the results with the performance of children in arithmetic and reading. The test was attended by 186 Finnish children who took part in the first three years of schooling.

They found that high levels of physical activity did affect the children’s arithmetic ability, and exercise only improved their math test scores.

Improvements in academic achievement were most pronounced among boys. Those who preferred to run and jump during their free time did better than boys who spent time sitting after school. Good learning outcomes are also associated with moderate computer use.

Scientists could not reach such conclusions regarding girls. Perhaps this can be explained by gender differences, but the relationship between physical activity or passivity and mental achievement is not so prominent among females.

“Children need to move more during change. They sit at the school desk for a long time, so vigorous activity will not hurt anyone, but will only help. Besides, this style of behavior will only improve personal success. "

Research has shown that there are significant differences between boys and girls in terms of the impact of the role of physical activity. In addition, too much physical activity among women only worsened school performance.

During the first three years of his life, the child manages to go a long way in his development, and at the end of the third year he is ready to rise to a new stage of child development.

The most important developmental achievement of a 4-year-old child is that the child's actions become purposeful. Being engaged in various activities - playing, drawing, designing, as well as in everyday behavior, children begin to act according to the set goal, although due to instability of attention they may forget about it, because they are distracted, leaving one thing for another. But with the gradual mastery of the technique of actions, the child becomes bolder and more independent; this is facilitated by daily practice. At the age of four, a child can already do a lot on his own, without waiting or requiring help from adults (for example, he sees that water is spilled on the table, he takes a rag and wipes it off).

The general picture of the physical development of a four-year-old child can be depicted as follows: in comparison with the first three years of life, the growth rate slows down, the baby does not gain so quickly in height and weight. During the year, body weight increases by 1.5-2 kg, growth by 5-7 cm; at four years old, the child's body weight is about 16.5 kg, height is about 102 cm.

It is from this age that a noticeable accumulation of muscle strength begins, endurance increases, and mobility increases. It is important to pay attention to the fact that the skeletal system still retains the cartilaginous structure in some places (hands, lower leg bones, some parts of the spine). This indicates how important it is to constantly monitor the correct position of the child's body during sleep, etc.

The baby's nervous system is also the most vulnerable and requires careful treatment from adults.

At the age of four, significant changes take place in the nature and content of the child's activity, in the development of individual mental processes, in relations with people.

Creative games are of great importance in the development of the child, when the child takes on a certain role and subordinates his behavior to it. In these games, the child's interest in the adult world, which is a model of behavior for him, is manifested. Joint games of children begin to prevail over individual and side-by-side games, however, there is still no sufficient coordination between the participants, and the duration of the game is short. Games at this age retain the same plot for a long time. It changes easily and quickly. Should the child see how someone of the same age is playing with a toy or remember how the last time, for example, they decorated a Christmas tree or engaged in “loading firewood” on a car, or some other event, after the started game stops , then the child quickly forgets what he recently played. The game goes in leaps and bounds, one plot is quickly replaced by another. The life around is reproduced in the games of children very closely and inseparably. (For example, depicting an airplane, a child sits on bricks, holds a cube made of building material and “hums.” Here, the image of the airplane, the image of the pilot, his actions and the sound of the engine merged together (it is still not clear what the child showed in your game?).

This fusion of images in the game is very typical for toddlers. We find it in other types of child's activities, for example, when reproducing complex plots of a drawing or telling something.

In the games of babies, the instability of their attention, increased emotional excitability is clearly manifested. The ability for volitional efforts is still very poorly developed in a four-year-old preschooler. But playing a pilot or a policeman, a doctor or a salesman, the child is forced to restrict, restrains himself with the role that the game requires, and this is how he exercises strong-willed endurance. The listed features testify to the peculiar psyche of the child. Knowledge of these features prompts both the educator and the parents what to do, how to manage children's games in order to provide the best conditions for the development of young children. A child often does not yet know how to play, he is not born with this ability, so an adult needs to teach him this activity. The role of the educator and parents here should be more active (you need to stimulate, suggest the topic of the game, organize the child's activities and include it in a common game with one of the children, etc.).

In visual activity and in construction, children move on to a deliberate depiction of objects, although the means of implementing the plan are still imperfect. In drawing, the child's capabilities begin to be determined by graphic images, ideas about what the depicted object should be on paper.

Gradually, the number of graphic images increases, and the range of objects depicted by the child expands accordingly. In the process of playing, drawing or designing, the child gets acquainted with the properties of objects, his perception, thinking, imagination and the like develop.

The fact that physical and mental development is closely related to age was already understood in ancient times. This truth did not require special proof: a person lived longer in the world - he became taller and stronger in body, became more perspicacious, gained experience, increased knowledge. Each age has its own level of physical, mental and social development. Of course, this correspondence is true only in general, the development of a particular person can deviate in one direction or another.

To manage the development process, teachers have long made attempts to classify periods of human life, the knowledge of which carries important information. There are a number of serious developments in the periodization of development (Comenius, Levitov, Elkonin, Shvantsara, etc.). Let us dwell on the analysis of the one that is recognized by the majority of teachers.

Periodization is based on the identification of age-related characteristics, which are characteristic of a certain period of life of anatomical, physiological and mental qualities. Growth, weight gain, the appearance of milk teeth, their change, puberty and other biological processes occur at certain age periods with slight deviations. Since the biological and spiritual development of a person go hand in hand, age-appropriate changes also occur in the mental sphere. There is, although not in such a strict order as biological, social maturation, the age-related dynamics of the spiritual development of the individual is manifested. This serves as a natural basis for identifying the successive stages of human development and drawing up age periodization.

Complete periodizations of development cover the entire human life with the most characteristic stages, and incomplete (partial) ones - only that part of it that is of interest to a certain scientific area. For the pedagogy of primary school, periodization is of greatest interest, covering the life and development of a child in preschool and primary school age. This is the age from the moment of birth to 10-11 years. There are periods of mental development of children in psychology. But this periodization does not coincide in everything with pedagogical: after all, the development of the psyche begins in the womb, and the upbringing of a child - from the moment of birth. Let's consider the types of these periodizations in order to better understand the features of the child's development.

It is easy to see that the basis of pedagogical periodization, on the one hand, is made up of the stages of physical and mental development, on the other, the conditions in which upbringing takes place. The relationship between age and development is shown in Fig. 3.

Rice. 3. The relationship between age and development

If objectively there are stages of biological maturation of the organism, its nervous system and organs, as well as the development of cognitive forces associated with it, then a reasonably structured upbringing process should adapt to age characteristics, be based on them.

In pedagogy, attempts have been made to ignore the age stages of development. There were even theories that argued that it was enough to choose the correct methodology, and a child, even at 3-4 years old, could master higher mathematics and other abstract concepts, assimilate any social experience, knowledge, practical skills and abilities. In fact, this is not the case. Even if a child learns to pronounce even very difficult words, this does not mean that he understands them. The restrictions imposed by age should not be confused with the fact that modern children develop faster, they have a broader outlook, richer vocabulary and concept. This is due to the accelerated pace of social development, wide access to a variety of information sources, and general awareness raising. The possibilities for accelerating development are somewhat increasing, but far from unlimited. Age tenaciously dictates its will. The laws operating in this area severely limit human capabilities.

Ya.A. Comenius insisted on strict consideration of the age characteristics of children in teaching and educational work. Recall that he put forward and substantiated the principle of conformity to nature, according to which education and upbringing should correspond to the age stages of development. As in nature everything happens in due time, so in upbringing everything should go on as usual - in a timely manner and consistently. Only then can a person naturally inculcate moral qualities, achieve a full-fledged assimilation of truths for the understanding of which his mind has matured. “Everything to be learned should be distributed according to the stages of age so that only what is available for perception at every age is offered for study,” wrote Ya.A. Comenius.

Taking into account age characteristics is one of the fundamental pedagogical principles. Based on it, teachers regulate the teaching load, establish reasonable amounts of employment in various types of work, determine the most favorable daily routine, work and rest for the development. Age characteristics oblige to correctly solve the issues of selection and location of educational subjects and material in each of them. They also determine the choice of forms and methods of teaching and educational activities.

Noting the conventionality and certain mobility of the identified periods, let us turn our attention to a new phenomenon that led to a revision of the boundaries between some age groups. We are talking about the so-called acceleration, which has become widespread throughout the world. Acceleration is accelerated physical and partly mental development in childhood and adolescence. Biologists associate acceleration with the physiological maturation of the organism, psychologists - with the development of mental functions, and teachers - with the spiritual development and socialization of the individual. For teachers, acceleration is associated not so much with the accelerated pace of physical development, as with the mismatch of the processes of physiological maturation of the organism and the socialization of the individual.

Before the advent of acceleration, and they began to notice it in the 60s and 70s of the last century, the physical and spiritual development of children and adolescents was balanced. As a result of acceleration, the physiological maturation of the body begins to outstrip the pace of mental, mental, social development.

A discrepancy is formed, which can be expressed as follows: the body grows faster than the maturation of mental functions, which are the basis of intellectual, social, moral qualities. By the age of 13-15 for girls and by 14-16 for boys living in the middle regions of our country, physiological development is basically completed and almost reaches the level of an adult, which cannot be said about the spiritual aspect. A matured organism requires the satisfaction of all "adult" physiological needs, including sexual ones, social development lags behind and comes into conflict with rapidly progressing physiology. Tension arises, leading to significant psychological overload, the teenager looks for ways to eliminate it and chooses those that are suggested by his fragile mind. This is the main contradictions of acceleration, which created many difficulties both for the adolescents themselves, who do not know how to cope with the changes taking place in them, and for parents, teachers, educators. If with purely technical problems of acceleration - providing schools with new furniture, pupils with clothes, etc. they managed somehow, but in the field of the moral consequences of acceleration, first of all manifested in the wide spread of sexual intercourse among minors with all the ensuing negative consequences, problems remain.

The following comparative data indicate the rate of acceleration. Over the past four decades, adolescents' body length has increased by an average of 13-15 cm, and weight - by 10-12 kg, compared with their peers in the 1950s. Acceleration begins to manifest itself already in older preschool age, and by the end of primary school, significantly grown girls and boys cause a lot of trouble for teachers and parents.

Among the main reasons for acceleration are named: the general pace of acceleration of life, improvement of material conditions, improvement of the quality of nutrition and medical care, care of children at an early age, the eradication of many severe childhood illnesses. Other reasons are also indicated - radioactive contamination of the human environment, leading at first to an acceleration of growth, and over time, as experiments with plants and animals show, to a weakening of the gene pool; a decrease in the amount of oxygen in the atmosphere, which entails an expansion of the chest and ultimately leads to the growth of the whole organism. Most likely, the acceleration is due to the complex effect of many factors.

Since the mid-1980s, acceleration all over the world has begun to decline, and the pace of physiological development has dropped somewhat.

In parallel with acceleration, another phenomenon is noted - retardation, i.e. the lag of children in physical and mental development, which is due to a violation of the genetic mechanism of heredity, a negative impact on the development process, starting from the moment of inception, of carcinogenic substances, an unfavorable ecological environment in general, and in particular an excess of the radiation background. There are lags not only in physical, but also in mental development.

Thus, each age has its own level of physical, mental and social development. To make it easier for teachers to correlate the capabilities of the child with his age, age periodization has been developed. It is based on the identification of age characteristics. Age features are anatomical, physiological and mental qualities characteristic of a certain period of life. Reasonably organized upbringing should adapt to age characteristics, be based on them.

Preschooler development

In the period from 3 to 6-7 years, the child continues to develop rapidly thinking, ideas about the world around him, an understanding of himself and his place in life, develops self-esteem. His main activity is play. Gradually, new motives for it are formed: the performance of a role in an imaginary situation. An adult is the model for the leading role. If yesterday it was most often the mother, father, educators, then today, under the influence of television that destroys the child's psyche, gangsters, robbers, militants, rapists, and terrorists are more likely to become idols. Children transfer directly to life everything they see on the screen. The statement on the decisive role of living conditions and upbringing in the mental and social development of a child is confirmed.

Natural properties, inclinations are only conditions, and not the driving forces of the child's development. How he develops and how he grows depends on the people around him, on how they educate him. Preschool childhood is an age period when development processes in all directions are very intensive. The maturation of the brain has not yet been completed, its functional features have not yet developed, and its work is still limited. The preschooler is very flexible, easy to learn. Its possibilities are much higher than parents and teachers assume. These features must be fully used in education. Care must be taken to ensure that it is comprehensive. Only by organically linking moral education with physical, labor with emotional, mental with aesthetic, it is possible to achieve an even and coordinated development of all qualities.

The preschooler's abilities are manifested in the sensitivity of his perception, the ability to isolate the most characteristic properties of objects, to understand difficult situations, the use of logical and grammatical constructions in speech, in observation, ingenuity. By the age of 6, special abilities, for example, musical ones, also develop.

A child's thinking is connected with his knowledge - the more he knows, the more stock of ideas for the emergence of fresh thoughts. However, acquiring more and more new knowledge, he not only refines his previous ideas, but also finds himself in a circle of vague, not entirely clear questions that appear in the form of guesses and assumptions. And this creates certain "barriers" for the growing development of the cognitive process. Then the child "slows down" in front of the incomprehensible. Thinking is constrained by age and remains childish. Of course, in various clever ways this process can be accelerated somewhat, but, as the experience of teaching 6-year-old children has shown, it is hardly necessary to strive for this.

A preschool child is very curious, asks a lot of questions, demands immediate answers. At this age, he continues to be a tireless explorer. Many teachers believe that it is necessary to follow the child, satisfying his curiosity and teaching him what he himself is interested in, what he asks about.

At this age, the most productive development of speech occurs. The vocabulary increases (up to 4000 words), the semantic side of speech develops. By the age of 5–6, most children have mastered the correct sound pronunciation.

The nature of the relationship between children and adults is gradually changing. The formation of social norms and work skills continues. Some of them, for example, to clean up after themselves, wash, brush their teeth, etc., children will carry through their lives. If the period when these qualities are intensively formed is missed, it will not be easy to catch up.

A child of this age is easily overexcited. Daily viewing of even short television programs is harmful to his health. Often, a 2-year-old baby sits with his parents for an hour or more in front of the TV. He is not yet able to comprehend what he hears and sees. For his nervous system, these are superstrong stimuli that tire hearing and vision. Only from 3-4 years of age can a child be allowed to watch a children's program for 15-20 minutes 1-3 times a week. If the overexcitation of the nervous system happens often and lasts a long time, the child begins to suffer from nervous diseases. According to some estimates, only a quarter of children enter school healthy. And the reason for this is the same ill-fated TV, which deprives them of normal physical development, tires them, clogs the brain. Parents are still very frivolous about the advice of teachers and doctors.

By the end of the preschool period, children have the beginnings of voluntary, active attention associated with a consciously set goal, with an effort of will. Voluntary and involuntary attention alternate, passing one into the other. Its properties such as distribution and switching are poorly developed in children. For this reason - great restlessness, distraction, absent-mindedness.

A preschool child already knows a lot and can. But one should not overestimate his mental capabilities, being moved by how smartly he pronounces intricate expressions. The logical form of thinking is almost inaccessible to him, more precisely, it is not yet characteristic of him. The highest forms of visual-figurative thinking are the result of the intellectual development of the preschooler.

Mathematical concepts play an important role in his mental development. World pedagogy, studying the issues of teaching children of 6 years of age, has thoroughly studied many issues of the formation of logical, mathematical and abstract ideas in general. It turned out that their childish mind had not yet matured for a correct understanding, although with the right methods of teaching, many forms of abstract activity are available to him. There are so-called "barriers" of understanding, on the study of which the famous Swiss psychologist J. Piaget worked a lot. In play, children are able, without any training, to assimilate the concepts of the shape of objects, size, quantity, but without special pedagogical guidance, it is difficult for them to step over the “barriers” of understanding relationships. For example, they cannot figure out where is more in size and where is more in quantity. Pears are drawn on two leaves. There are seven on one, but they are very small and occupy only half of the leaf. On the other, there are three pears, but they are large and take up the entire leaf. When asked where there are more pears, most give the wrong answer, pointing to a leaf with three pears. This simple example reveals the fundamental possibilities of thinking. Preschool children can learn even very difficult and complex things (for example, integral calculus), only they will understand little. Folk pedagogy, of course, knew the "Piaget barriers" and adhered to a wise decision: while the young - let him remember, grow up - he will understand. It is not at all necessary to spend enormous efforts to somehow clarify at this age that which will come by itself over time. Artificially accelerating the pace of development does nothing but harm.

By the time of entering school, the child's motivational sphere undergoes major changes. If a 3-year-old child acts mostly under the influence of situational feelings and desires, then the actions of a 5-6-year-old child are more conscious. At this age, he is already driven by such motives that he did not have in early childhood. These are motives associated with the interest of children in the world of adults, with the desire to be like them. An important role is played by the desire to obtain the approval of parents and educators. Children strive to win the sympathy of their peers. The motives for the activities of many children are the motives of personal achievement, pride, and self-affirmation. They are manifested in claims to the main roles in games, in the desire to win in competitions. They are a kind of manifestation of children's need for recognition.

Children learn moral norms by imitation. To tell the truth, adults don't always give them role models. Quarrels and scandals of adults have a particularly detrimental effect on the formation of moral qualities. Children respect strength. They tend to feel who is stronger. It is difficult to mislead them. Hysterical behavior of adults, offensive shouts, dramatized monologues and threats - all this humiliates adults in the eyes of children, makes them unpleasant, but not strong. The real strength is calm friendliness. If at least educators demonstrate it, a step towards raising a balanced person will be made.

There is only one way to direct the child's choice between an unseemly and correct act - to make the fulfillment of the necessary moral standard emotionally more attractive. In other words, an undesirable action should not be inhibited or displaced by a correct one, but be defeated by it. This principle is the general foundation of education.

Among the individual characteristics of preschoolers, teachers are more interested in temperament and character than others. I.P. Pavlov identified three main properties of the nervous system - strength, mobility, balance and four main combinations of these properties:

Strong, unbalanced, mobile - "unrestrained" type;

Strong, balanced, mobile - "live" type;

Strong, balanced, sedentary - "calm" type;

"Weak" type.

The "unrestrained" type underlies the choleric temperament, "lively" - sanguine, "calm" - phlegmatic, "weak" - melancholic. Of course, neither parents nor teachers choose children by temperament, everyone needs to be brought up, but in different ways. In preschool age, the temperament is still dim. The specific age-related characteristics of this age include: weakness of excitatory and inhibitory processes; their imbalance; high sensitivity; fast recovery. Wishing to raise a child correctly, parents and educators will take into account the vital force of the nervous process: maintaining efficiency with prolonged work tension, stable and sufficiently high positive emotional tone, courage in unfamiliar conditions, steady attention both in a calm and noisy environment. The strength (or weakness) of the child's nervous system will be evidenced by such vital signs as sleep (does he fall asleep quickly, is sleep calm, is it strong), there is a fast (slow) recovery of strength, how he behaves in a state of hunger (crying, screaming or showing gaiety, calmness). The vital indicators of poise include the following: restraint, perseverance, calmness, uniformity in dynamics and mood, the absence of periodic sharp drops and rises in them, fluency of speech. Vital indicators of the mobility of nervous processes - quick response, development and change of life stereotypes, quick addiction to new people, the ability "without swinging" to move from one type of work to another (Ya.L. Kolominsky).

The characters of preschool children are still being formed. Since the basis of character is the type of higher nervous activity, and the nervous system is in a state of development, one can only guess how the child will grow up. You can give a lot of examples, describe many facts, but there will be only one reliable conclusion: character is already the result of formation, formed from many large and imperceptible influences. What exactly will remain in it from a 5-6-year-old child is difficult to say. But if we want to form a certain type of character, it must be appropriate.

The problem of society and school is the one-child family. In it, the child has a number of advantages, favorable conditions are created for him, he does not have a deficit in communication with adults, which has a positive effect on his development. The child grows up beloved, affectionate, carefree, with a high self-esteem from the very beginning. But there are also obvious "disadvantages" of such a family: here the child too quickly adopts "adult" views and habits, he has pronounced individualistic and egoistic qualities, he is deprived of those joys of growing up through which children in large families go; he does not develop one of the main qualities - the ability to cooperate with others.

Often in families, especially with one child, "hothouse" conditions are created that protect children from the experiences of displeasure, failure, suffering. This can be avoided for a while. But it is unlikely that it will be possible to protect the child from troubles of this kind in later life. Therefore, one must prepare him, one must teach him to endure suffering, feeling unwell, failures, mistakes.

It has been established that the child understands only those feelings that he himself is experiencing. Alien experiences are unknown to him. Give him the opportunity to experience fear, shame, humiliation, joy, pain - then he will understand what it is. It is better if this happens in a specially created situation and under the supervision of adults. It is not worth artificially protecting from troubles. Life is difficult, and you really need to prepare for it.

Academician Shalva Amonashvili, a prominent researcher of the age characteristics of preschoolers and junior schoolchildren, identifies three aspirations characteristic of this age, which he calls passions. The first is a passion for development. The child cannot but develop. The striving for development is the natural state of the child. This powerful impulse to development embraces the child like an element, which explains his pranks and dangerous undertakings, as well as spiritual and cognitive needs. Development takes place in the process of overcoming difficulties, this is the law of nature. And the pedagogical task is that the child is constantly faced with the need to overcome all kinds of difficulties and that these difficulties are consistent with his individual capabilities. Early childhood and early childhood are the most sensitive periods for development; in the future, the passion for the development of natural forces weakens, and what will not be achieved during this period, in the future, may not be brought to perfection or even lost. The second passion is the passion for growing up. Children strive to grow up, they want to be older than they are. Confirmation of this is the content of role-playing games, in which each child takes on the "responsibilities" of an adult. Real childhood is a complex, sometimes painful process of growing up. Satisfaction of the passion for this occurs in communication, primarily with adults. It is at this age that he should feel their kind, ennobled environment, affirming in him the right to adulthood. The formula “you are still small” and the corresponding relationships absolutely contradict the foundations of humane pedagogy. On the contrary, actions and relationships based on the formula “you’re an adult” create a favorable atmosphere for the active manifestation and satisfaction of the passion for growing up. Hence the requirements for the upbringing process: communication with the child on an equal footing, the constant confirmation of the personality in him, the manifestation of trust, the establishment of cooperative relationships. The third passion is the passion for freedom. The child manifests it from early childhood, in different forms. She reveals herself especially strongly when a child tries to escape from the care of adults, seeks to assert his independence: "I myself!" The child does not like the constant guardianship of adults, he does not tolerate prohibitions, does not obey instructions, etc. Because of the desire to grow up, in conditions of misunderstanding and rejection of this passion, conflicts constantly arise. All prohibitive pedagogy is the result of the suppression of the aspirations for growing up and freedom. But there can be no permissiveness in upbringing either. The pedagogical process carries the need for coercion, i.e. restrictions on the freedom of the child. The law of coercion is aggravated in the authoritarian pedagogical process, but it does not disappear in the humane one either.

Accurate observations of the developmental features of a child are made in astrology. As follows from the eastern horoscope, a person's life consists of 13 life periods, each of which symbolizes one or another animal or bird. So, the period from birth to a year, i.e. the period of infancy, or infancy, is called the age of the Rooster; from one to 3 years (early childhood) - by the age of the Monkey; from 3 to 7 (first childhood) - by the age of the Goat (Sheep); from 7 to 12 (second childhood) - by the age of the Horse; from 12 to 17 (adolescence) - by the age of the Bull (Buffalo, Ox) and, finally, from 17 to 24 (adolescence) - by the age of the Rat (Mouse).

The age of the Goat (3 to 7 years) is considered one of the most difficult. Its onset is easy to notice by the behavior of the child: the little calm toddler suddenly turned into a capricious hysterical child. At this age, there is no need to strive to build up physical strength, to temper the will of the child.

The main task of physical development, and the whole meaning of age, is play and again play (development of dexterity, coordination). In "Kozochka" there is uncontrollable cockiness, fighting spirit, irascibility. Do not encourage pugnaciousness, but do not prevent it from occurring. At this age, the child's emotions are controlled - he is able to cry and rejoice, whine and bliss - and he does everything very sincerely.

The main task of this age is to comprehend the surrounding world of nature and the world of words, speech. As a person learns to speak before the age of 7, so he will speak all his life - talk to him like an adult. In nature, study with him the basics of botany, zoology and geology. The main property of the "Goat" is a useless and stubborn student. Do not force him, the main mechanism of his learning is play. Girls at this age are much more serious, and the attitude towards them should be more balanced.

The preschooler is in a stage of intensive development, the pace of which is very high. An important feature is a heightened sensitivity (sensitivity) to the assimilation of moral and social norms and rules of behavior, the development of new types of activity. Most children become ready to master the goals and methods of systematic learning. The main type of activity is play through which the child satisfies his cognitive and social needs.

The relationship between physical education and mental education is manifested directly and indirectly.

The direct connection lies in the direct impact of physical education on the level of development of mental abilities of those involved in the development of cognitive situations during classes, associated with the study and improvement of the technique of movements, increasing their economization and accuracy, as well as problem situations of varying complexity, requiring independent decisions, active actions and a creative approach to solving the assigned tasks.

An indirect connection is that health promotion and an increase in the general vital activity of the body leads to greater productivity in mental activity.

The relationship between the physical development and mental performance of children has become a matter of studying many experimental studies carried out both in our country and abroad.

In studies conducted over three years in the city of Varna (Bulgaria), the effect of swimming on the state of health, the level of development of motor qualities and changes in the activity of attention of children was studied as an indicator of their mental performance. The general mental performance of schoolchildren was determined using a psychological test, by taking into account the number of processed signs per unit of time before and after swimming. Children in the experimental groups, the physical education program of which was distinguished by an increased content of classes in the pool, exercises and games, found on average 3 letters more in the curly text than the children in the control group, and later they surpassed their peers in grades 1 and 2. The morbidity in the experimental groups with an increased regimen of physical activity was on average 4 times lower than in the control. A significant positive effect on the level of development of motor qualities was also found.

Research by O.L. Bondarchuk showed that swimming exercises contribute to the formation of voluntary mnemonic activity and leads to a significant increase in the volume of short-term memory in children. When more than 300 schoolchildren were examined, it was found that their short-term memory is capable of retaining no more than 8-10 words. After using a special program in a swimming pool, the volume of voluntary short-term memory of children in the experimental group increased by 4-6 units, which was significantly higher than when working with children who did not visit the pool.

The relationship between the cognitive and physical activity of 7-9 years old children has been established. According to the research of G.A. Kadantseva (1993) the most closely related to tests characterizing cognitive activity are speed, coordination and speed-strength abilities. This is probably due to the fact that the development of any motor quality is associated, on the one hand, with the improvement of mental activity (improvement of mental functions: memory, attention, perception, without which practical activity is impossible), and, on the other hand, with the development of the mechanisms of the central nervous system, among which the maturation of the cortical part of the motor analyzer and the formation of its connections with other parts of the brain play a major role.

Research carried out for two years among students of the 2nd - 4th grades showed that schoolchildren-swimmers are distinguished by more harmonious physical development. 72.4% of boys and 67.8% of girls in sports classes and, respectively, 57.2% and 52.4% in non-sports classes are harmoniously developed. Pupils of sports classes have higher absolute values ​​of length and body weight, chest circumference, VC, IPC, higher indicators of back and manual dynamometry. They had a rarer pulse at rest, a shorter recovery time after a functional test, and better indicators of the speed of the visual-motor reaction when distinguishing colors. Schoolchildren in sports classes have higher resistance to colds and viral diseases. In ordinary classes, people who are often sick make up 5.8%, in sports there are none. A comprehensive assessment of the state of health established that students in sports classes belong to I and II gr. health (there were no students of the 3rd group). In ordinary classes to I gr. belonged to 18.7% of schoolchildren, and to III - 9.3%.

Swimming has a positive effect not only on the development of special physical and functional abilities, but also on the general development of adolescents. This is expressed in the progressive improvement of all indicators of physical, psychomotor and intellectual development, as well as in the formation and maintenance of positive relationships between indicators of psychomotor and intellectual development. Compared to schoolchildren of the same age who do not go in for sports, young swimmers are distinguished by a higher level of development of complex psychomotor functions (speed and accuracy of complex coordination actions) and mental processes.

Thus, when teaching children to swim, we are talking not only about the development of special motor qualities, but about the formation in their process of the child's mental, sensory and emotional sphere, about the positive impact of psychomotor development on the intelligence of schoolchildren.

Final qualifying work on the topic:

PHYSICAL AND INTELLECTUAL DEVELOPMENT OF YOUNG SCHOOL CHILDREN

INTRODUCTION

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

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

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

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

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

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

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

Research objectives:

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

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

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

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

the interconnected physical and intellectual development of primary school children;

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

improving the somatic health of students.

The main provisions for the defense:

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

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

Practical significance.

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

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

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

.1 Relationship between physical and intellectual activity of a person

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

1.2 Features of motivating the teaching of younger students

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

CHAPTER 2. METHODS AND RESEARCH ORGANIZATION

.1 Research methods

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

Analysis and generalization of scientific and methodological literature;

Pedagogical supervision;

Testing;

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

Pedagogical experiment;

Math statistics.

2.2 Methods for determining physical fitness

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

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

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

Long jump from the spot;

Minute running;

Romberg test;

Stange test;

Sample variant PWC 170.

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

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

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

2.3 Methodology for the study of intellectual abilities

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

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

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

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

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

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

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

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

2.4 Pedagogical experiment

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

2.5 Performing physical and intellectual tasks using a computer complex

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

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

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

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

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

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

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

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

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

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

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

2.6 Organization of experimental sessions

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

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

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

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

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

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

The optimal heart rate was calculated as follows:

220 - age (in years) (1),

HR max x level (%) load (2)

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

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

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

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

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

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

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

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

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

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

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

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

Rice. 5 - "Track"

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

2.7 Research organization

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

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

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

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

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

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

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

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

CHAPTER 3. RESULTS OF RESEARCH

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

changes in the indicators of physical fitness of those involved;

change in the level of development of intellectual abilities;

change in motivation for learning.

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

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

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

physical fitness motivation student

3.1 Indicators of physical development

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

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

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

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

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

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

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

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

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

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

3.2 Indicators of intellectual development

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

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

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

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

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

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

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

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

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

CONCLUSIONS

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

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

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

organize training using health-building principles.

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

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

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

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

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

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

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

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

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

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

The forms of organizing classes can be as follows:

lesson (for passing educational material);

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

training (for practicing specific physical and intellectual qualities);

competitions and contests (to stimulate students).

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

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

test game (to determine psycho-physical qualities);

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

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

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

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

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