Methods of teaching physical education in evening schools. Methodology of physical education lessons in primary school

Thesis

Vlasov, Alexander Vladimirovich

Academic degree:

Candidate of Pedagogical Sciences

Place of thesis defense:

HAC specialty code:

Speciality:

Theory and methodology of physical education, sports training, health and adaptive physical culture

Number of pages:

Chapter 1. Characteristics scientific approaches improving the education of schoolchildren in the field of physical education.

1.1. Analysis scientific ideas about the structure and direction of education of schoolchildren in the field of physical education.

1.2. Analysis of scientific approaches in the formation of students' personality in the process of physical education classes.

1.3. Analysis of scientific approaches to improve the fundamentals of the content of education for schoolchildren in the field of physical education.

Chapter 2. Objectives, methods and organization of the study.

2.1. Research objectives.

2.2. Research methods.

2.3. Organization of the study.

Chapter 3. The influence of methods of teaching educational knowledge in physical education lessons with educational aimed at developing the physical, mental and social qualities of students in grades 7-8 of secondary school.

3.1. Characteristics of the characteristics of the attitude of participants in the pedagogical process to physical education lessons with educational focus.

3.2. Methodology for distributing program material on physical education for students in grades 7-8.

3.3. The influence of experimental methodology on the dynamics of physical and technical training of students.

3.4. The influence of experimental methodology on development mental processes students of 7th and 8th grades.

Introduction of the dissertation (part of the abstract) On the topic "Methods of teaching educational knowledge in physical education lessons with an educational orientation to students in grades 7-8 of secondary school"

Relevance. Currently, school education is characterized by significant changes in the basis of the structure and content of its own pedagogical process: its goals and objectives, means, methods and forms of organizing the educational activities of schoolchildren. Physical education is no exception here. There is also an intensive search for evidence-based approaches to improve teaching academic subject physical culture, its focus and content, development of the fundamentals of its teaching methods at the appropriate levels of education at school.

Among the recently discovered scientific approaches and conceptual structures that determine ways to improve the education of schoolchildren in the field of physical education, two of them can be distinguished.

The first is focused on primarily improving the fundamentals of physical training of students in combination with the relative strengthening of the subject content of physical education with educational material on certain aspects of historical and medical-biological knowledge in the field of physical education. The second approach determines the need to change the structure, content and focus of the academic subject of physical education, its direct correlation with the subject of physical education, with the tasks of forming the personality of students, developing their interest and needs in independent forms of physical exercise.

As a result of scientific searches for ways to develop physical education in school, the Ministry of Education of the Russian Federation has currently approved two types of curricula. These are physical education programs prepared by V.I. Lyakh and co-authors, E.N. Litvinov and co-authors, A.V. Popkov and co-authors and educational programs in physical education developed under the general editorship of A.P. Matveev

201, 243]. The presence of these alternative programs determines the objective need not only to justify the feasibility of the innovations introduced into them, but also actualizes the problem of developing methodological approaches to the basics of teaching them educational material. Moreover, teaching in conditions of continuing forms of classes and volume teaching hours provided for the subject of physical education by the basic curriculum general education institutions Russian Federation.

It is well known that the methodological foundations of physical education for schoolchildren were predominantly the provisions of the concept of sensitive periods, first proposed by Z.I. Kuznetsova. These conceptual provisions correlate with the process of physical training of schoolchildren, which is reflected in the works of G.P. Bogdanov, A.A. Guzhalovsky, V.P. Filin and many others, and reveal the features of methodological approaches to purposeful nurturing the physical qualities of students in the appropriate age periods of school ontogenesis.

At the same time, as V.K. Balsevich emphasizes in his works; M.Ya.Vilensky; L.I.Lubysheva; A.P. Matveev and other authors, the currently accepted target setting school education on the holistic formation of students’ personality makes obvious the insufficiency of only the concept of sensitive periods. To improve the foundations of an integral pedagogical process, develop appropriate methods of teaching a subject, it is necessary to focus on the development of physical culture of students’ personality as a qualitative property of a person, manifested in the unity of physical, mental and moral health, as well as in the knowledge and skills of organizing appropriate forms of physical exercise. acquired by him in the process of physical education.

In this regard, for the theory of physical education it becomes actual problem searching for scientifically based approaches to developing the foundations of school physical education, development of modern pedagogical methods that direct the educational process towards the unity of the physical and mental development of students, the formation of their personality in the process of mastering the academic subject of physical culture.

One of the components of the process of development of physical culture of the personality of schoolchildren, as indicated by P.K. Durkin, N.A. Karpushko, B.D Elkonin and other researchers, is the direct process of forming the interest and needs of students in physical education and sports activities. Moreover, the most important age period, according to E.P. Ilyin, L.B. Itelson, K.K. Kardelis, for purposeful solving pedagogical problems, middle school age is recognized. As the results of the analysis show, there are only a few scientific works A.P. Matveeva, V.N. Shaulina; and some other authors who cover the issues of developing schoolchildren’s interest in regular physical exercise. At the same time, these studies, conducted primarily with a focus on schoolchildren’s activities in sports sections and clubs, do not explore the problem of purposeful development of students’ interest in the conditions of lesson-based classes in the process of mastering regulated program material on the subject “ Physical Culture».

Thus, the expressed judgments on the problem of modern development of education of schoolchildren in the field of physical education indicate the need and timeliness of developing not only the educational content of the subject of physical education, but also directly searching for methodological approaches to the basics of teaching it to students at different stages of schooling. At the same time, in terms of its content, both the academic subject itself and the methodology of its teaching should be focused on the development of physical culture of the students’ personality, the formation in them of a positive attitude towards physical exercise, interest in independent forms of organizing physical education classes.

Working hypothesis. It was assumed that the development of educational knowledge, focusing on the “age” interests of schoolchildren in physical exercise, would significantly increase the effectiveness of physical education lessons and form a positive attitude of students towards independent forms of physical exercise.

The purpose of the study is to develop a methodology for physical education lessons with educational focus and identify the features of its influence on the development of physical and mental abilities of students in grades 7-8, the formation of their interest in both lesson-based and independent physical exercises.

The object of the study is the pedagogical process of education of schoolchildren in the field of physical education.

The subject of the research is the methodology of teaching physical education to students in grades 7-8 in accordance with the educational program in physical education for students in grades 1-11 general education school approved by the Ministry of Education of the Russian Federation in 1995.

The scientific novelty of the research lies in the fact that for the first time, using modern scientific views and ideas, in an experiment on the basics of education for schoolchildren in the field of physical education, the following data were obtained:

Value orientations of participants in the pedagogical process (teachers, parents and students) regarding the inclusion of relevant topics and sections of physical education program material in the content of school education;

Basics of planning educational material with an expanded volume of educational knowledge in physical education in the annual and quarterly cycles of the academic year;

Practical significance. Based on the results of the study, a methodology for physical education lessons was developed, which, in its educational focus on mastering knowledge, methods and means of physical education, allows:

To achieve positive results in shaping schoolchildren’s interests in physical education, to intensify their activities in organizing and conducting independent forms of physical exercise;

Achieve positive physical results preparedness students, developing their basic physical qualities, as well as in the development of mental processes of operational thinking and voluntary attention;

To achieve conscious mastery of educational material in physical culture, expanding the volume of educational knowledge through the implementation of the principle of interdisciplinary connections.

Main provisions submitted for defense:

1. Characteristics of the orientation of participants in the pedagogical process towards strengthening the educational orientation of physical education at school.

2. Features of selection and planning of educational content of the subject of physical education and its distribution in lesson forms of classes.

3. Experimental substantiation of the effectiveness of the methodology for teaching educational knowledge to schoolchildren in grades 7-8 in the field of physical education and the features of its influence on the physical and mental development of students, the formation of their interests in physical exercise. Testing and implementation of research results. The results of the study were tested in the process of a pedagogical experiment, which was carried out on the basis of secondary school No. 39 in Vladimir, reported at the conference of young scientists of the Vladimir State Pedagogical University (Vladimir, 1999, 2000), at the All-Russian scientific and practical conference (Kolomna, 2000) and reflected in four scientific and methodological publications.

Conclusion of the dissertation on the topic "Theory and methodology of physical education, sports training, health-improving and adaptive physical culture", Vlasov, Alexander Vladimirovich

1. The modern development of the fundamentals of education for schoolchildren is focused on the holistic formation of the personality of students. As a consequence of this, in the theory and methodology of physical education, two directions have been identified in the development of the structure and content of the academic subject of physical education. The first direction improves the basics of physical education of students, maintaining traditional approaches in developing the essence of the content of the academic subject of physical culture. The second direction forms the basis of schoolchildren’s education in the field of physical education and develops the content of the academic subject taking into account a personality-oriented approach, revealed through the unity of the physical and mental development of schoolchildren.

2. Education of schoolchildren in the field of physical education is currently carried out according to two types of curricula, which reflect the development of the content of the academic subject in two main directions: in the design of physical education and in the design of general secondary physical education. Educational programs, in contrast to physical education programs, define physical culture activity as a subject of physical education, mastery of the basics of which characterizes the focus of the pedagogical process on the development of physical culture of students' personalities, the formation of schoolchildren's interest in physical exercise.

3. In accordance with the structural components of physical education activities, the educational content in the educational program is distributed into three main sections that determine the educational focus of its academic subject. The selection of educational knowledge, methods and value samples of physical education activity was carried out for the educational subject on the basis of methodological provisions of the theory of the leading type of activity in ontogenesis and the concept of sensitive periods, which make it possible to take into account in unity age characteristics mental and physical development of schoolchildren.

4. The feasibility of strengthening the educational focus of the subject of physical education in grades 7-8 is considered positively by all participants in the pedagogical process. At the same time, their attitude towards the content of knowledge and methods of physical education introduced into the academic subject is assessed ambiguously:

Students in grades 7-8: 75.3% prioritize the medical and biological foundations of physical education, highlighting knowledge and methods on the basics of medical and pedagogical control (84.3%), injury prevention and provision of pre-medical care (76.2% ); 61.8% determine the priority of knowledge and skills in the basics of teaching motor actions and developing physical qualities; 57.3% identify the need to acquire knowledge on the history of physical culture;

Physical education teachers: 70% give preference to knowledge of the history of physical education; 65.4% highlight knowledge on the medical and biological foundations of physical education, focusing on knowledge on the hygienic foundations of physical exercise (50.1%), the basics of medical and pedagogical control (45%), and the functional features of the body systems (40.7 %); 45.3% emphasize the need for students to acquire knowledge and skills in the basics of teaching motor actions and developing physical qualities;

Teachers of others general education subjects: 45% consider medical and biological knowledge to be the most important, especially highlighting knowledge on hygienic requirements for inventory and equipment (47.2%) and knowledge on monitoring the functional state of the body during classes (42.2%); 15.1% recognize the importance of acquiring knowledge on the history of physical culture; 5.7% focus on students acquiring knowledge on the basics of teaching motor actions and developing physical qualities.

5. Strengthening the educational focus of the subject of physical education is correlated with:

Students in grades 7-8: 77.5% with organization of individual leisure; 72.7% with the organization of independent forms of physical exercise; 72.7% with mastery of practical material in the school curriculum;

Physical education teachers: 90% with mastery of practical material of the school curriculum; 85.2% with the organization of active leisure for schoolchildren; 80.4% with organization independent physical exercises for schoolchildren;

Teachers of general education subjects: 90.1% with mastery of practical material in the school curriculum; 70% with the organization of active leisure for schoolchildren; 55.7% with the organization of independent physical exercises.

6. Teaching a subject with enhanced educational focus is effectively carried out in accordance with the methodology developed on the basis of the provisions of the person-centered approach. Distinctive features of this technique are:

Planning of educational material, observing the principle of interdisciplinary connections, is carried out through its distribution into the content of physical education lessons, lessons on other general education subjects, as well as when performing independent tasks;

Increasing the number of tasks in the subject of physical education that require independent performing them at home, including monitoring and self-monitoring of individual physical development and one’s own physical preparedness.

7. When planning the educational content of a physical education subject with an educational focus and developing methods of teaching it, it is expected to distribute both knowledge and physical exercises along three main didactic lines:

- general education knowledge that forms ideas about physical culture and its functions, means, methods and forms of organization;

Subject and methodological knowledge that forms ideas about the direction of physical exercise, the features of the choice of means and methods of teaching motor actions and the education of physical qualities, the organization of forms of classes using control and testing methods when they are carried out regularly;

Individually oriented knowledge that forms ideas about the individual physical qualities and characteristics of schoolchildren, the possibilities of their development and correction in the process of physical exercise, as well as the use of the latter in organizing individual leisure time and in the process of educational and work activities;

- general developmental physical exercises and technical-tactical motor actions from sports, the development and use of which ensures comprehensive physical development and increases overall physical fitness preparedness schoolchildren;

Individually profiled physical exercises and motor actions, the development and use of which in independent forms of classes is associated with the direct satisfaction of students’ personal interests in classes physical activity, correction of physique and formation of posture, as well as with the organization of active recreation.

8. When planning interdisciplinary content in the subject of physical education in the holistic educational process of schoolchildren in grades 7-8, the need to be guided by the following methodological provisions is established:

The inclusion of didactic units of knowledge in physical education should not violate the logic of passing the educational material of those academic disciplines in the content of which they are studied;

In physical education lessons, conditions should be created to address the acquired (or being mastered) knowledge of students when performing relevant educational tasks and physical exercises.

9. Using the methodology of teaching the subject of physical education with an educational focus allows during the academic year:

To increase the number of students interested in acquiring knowledge: in the medical and biological foundations of physical culture from 71.2% to 84%, in the basics of teaching motor actions and education of physical qualities from 61.4% to 77.3%, in the history of physical culture from 53.6% to 78.4%;

Involve more students in regular forms of physical education: morning exercises from 1.9% to 67.9%; physical education breaks during the day from 1.4% to 74.7%; regular independent training sessions from 11% to 22.4%; physical education and health activities during leisure time from 63.1% to 89.1%;

Increase the level of physical fitness and achieve an increase in indicators in the development of basic physical qualities on average from 2.7-4.3% to 21.3-24.7%;

Improve the technique of performing motor actions and receive a higher grade for performing test exercises by an average of 4.5 - 4.59%;

To increase the activity of basic mental processes in terms of the productivity coefficient of voluntary attention from 0.77 to 0.85 and the error rate in terms of operational thinking, respectively, from 3.41 to 2.71.

10. Based on the results of the study, methodological recommendations were developed on the basics of teaching physical education for students in grades 7-8 general education schools.

CONCLUSION

The modern formation of the foundations of the academic subject of physical education at school is characterized by a goal setting for the comprehensive development of students’ personal culture. In contrast to the previously existing attitude towards educating individual quality properties and features, today’s concept is based on the unity of the physical, mental and social development of schoolchildren. Based on this, the emphasis in the pedagogical process in secondary school is shifted to solving the problems of student education.

The problem of education in the field of physical education was first identified in domestic pedagogy and was reflected in the works of P.F. Lesgaft and his students. The main idea of physical education in the works of P.F. Lesgaft was the idea of developing the child’s consciousness, his personality in the process of physical exercise. Addressing directly the developmental characteristics of the child himself, the development of his mental and physical essence in unity, was the basis of the concept of physical education developed by the beginning of the 20th century.

At the same time, the main provisions of this concept were developed in certain historical conditions of the development of society, in its characteristic forms of school education and taking into account the corresponding social tasks and target orientations. Therefore, the change in social formation that occurred in Russia at the beginning of the 20th century led to the emergence of new forms of organizing school education with certain (their own) goals. The latter predetermined the emergence of new views and approaches to the development of the foundations of education in general and physics education in particular.

Pursuing, first of all, the ideological objectives of the development of the new state, the inclusion of physical education as a subject in school education, its objectives were focused on ensuring physical fitness and strengthening the health of schoolchildren, preparing them for work and military activities. Despite the presence of a number of works that advocate the formation of a holistic personality of students in the process of their physical exercises, nevertheless, solving the problems of physical training of schoolchildren turned out to be at the center of the pedagogical process at school, and solving the problems of education has shifted to its periphery.

Subsequently, in the physical education system created by the state, the focus on preparing for labor and military activities is defined as basic principle, in accordance with which state physical education programs are saturated with educational content, including programs for secondary schools. As a result of such orientation in the development of the academic subject of physical culture, the main focus of the pedagogical process begins to be reflected in targeted development physical conditions of students and teaching them, mainly, applied forms of motor actions and physical exercises related to the development of physical qualities.

As part of the direct focus on the development of the physical sphere of the child, the so-called so-called " concept of sensitive periods", which basically correlates with the tasks of purposeful improving the physical qualities of students in different periods ontogeny. This concept, in fact, replaces the concept of physical education by P.F. Lesgaft, becoming a theoretical basis for the development of both pedagogical methods and the foundations of the educational content of the subject of physical education at school. As a result, starting from the 60s, the academic subject of physical education at school is filled with the program content of physical education, and the physical education lesson is considered as the main organizational form of this pedagogical process.

The reform of school education that began in the 90s determined the orientation of the pedagogical process towards the development of the holistic personality of students. Consequently, the problem of developing the fundamentals of the school subject of physical education and developing its content within the framework of the implementation of this target setting again becomes relevant. The intensive development of the problem of developing schoolchildren's education in the field of physical education, currently being undertaken in this regard, has “highlighted” the presence of two scientific approaches that are developing and fundamentally “divergent” in their methodological basis. The first approach reflects the focus on preserving and improving the essence of the content of the academic subject of physical education, its means, methods and forms of educational activity, focused on solving the problems of physical training. At the same time, the principles of the basic provisions of the concept of sensitive periods remain the methodological basis for improving educational content. The second approach is characterized by a focus on improving and developing the fundamentals of physical education, developing its structure and content within the framework of the development goals of a modern school. As methodological basis It is proposed to focus on the unity of the conceptual provisions of the theory of the leading type of activity in ontogenesis and the concept of sensitive periods. The first concept, also developed in domestic pedagogy, in its basic provisions correlates with the age-related characteristics of the mental development of schoolchildren, with the process of socialization of their personality. The second, as already noted, is with age-related characteristics of physical development, the dynamics of physical qualities in ontogenesis. In modern theory, these scientific approaches predetermined the development of two relatively independent directions in the development of the foundations of school physical education. These directions are characterized today by differences in methodological grounds for improving the structure and content of the subject of physical education and correlate with the problem of choosing appropriate approaches to developing the fundamentals of the methodology of the pedagogical process, methods of teaching the subject of physical education. To resolve this problem, it becomes fundamentally important to determine the pedagogical foundations for the development of school education in the field of physical education, as well as the direction of its means, methods and forms of organization. In other words, it is necessary to choose the target orientation of physical education: either for the primary development physical nature schoolchildren, or on the holistic development of their personality in the process of physical exercise.

At the same time, without denying the importance of theoretical and experimental research on the problem of developing and improving the fundamentals of physical education, carried out at the previous stage, in modern scientific literature the opinion about the need and expediency of working out the fundamentals of physical education for schoolchildren, focusing on the holistic development of their personality, is increasingly being affirmed. Here, the most significant designation is the focus of scientific research on improving the educational orientation of the structure and content of the academic subject of physical culture, correlating its foundations with the targeted formation of physical culture of the personality of schoolchildren. As a consequence of this, there is an objective need to search for scientific approaches to developing the fundamentals of teaching methods for such an academic subject, based on age-related modifications at different levels of school education.

Intensive study of the problems of school education in this area of domestic pedagogy led to the development of the concept of education for schoolchildren in the field of physical education, which became the basis for the creation of new educational programs. These programs, along with previously developed physical education programs, aim to form the physical culture of schoolchildren’s personalities and define the subject of physical education as their academic subject. The choice of the subject of physical education as the basis for physical education is justified by the authors from the standpoint of scientific provisions of the theory of activity, which reveal the underlying mechanisms for the formation of interests and motivation of schoolchildren, including physical exercises. In particular, based on the proposition that the formation of motives is based on the subject of the activity being mastered, i.e. its content, value patterns and orientations, the authors, in our opinion, rightfully believe that schoolchildren’s mastery of the basics of physical education activities in the integrity of its subject content will objectively contribute to the development of their interests in the field of physical education. At the same time, the process of mastering the subject of physical education is defined by the authors of the programs as an objective condition for the formation of physical culture of the students’ personality, which is understood, according to the definition of A.P. Matveev, T.V. Petrova: “qualitative system property of a person, manifested in the unity of physical, mental and moral health, knowledge and skills to organize appropriate forms of physical exercise, conduct healthy image life, helping to optimize performance and increase creative longevity."

In accordance with these ideas, the educational program in physical education has in the structure of its content the main components of activity and is characterized by a sufficiently large amount of relevant knowledge and methods of physical education activity. Knowledge and methods of physical education activities were selected in the educational program taking into account the age-related characteristics of the mental and physical development of students and were focused on the age-related interests of schoolchildren in physical exercise and independent species and forms of activity in general. Thus, in particular, for primary school students (grades 5-9), the educational program offers physical education activities with a sports and recreational focus, where the educational content is based on sports (optional), as well as knowledge and methods of organizing independent forms of practicing them .

Our subsequent comparison of the content of the educational program with the key provisions of the concept of modern development of school education allowed us to come to the conclusion that this program in essence of its academic subject and the focus of the educational material, it is focused on solving the problems of physical education for schoolchildren and reflects the possibility of forming the physical culture of students’ personalities.

At the same time, as noted earlier, attitudes towards the educational program expressed in the specialized literature are ambiguous. Therefore, in order to objectively clarify the significance of its essence and the feasibility of introducing it into the practice of a comprehensive school, we conducted a study of this issue with the help of school teachers carrying out the pedagogical process in the subject of physical education and other general education subjects, as well as students in grades 7-8 and their parents. Previously, all study participants had the opportunity to familiarize themselves with the content of the program, correlate its foundations and focus with existing physical education programs.

According to the data we received, the content and focus of the physical education subject in the new educational program are of interest to more than 66% of the students surveyed. Here, noting the generally positive role of introducing knowledge of physical education into the content of the academic subject, schoolchildren in grades 7-8 specify that their mastery can help them better master the practical material of the program (72.7%), purposefully and effectively conduct independent forms of physical exercise (72.7%), actively organize their rest and leisure (77.5%). A similar opinion is shared by physical education teachers, who for the most part (about 90.0%) defend the need for students to master educational knowledge and practical ways physical activity. They also (from 80.4% to 90.0%) believe that mastering the educational material of the relevant sections of the program can have a positive effect on the holistic development of schoolchildren and their active involvement in physical education classes.

At the same time, it is important to emphasize that among the surveyed physical education teachers, about 32% believe that students in general and schoolchildren in grades 7-8 in particular have practically no interest and need in mastering knowledge in physical education. Especially in terms of the knowledge that relates to the methods of organizing and conducting physical exercise classes. According to these teachers, the interest of schoolchildren in physical education classes lies not in the development of special knowledge, but in their own practical content of classes, those means and methods that the teacher uses directly in physical education lessons. And since, according to these teachers, the existing physical education programs in the content of their practical material and the composition of the means and methods recommended for its development are of little interest to students, their attitude towards physical education lessons is generally appropriate. As can be seen from the results of our survey, these ideas, expressed by almost a third of physical education teachers, do not entirely coincide with the opinions of the schoolchildren themselves. The discrepancies that appeared here between teachers and students in assessing the role of educational knowledge may indicate that in pedagogical practice, many physical education teachers, conducting classes and developing appropriate methods, take into account to a lesser extent the age-related characteristics of the mental development of schoolchildren, and in to a greater extent are focused on the age-related characteristics of the physical development of students, taking into account which makes it possible to achieve a significant effect in their physical fitness. With this approach, schoolchildren’s own interests, as a rule, remain unsatisfied, which, perhaps, is manifested in their relative passivity in physical education lessons and in a decrease in the level of attendance at the lessons themselves.

At the same time, as our data show, not only physical education teachers and students are convinced of the need to strengthen the educational orientation of the subject of physical education, but also teachers of general education subjects, as well as parents of schoolchildren. Many of them (about 90%) connect the need for students to master relevant knowledge with the possible more effective mastery of the practical material of the program. At the same time, a smaller number of teachers of educational subjects (55.7%) and parents of schoolchildren (60.7%), in contrast to the students themselves and physical education teachers, are inclined to believe that mastering knowledge of physical education activities does not have an impact on the involvement of schoolchildren in organizing independent forms physical education classes. However, they do not deny the positive role of educational knowledge in organizing schoolchildren’s own leisure time. This point of view is shared by more than 70% of teachers of general education subjects and parents of students.

The presented data obtained during the study indicate that, despite the general positive attitude of the participants in the pedagogical process towards strengthening the educational orientation of the subject of physical education and the advisability of introducing knowledge and methods of physical education into educational programs, their significance for the holistic process of physical education is assessed far from ambiguously. In our opinion, this can be explained by the presence of different value orientations among the participants in the pedagogical process on the essence of the target settings of the subject of physical culture, different ideas on its educational function. Thus, the noted pairing by adult participants of the pedagogical process of the importance of educational knowledge primarily only with the quality of students’ mastery of practical material can be characterized as a reflection of existing ideas about the target functions of the pedagogical process of physical education, which, as is known, are determined by solving the problems of teaching motor actions and the tasks of educating physical qualities At the same time, students themselves in grades 7-8 define a wider range of functional orientation of the subject of physical education and the “physical education” knowledge included in it, see their meaning and value, including for organizing independent classes and for organizing active forms individual leisure.

The subsequent analysis of the data obtained on the advisability of strengthening the educational focus of the subject of physical education was carried out by us in the context of the conceptual provisions of the so-called personality-oriented approach, which basically determines the features of the formation of educational content and methods of teaching it in secondary schools. This approach, developed on the basic principles of the theory of the leading type of activity in ontogenesis, determines the focus of the pedagogical process and its educational content on the development of the holistic personality of schoolchildren, their active inclusion in the process of preparatory work. educational activities. Peculiarities purposeful Personal development is considered here taking into account the interests and needs of students that develop with age and the age and gender characteristics of their body.

As the results of the analysis showed, differences in the assessment of the importance of individual topics and sections of educational content are manifested between participants in the pedagogical process even more clearly than we noted earlier during a survey about the advisability of introducing educational knowledge into the content of the subject of physical education. These differences are especially noted between adult participants in the pedagogical process and the students themselves. Thus, highlighting as the main components of the section of educational knowledge, such as medical-biological, psychological-pedagogical and historical-sociological knowledge on the basics of physical education, it is revealed that students in grades 7-8 place knowledge of history and sociology of physical culture and sports (57.3%). In turn, physical education teachers put this topic in first place

70.0%). Teachers of general education subjects and parents of students consider knowledge on this topic to be practically not very necessary. Only 15.1% of teachers and 10.3% of parents agreed with the need to include them in the educational content of physical education for schoolchildren, placing them in second place in importance.

On the topic of knowledge about the methodological foundations of teaching motor actions and developing physical qualities, the majority of schoolchildren spoke positively, and this topic was placed in second place in terms of its importance (61.8%). Physical education teachers also ranked this topic in second place. However, only less than half of the respondents (45.0%) agreed with its positive significance in the educational process of schoolchildren. In turn, teachers of general education subjects and parents of students put this topic in third place, and less than 10% of respondents agreed with its inclusion in educational content (5.7% of teachers of educational subjects and 7.8% of parents).

At the same time, the overwhelming majority of participants in the pedagogical process agree with the need to include knowledge of the medical and biological foundations of physical culture in the educational process. The high importance of this knowledge was expressed by 75.3% of students, 65.4% of physical education teachers, 45.0% of general education teachers and 47.7% of parents.

Analyzing the assessment of the significance of relevant educational topics by participants in the pedagogical process, we were guided by the data that is available in the specialized literature and that reflects the age-related characteristics of the development of cognitive activity of middle school students. Thus, from the literature it follows that in middle school age, the cognitive activity of students in its orientation correlates with the knowledge of their own “I”, with the knowledge of their individual abilities and characteristics. . If this is so, then it is quite clear why medical and biological knowledge, which is developed in an educational program with a focus on understanding individual physical capabilities, arouses quite a high interest among students in grades 7-8, and why the significance of this knowledge for the education of schoolchildren can be considered as objective, satisfying the age interests of students.

In turn, knowledge on the basics of teaching motor actions and developing physical qualities in its subject content is oriented towards organizing independent forms of physical exercise. These forms are presented in the educational program and as lessons related to individual process physical improvement, and as after-hours, “leisure” activities associated with the process of forming a healthy lifestyle for schoolchildren. If this is so, then our results may indicate that the interest in such forms of classes among schoolchildren in grades 7-8 is very high and that in order to realize it they need appropriate knowledge. The correctness of our judgment can be confirmed by the results of scientific research available in the literature and carried out within the framework of the methodological provisions of the concept of the leading type of activity in ontogenesis. Thus, in accordance with these provisions, the interest of schoolchildren in grades 7-8 in knowledge of physical education in terms of the fundamentals of mastering motor actions and developing physical qualities can be explained by the intensive formation at this age of schoolchildren’s needs for self-expression, in demonstrating their positive qualities and abilities. As a result of these age-related characteristics in the development of the mental sphere of schoolchildren, they develop an interest in their own physical perfection and, therefore, a desire to increase its level with the subsequent “high-quality” demonstration of individual physical capabilities.

The presented results on the possible combination of the importance of biomedical knowledge and knowledge on the basics of organization and content of independent physical exercise are consistent with the data of I.S. Kon and D.B. Elkonin, who note that the needs for self-knowledge and self-expression are closely related between themselves in older adolescents. And moreover, according to the authors, both of these processes are essentially decisive in the manifestation targeted student activity. Consequently, both the cognitive activity itself and its process of mastering the corresponding educational content appear to be objective means in the formation of conscious activity of middle-aged schoolchildren in physical education classes, the development of their interests in the corresponding subject content.

The subsequent in-depth analysis of the data we received shows that in the structure of the proposed educational knowledge, not all educational topics are positively perceived by schoolchildren in grades 7-8. As a rule, the greatest interest in them is precisely that knowledge that allows them to either more fully understand their individual physical and motor capabilities, or that that helps them achieve positive results in mastering movements and motor actions. Thus, the results of the study indicate that in the structure of knowledge on the medical and biological foundations of physical education, schoolchildren in grades 7-8 put knowledge about medical and pedagogical control in first place (84.3%), in second place - knowledge about the physiological patterns of the body’s functioning in process muscle activity(76.4%), and in third place - knowledge about the hygienic basics of physical education (66.7%). Moreover, in these areas of educational knowledge, the attitude and interest of schoolchildren towards their individual didactic units is also ambiguous. Thus, in the field of knowledge on the basics of medical and pedagogical control, students are most interested in knowledge on monitoring physical development and physical fitness

60.1%) and the smallest - for monitoring the level of physical performance (15.6%). At the same time, in the field of knowledge about the physiological patterns of the body’s work during muscular activity, the most interesting for schoolchildren is knowledge about the work of muscles and the musculoskeletal system (76.0%) and the least - about the work of the respiratory and circulatory systems. In the third block of knowledge about the hygienic fundamentals of physical education, schoolchildren prioritize knowledge on the prevention of injuries and provision of first-aid care (76.2%), and less meaningful knowledge include knowledge about daily routine and prevention of fatigue through physical education (10.6%).

Having analyzed the results of the survey, one can see the fact that the more substantively educational knowledge is revealed, the more striking the differences between students and physical education teachers in determining the significance of the relevant educational topics and their didactic units. Suffice it to say that physical education teachers rank knowledge of medical and pedagogical control in third place, while students rank first. According to teachers, knowledge about the hygienic fundamentals of physical education should be in first place, while schoolchildren themselves consider it less important and put it in third place. Within this knowledge, the differences identified are even more significant. Thus, among schoolchildren, as already mentioned, the greatest interest is in knowledge of monitoring physical development and physical fitness. And physical education teachers consider it more important for them to know how to monitor the functional state of the body during physical exercise.

Thus, the data obtained allow us to conclude that in the existing realities of the pedagogical process, the relations between schoolchildren and physical education teachers regarding the basics of the formation of educational content and its functional orientation are ambiguous. The importance of individual topics and sections of program material in the subject of physical education is assessed differently by them. For schoolchildren, this importance is determined largely by the age-related characteristics of their mental development, while for teachers, it is determined by the requirements for the physical fitness of students and, therefore, an orientation towards the characteristics of their physical development. The discrepancies that have arisen between teachers and students in assessing the significance of the content of the relevant sections and topics of the academic subject affect the decrease in the interest of schoolchildren in physical education classes and affect the quality of their mastery of educational material. In reality, a positive attitude towards physical education among students in grades 7-8 remains, and, moreover, it correlates with the possibilities of satisfying interest in organizing independent forms of physical exercise.

The experimental data obtained, demonstrating age-related characteristics in the formation of interests of students in grades 7-8 in the essence of educational knowledge in physical education, were compared with the results of the analysis of the educational program. This comparison allowed us to come to the conclusion that, in terms of its subject content and target objectives, this program lays the foundation for introducing schoolchildren to physical education classes. It directs the teacher’s activities towards the implementation of a personality-oriented approach and takes into account the age-related characteristics of the developing interests of schoolchildren in the subject of physical education.

Our recognition of the feasibility of introducing an educational program into the practice of secondary schools required conducting research to substantiate the fundamentals of the methodology for teaching its subject. The direction in the development of such a methodology was determined by us based on the solution of three methodological problems. The first is the distribution of educational material for the educational component of the program and its planning for the academic year. The second is to ensure an increase in results in the development of basic physical abilities and the quality of mastering motor actions and physical exercises of the program material. The third is achieving a focus on developing the interest and needs of schoolchildren in independent physical exercise.

Guided by the provisions of a person-centered approach and on the basis of the characteristics we have identified in the interests of schoolchildren in grades 7-8 to physical education classes and to the educational material of the educational program, we have developed a methodology for teaching this academic subject, the distinctive features of which are:

Selecting three levels value orientations subject of physical education, building the layout of educational material taking into account the needs of society (socially significant level), the needs of culture (culturally significant level) and the needs of the individual for individual physical improvement (personally significant level);

Strengthening the educational orientation of the pedagogical process by including in the content of educational material selected in accordance with the identified interests in it on the part of schoolchildren, and primarily to material on the basics of knowledge and methods of physical education activities;

Planning of educational material, observing the principle of interdisciplinary connections, is carried out through its distribution into the content of physical education lessons, lessons in other general education subjects, as well as when performing independent tasks;

Increasing the number of tasks in the subject of physical education that require independent completion at home, including monitoring and self-monitoring of individual physical development and one’s own physical fitness.

The total amount of time for mastering educational knowledge was determined in accordance with the recommendations of the educational program and amounted to 34 academic hours per year. Of these, a little more than 18 teaching hours were planned for lesson forms of school classes and 16 teaching hours - for independent classes at home. Lesson forms of classes included mainly the topics of those educational knowledge that were distinguished either by their novelty, or were interconnected with the independent development of methods of physical education activities or with direct training in motor actions and the development of physical qualities.

The educational focus of schoolchildren's physical education was ensured in the experimental methodology we developed through the introduction into the educational process of blocks of knowledge on historical-sociological, psychological-pedagogical and medical-biological foundations, as well as corresponding methods of physical education activities. Taking into account the identified interests of students in the educational material on physical culture, the volume of teaching hours for these blocks of knowledge was distributed as follows: 22% of the time was allocated to historical and sociological knowledge; for psychological and pedagogical knowledge - 30% of the time; and for medical and biological knowledge - 48%, respectively.

To ensure more objective planning of educational material and achieve the relationship between its main educational sections, as well as preserving the logic of their mastery by schoolchildren, educational knowledge, selected according to three levels of significance, was divided into structures according to the didactic principle “ From general to specific", which made it possible to distribute this knowledge across three educational lines:

General educational knowledge that forms ideas about physical culture and its functions, means, methods and forms of organization;

Using the same logic, the content of the practical material of the program related to ensuring the motor readiness of students was worked out:

General developmental physical exercises and technical-tactical motor actions from sports, the development and use of which ensures comprehensive physical development and increases the overall physical fitness of schoolchildren;

Applied-profiled physical exercises and special motor actions, the development and use of which in independent forms of exercise allows for a targeted effect on increasing the functionality of individual body systems and nurturing individual physical qualities;

Individually profiled physical exercises and motor actions, the development and use of which in independent forms of exercise are associated with the direct satisfaction of students’ personal interests in physical activity, correction of physique and formation of posture, as well as with the organization of active recreation.

The educational content designed in this way made it possible to create a model for the distribution of educational knowledge and physical exercises across the appropriate levels (vertical planning) and stages (quarters) in the annual dynamics of their mastery by schoolchildren (horizontal planning).

Subsequently this model was clarified in its subject content in accordance with the methodological approaches we developed for the formation of the foundations " interdisciplinary content”, which represented the integration of knowledge of general education subjects and the subject of physical education. Based on this, planning educational material on physical education in the structure general education disciplines is achieved by implementing the following methodological provisions:

The inclusion of didactic units of knowledge in physical education should not violate the logic of passing the educational material of the academic disciplines in the content of which they are studied;

In physical education lessons, conditions should be created to address the acquired (or being mastered) knowledge of students when performing relevant educational tasks and physical exercises.

Based on these methodological provisions and the results of the analysis of educational material in general education subjects included in the school curriculum, we identified disciplines whose content could include knowledge of physical education. With the advisory assistance of subject teachers, the volume of hours in these disciplines necessary for schoolchildren to master the knowledge we selected in physical education was determined. For the experimental methodology of teaching the subject of physical education, 4.5 hours were allocated in biology classes; literature - 2.0 hours; history - 1.5 hours; and in physics - 1.0 academic hour. In total, this amounted to 26.5% of the amount of time provided for by the educational program in physical education for mastering educational knowledge and methods of physical education activities. Subsequently, topics and volumes of hours for mastering their educational content directly in physical education lessons were planned. As a result, 13.5% of the hours of the total annual budget (68 hours) were allocated to mastering knowledge and methods of physical education. Of these, 36.5% of educational time was allocated for teaching motor actions and physical exercises, and 50%, respectively, for developing physical qualities.

We tested the proven experimental methodology in the conditions of the educational process of schoolchildren in grades 7-8 during the school year. The results of the analysis of the influence of the experimental technique on the development of schoolchildren showed that it really has a positive effect on physical and technical skills. preparedness students, the development of mental processes and personal qualities, and most importantly, it significantly influences the formation of students’ interest in physical education classes in various forms of their organization. Considering that one of the distinctive features of the experimental methodology was the strengthening of the educational orientation of the subject of physical education, we came to the conclusion that it was this factor that made it possible to obtain positive results in the holistic development of students in grades 7-8.

As our data shows, mastering knowledge and methods of physical education activities allows us to successfully involve schoolchildren in regular physical exercises during the day. Compared with peers from the control group, whose involvement in similar forms of classes increased over the academic year from 1.2% to 4.7% and from 1.3% to 2.1%, among schoolchildren in the experimental group it increased accordingly from 1 .4% to 74.7% and from 1.1% to 22.4%.

The more active “inclusion” of schoolchildren in the experimental group in independent studies directly led to a change in their attitude towards the forms of acquiring knowledge in physical education, which led to an expansion of sources of relevant information. Thus, under the influence of the experimental methodology, the number of schoolchildren who became interested in special literature on various aspects physical education increased in the experimental group by 56.1%, while in the control group - by only 3.8%. Moreover, 53.5% of the schoolchildren in the experimental group began to form their own home library. The latter can be explained by the growing interest of schoolchildren in various areas knowledge in physical culture. Thus, according to our data, during the period of the pedagogical experiment, the number of students interested in the medical and biological foundations of physical education activity increased from 71.2% to 85.4%, the basic knowledge of teaching motor actions and developing physical qualities - from 61.4% to 77.3%, knowledge of the history of physical culture - from 53.6% to 78.4%. However, attention is also drawn to the fact that all areas of knowledge in physical education become significant for schoolchildren and they find it difficult to give priority to any of them, compared to the beginning of the school year.

As the 7-8 grade students from the experimental group themselves note, strengthening the educational focus of the physical education subject allowed them to actively engage in independent forms of classes and engage effectively in physical education lessons, which significantly affected the indicators of their personal qualities. Thus, by the end of the school year, the positive impact of physical education on the formation discipline confirmed by 72.7% of students. This is 13.6% higher than at the beginning of the year. The possibility of developing strong-willed qualities and sociability during physical exercise was indicated by 72.7% and 77.7% of students, which is 31.8% and 34.5% more, respectively, than at the beginning of the school year.

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Structure of a physical education lesson

One of the most important issues related to a physical education lesson is the issue of lesson construction.
The structure of a lesson is understood as an indicative plan that can be used as a basis when drawing up a separate lesson. The structure of the lesson helps the teacher in the rational selection of exercises, the most correct arrangement of the material and determining the possible load in the lesson.
The structure of the lesson depends on the task, which is determined in accordance with the sequential study of the program material.
To accomplish the assigned tasks, appropriate educational material is selected, the sequence of its study and teaching methods are determined.
Solving any pedagogical problems in a physical education lesson often requires increased activity of the students’ bodies. The body must be properly prepared for this work.
The teacher must solve pedagogical problems that require significant effort on the part of students, not at the beginning of the lesson, but in the middle, after some preparation. Solving the main tasks of the lesson requires appropriate organizational preparation of students, creating in them the necessary mood and desire to begin performing these tasks. Fulfilling the main pedagogical tasks most often coincides with the greatest tension and activity of students.
After a relatively high general stress in the body and, as a rule, an increased emotional state of students, a sharp transition to a state of rest is unacceptable. Therefore, the structure of the lesson reflects a gradual transition to a state of rest and an organized completion of the lesson.
Thus, in the construction of each lesson there are three parts:
- the first part - organizing, preparing students to complete the most difficult tasks of the lesson, is conventionally called introductory;
- the second part – aimed at fulfilling the main objectives of the lesson, is conventionally called the main part;
- the third, during which the lesson ends in an organized manner, is conventionally called final.
The division of the lesson into parts is relative. Each individual lesson, regardless of its objectives, from beginning to end must be coherent, unified, and all tasks and content of the lesson are carried out in close interconnection.
The standard lesson structure, which is adopted in the Russian Federation, serves as the basis for constructing a specific lesson in accordance with its objectives.

Typical lesson structure:

Introductory part – 5-10 min.

Objectives: organize students, explain the objectives of the lesson, prepare the students’ bodies for the upcoming physical activity and exercises.

The main part – 25-30 minutes.

Objectives: solving the main objectives of the lesson - learning new things, repeating in order to improve the implementation of the material covered, mastering motor skills by students, developing speed, dexterity, determination, courage.

Contents: outdoor gear without objects and with objects, dance exercises, walking, running, throwing, jumping, climbing and climbing, hanging, acrobatic exercises, balance, games with high mobility, etc.
The main part of the lesson can include any material from the program of this class.

The final part – 3-5 minutes.

Objectives: will ensure a gradual transition from tension and excitement caused by the activities in the second part of the lesson to a relatively calm state; summarize the lesson, give homework, move on to new actions in an organized manner (organized departure from the hall).

Contents: formation, walking, walking with a song, rhythmic and dance exercises, breathing exercises, quiet games, final word from the teacher, homework.

Introductory part of the lesson

Good organization of students is a necessary condition for a full lesson.
When the bell rings for class, children must be lined up. After the formation, the duty officer, in the presence of the teacher, gives the commands “Get in line!”, “Attention!” After the command “Attention!” the teacher greets the children. Starting from the 3rd grade, the duty officers give a report to the teacher. Every lesson should begin from this organizational moment.
The introductory part of the lesson can begin with turns, walking, calculations, with free actions of students, with exercises such as tasks and games. This depends on the lesson plan and the emotional state of the children (for example, after a test or an emotional lesson, it is better to use games or exercises such as assignments, and vice versa, if the children came to the lesson too calm, you can immediately study new material with them - elements of structure and restructuring) .
At the beginning of the introductory part, the teacher introduces students to the objectives of the lesson. The teacher includes in the lesson exercises that are necessary to conduct the introductory part in accordance with the objectives and content of the lesson. Exercises are selected that in total would provide a diverse effect on the body. They should be familiar enough to children so as not to spend a lot of time learning them.
General development exercises (GDE) are used as a means of general training and as a lead-in to the types that will be studied in the main part. Lead-in exercises are usually carried out at the end of the introductory part of the lesson.
Games in the introductory part of the lesson are used, as a rule, they are organizing, with elements of structure, and do not cause sudden excitement.
Partially, the introductory part can be used to study new material consisting of elements of formation and gymnastic formations.
If lessons are held on the playground in cool weather, then the teacher faces the task of “warming up” the body well. In this case, the number of outdoor switchgear increases, the pace of execution is faster, and slightly more time is spent on the introductory part of the lesson.
The introductory part of ski training lessons, as a rule, includes: formation of students, organized transition and movement on skis to the place of training, outdoor gear, “warming up” the children’s body through games or free movement on skis.

Main part of the lesson

There is no sharp boundary between the introductory and main part of the lesson.
The exercises in the main part should be a consistent continuation of the introductory part.
The name itself, although conventional, determines the meaning of this part. It solves the main pedagogical tasks of the lesson.
You can include any program material in the main part of the lesson.
ORU are used here both to achieve a moderate physiological effect and to prepare for other main types of exercise.
Exercises with objects and for posture can be included to solve a particular problem - mastering these types of movements.
Various types of walking and running, jumping, throwing, exercises in climbing, balance, hanging, acrobatic exercises, crawling are introduced into the main part of the lesson to solve specific pedagogical problems, as well as for the purpose of significant physiological impact.
During lessons there are always outdoor (sports) games. They are usually included in the main part of the lesson. Games often become a means of solving one of the specific tasks of the main part of the lesson, and sometimes they take up almost the entire main part of the lesson, and studying them becomes the only specific task of the lesson.
To have a diversified impact on students and for them to learn as many movements as possible, the main part of the lesson includes from two to four types of physical exercises.
The main part of the ski lessons involves moving around on skis, going up and down the slopes, and playing games on skis.
Great importance has the correct arrangement of practical material inside the main part.
At the beginning of the main part, new material and exercises that require the greatest attention and precision of execution are studied. Exercises associated with a significant load on the body are carried out after exercises with a lower load. This implements the principle of gradual increase in load.
Improvement of the material covered is carried out after learning new ones. If new material is not included in the main part of the lesson, then improving what has been learned begins with less familiar exercises.
To improve motor skills and develop strong-willed qualities, the main part of the lesson involves making the conditions for performing exercises more difficult.
Exercises that quickly and greatly increase the emotional state of children (primarily games) are carried out at the end of the main part of the lesson. This is done so that the heightened emotional state of students caused by games does not affect the performance of technically difficult and precise movements.
In physical education lessons, the degree to which students have mastered the material covered is regularly taken into account. For most types of physical exercise, this is done in the main part of the lesson. In this case, first, preparation is carried out to perform the exercises, and then knowledge, skills and abilities are taken into account.

The final part of the lesson

A correctly conducted main part of the lesson causes some nervous excitement in children, an increase in heart rate and increased breathing.
In order to create favorable conditions for the transition of students to another type of activity, the body of schoolchildren must be brought into a calmer state. The reduction in load, which began at the end of the main part, should end with the end of the lesson.
A gradual transition to a relatively calm state is achieved through the use of simple formations, walking, rhythmic and deep breathing exercises, and quiet games.
At the end of the lesson, the students line up, the teacher sums up the results, points out the positive aspects and disadvantages, makes comments to individual students and repeats the homework assignment. The lesson ends with the organized departure of students from the hall (from the site).

Requirements for a physical education lesson

Each physical education lesson must meet the following requirements:
1. Have certain tasks - general, the implementation of which must be ensured during all lessons or a series of lessons, and private, performed during one individual lesson.
2. Be methodologically constructed correctly.
3. To be a consistent continuation of previous classes and at the same time have its own integrity and completeness; At the same time, it should largely provide for the tasks and content of the next lesson.
4. To correspond in its content to a certain composition of students in terms of age, gender, physical development and physical fitness.
5. Be interesting for students, encourage them to be active.
6. Contain exercises and games that promote comprehensive physical development, health promotion, and posture formation.
7. Correctly combine with other lessons in the school day schedule.
8. Be nurturing in nature.

Criteria for assessing academic performance based on methods (skills) to carry out physical education and recreational activities.

Rating "5" - the student demonstrates a complete and varied set of exercises aimed at developing a specific physical physical (motor) ability, or a set of exercises for morning, athletic or rhythmic gymnastics, can independently organize the place of the lesson, select equipment and use it in specific conditions, monitor the progress of tasks and evaluate it.

Rating "4" - there are minor errors or inaccuracies in the implementation of independent physical education and health activities.

Rating "3" - makes gross mistakes in the selection and demonstration of exercises aimed at a specific physical (motor) ability. Experiences difficulties in organizing training places and selecting equipment. Satisfactorily monitors the progress and outcome of the task.

Rating "2" - the student does not have the ability to carry out various types of physical education and recreational activities.

Criteria for assessing performance in the technique of proficiency in motor actions (skills and abilities).

Rating "5"- the motor action is performed correctly (in a given way), precisely at the proper pace, easily and clearly.

Rating "4" - the motor action is performed correctly, but not easily and clearly enough, some stiffness of movements is observed.

Rating "3" - the motor action was performed mostly correctly, but one gross or several minor errors were made, leading to uncertain or tense execution.

Rating "2" - motor action is performed incorrectly, with gross errors, uncertainly, unclearly.

Criteria for assessing performance in basic knowledge.

Rating "5"- is awarded for an answer in which the student demonstrates a deep understanding of the essence of the material, presents it logically, citing examples from practice or his own experience.

Rating "4" - awarded for an answer that contains minor inaccuracies and minor errors.

Rating "3" - is awarded for an answer in which there is no logical sequence, there are problems in the material, there is no proper argumentation and the ability to apply knowledge in one’s experience.

Rating "2" - will be awarded for failure to understand the program material.

Pedagogical project on the topic: “ “Methodology of teaching physical education to schoolchildren of the preparatory medical health group in a secondary school”

1. Brief summary.

The pedagogical project is dedicated to the methodology

The main sections of this work are devoted to the formulation of the problem, object and subject of pedagogical research, setting its goals and objectives, determining the relevance, novelty and practical significance of the project, as well as consideringmethods of teaching physical education to schoolchildren of the preparatory medical health group in a comprehensive school.

In a pedagogical project, the dominant method isresearch approach to learning based on the direct experience of students, its expansion duringobservations of the physical and emotional state of students during teaching in preparatory health groups, the form of presentation of the result is a presentation in the form of a practice-oriented project.

The conclusion contains the results of educational activities on the stated topic. Indicators of the effectiveness of the use of these pedagogical technologies and methods are the stable results of students mastering educational programs and indicators of the dynamics of their achievements, taking into account the participation of students in competitions at various levels.

This work contains a list of information sources used in the work.The result of the project is the positive dynamics of students’ educational achievements

2. Justification of the need for the project.

“To make a child smart and sensible, make him strong and healthy”
Jean Jacques Rousseau

The increasing psycho-emotional and physical stress of students in a modern school makes the task of preserving and strengthening the health of schoolchildren one of the priorities. Official statistics continue to show ominously that the health of students in schools is deteriorating. According to the Russian Ministry of Health, 90% of schoolchildren have varying degrees of health problems, 60% have brain dysfunction, and 35% are chronically ill. Only 5-10% of children come to school with a diagnosis of “healthy”. Decreased memory, fatigue and inability to concentrate at the end of the school day are indispensable companions of the modern schoolchild. A significant proportion of today's children have increased nervous excitability and physical weakness due to environmental and social unfavorable living conditions.

The focus of government educational standards of the second generation to preserve and strengthen the health of schoolchildren, the formation of a culture of health undoubtedly requires the introduction of health-saving technologies into the educational process of the school. Long established traditional method The organization of school education does not take into account the need to solve the problem of preserving and strengthening the health of schoolchildren and, moreover, contributes to its aggravation.

Health-saving acts as one of the objectives of the educational process of MBOU "Secondary School No. 21". Achieving this goal can be achieved with the help of health-saving pedagogy technologies, which are considered as a set of techniques and methods for organizing the educational process without compromising the health of schoolchildren and teachers. Owning modern pedagogical knowledge, in close cooperation with students, with their parents, with medical workers and colleagues, I plan and structure my work taking into account the priorities of preserving and strengthening the health of participants in the pedagogical process.

The health-saving educational process in our school is actively implemented in the form of the “School of Health” subprogram. The work of the educational institution under the program is aimed at creating favorable conditions for preserving and strengthening the health of school students, to develop an attitude towards a healthy lifestyle as one of the main ways to achieve success.This pedagogical project was developed and implemented within the framework of the “School of Health” program.

The relevance of the work lies in the fact that physical education of students is integral part throughout the educational work of the school and occupies an important place in preparing students for life and socially useful work.

Relevance of the pedagogical project is that the main provisions are aimed at organizing work with schoolchildren of the medical health group.It summarizes the methodology for organizing work in a special medical group in a secondary school as part of the implementation of this project.

In preparatory medical groups, children must be conscious of their health and be able to use all the means and methods of physical education to restore lost health. Physical education classes provide an opportunity for a sick child to master physical exercises thathelp him overcome his illness. Overcoming one's own weakness shapes will and character; transforms the personality: stiffness, fear, and inferiority complex disappear. The unity of educational, health-improving and educational tasks for PMG students is the key to success in the process of adapting them to the conditions of school in particular and, in general, to later life.

Assessment and certification of students classified for health reasons in a special medical group for physical education is carried out in accordance with letter of the Ministry of Education of the Russian Federation dated October 31, 2003 No. 13-51-263/123.

I believe that the problem should be solved not only within the framework of physical education lessons.In the future, I plan to expand the social space of pedagogical interaction with students, namely: to involve students’ parents in the work, organize closer interaction with teachers and school specialists, additional education teachers; organize research work with high school students on the problem of a healthy lifestyle.

Relevance of the project for city and region is that this training systemis not limited to the framework of a specific educational institution, but can serve as a result of the integral interaction of educational institutions of an entire region. As a result of such interaction, they unitethe efforts of all teachers of all educational institutions.

3. Project goals and objectives

Objective of the project :

develop an effective methodologyteaching physical education to schoolchildren of the preparatory medical health group in a comprehensive school.

To achieve the goal and test the research hypothesis, it was necessary to solve a number oftasks:

study methodological and relevant literature;

to identify the degree of knowledge of the methodology of teaching physical education to schoolchildren of the preparatory health group;

to study the level of physical fitness of schoolchildren aged 14-18 years and their age characteristics;

develop an educational module on the project topic;

conduct monitoring of physical fitness in adolescents of the preparatory medical group of different ages.

To achieve our goals, we used the followingresearch methods: study of educational, methodological and psychological-pedagogical literature, analysis of normative documents on education; analysis of textbooks on athletic gymnastics. Experienced teaching, observation of the physical and emotional state of students during classes, daily reflection and survey of students, questioning of participants in the educational process: students and their parents,educational experiment. Method of mathematical statistics.

Feasibility project:

1. Intensification of the educational process.

2.Increasing motivation for physical education.

3. Increasing the efficiency of learning the material.

4. Formation of a healthy lifestyle.

5.Development resource provision educational process.

In order to grow a healthy, strong body, it is necessary to organize all the work at school so that every child takes care of his physical improvement from a young age, has knowledge in the field of hygiene and medical care, led a healthy lifestyle. Physical education and sports prepare a person for life, strengthen the body and strengthen health, promote his harmonious physical development, and contribute to the development of the necessary character traits, moral and physical qualities necessary in a future, independent life.

In the school development program, the graduate model looks like this: healthy body, healthy mind, healthy spirit.

The main task of educational institutions is to create favorable conditions for the intellectual, moral, emotional and physical development of the individual.

4. Main content of the project

The promotion of health problems among the priority tasks of public and social development determines the relevance of its theoretical and practical development, the need to launch relevant scientific research and develop methodological and organizational approaches to the preservation of health, its formation and development.One of the main factors influencing children's health is physical education, which currently requires improvement. Most an important component The entire system of reconstruction of physical education in school should have a health aspect, since only health has value and determines the quality of education.

Innovativeness of the pedagogical project is that it is aimed at finding optimal and effective forms and methods of organizing classes with students in the preparatory health group.

Novelty of the project is that it is implemented through the author's educational module“Methodology of teaching physical education to schoolchildren of the preparatory medical health group in a comprehensive school.”

Practical significance of this project is that The results obtained can be used in the practice of secondary education schools, colleges and lyceums. When working with schoolchildren in physical education, I strive to take into account as much as possible the factors that determine the success of their activities during learning.

Risks: The criteria for assessing the professional qualities of a teacher and the success of a student must take into account the new requirements for the quality of education:

children's education;

compliance with standard (regulatory requirements);

correspondence social needs and expectations;

compliance with the personal needs of the student and his parents.

The emergence of a new result of education has confronted teachers with the need to use activity-based technologies, methods and techniques for working with students in the medical health group in the classroom and outside of school hours.

Students who have a satisfactory state of health belong to the main medical group. Students with insufficient physical development and low physical fitness, or with minor health conditions belong to the preparatory medical group. This category of students is allowed to engage in physical education according to the program for the main group, taking into account some restrictions on the amount of intensity of physical activity (including temporary ones). It is very important to promptly identify children who have health problems that are not yet irreversible, but reduce physical performance and delay the development of the body. This is facilitated by early detection of pathological conditions, systematic observation for sick children and children exposed to risk factors. There are four criteria for assessing the health of children and adolescents:

presence or absence of chronic diseases; level of functioning of the main body systems;

degree of resistance to adverse effects;

level of physical development and the degree of its harmony.

The following health groups are distinguished:

Group I - healthy, without chronic diseases, with age-appropriate physical development. They rarely get sick;

group II - healthy, with morphofunctional deviations, without chronic diseases, but with deviations in physical development; group III - patients with chronic diseases in the compensation stage; rarely get sick acute diseases, feel good, have high performance;

group IV - patients with chronic diseases in the subcompensation stage, often ill, with reduced ability to work;

group V - patients with chronic diseases in the stage of decompensation. Typically, children with this pathology do not attend school; they are kept in special medical institutions.

In order to differentiated approach to organizing physical education lessonsAll students of general education institutions, depending on their health status, are divided into three groups: basic, preparatory and special medical. Classes in these groups differ in the curriculum, object and structure of physical activity, as well as the requirement for the level of mastery of educational material.

Object of study: educational process - physical education lesson.

Subject of study: pedagogical conditions for the formation of the need for a healthy lifestyle in students of the medical health group.

Hypothesis . The teaching process for schoolchildren of the preparatory medical group will be more effective if:

a set of psychological and pedagogical techniques will be developed to help motivate students to lead a healthy lifestyle;

interaction between the teacher and students will be built taking into account the personal, psychological and physiological characteristics of the child, his interests and health capabilities;

a favorable psychological climate will be created in class and extracurricular activities.

should include students whose physical development is insufficient or weak, as well as those children who have various contraindications to classes.

Preparatory group for physical education involves preventing students who are part of it from intense physical activity, as well as exercises of a competitive nature. In addition, children in this category are not allowed to compete. However, despite the presence of such restrictions, if a child does not have significant contraindications to physical activity, he, along with other children, passes the standards and exams required for certification.Forms of organizationteaching physical education to schoolchildren of the preparatory medical health group in a comprehensive schoolconstitute a specific system that covers:

physical education lessons;

physical education and health activities during the school day (gymnastics before the start of classes, physical education minutes during lessons, games and physical exercises during breaks);

extracurricular physical education activities (classes in physical education clubs and sports sections, sports competitions);

extracurricular sports activities (at the students’ place of residence, classes in children’s and youth sports schools, sports societies, amateur physical exercises for schoolchildren in the family, at school and courtyard playgrounds, stadiums, and parks)

Product of the pedagogical project:

educational module “Methodology and practice of teaching physical education to schoolchildren of the preparatory medical health group in a secondary school”

In physical education lessons, traditional didactic methods are used: verbal, visual, practical exercises.

1. Verbal methods are often used

explanations when there is a message of new material or additions to the technique of elements.

explanations and comments when students perform individual elements of the technique, to correct errors and inaccuracies.

The main requirement: specificity and accuracy of explanations.

Verbal methods

When performing the exercises correctly, the comment plays the role of encouraging interest in the lesson and increasing motivation to study.

The story and conversation are carried out while studying the safety instructions. Dialogue helps to activate students to master of this material. Lectures are held with the presentation of theoretical information.

Non-imitation methods active learning lecture-dialogue. It involves presenting material through a series of questions that students must answer during the lecture. For example, when studying the topic “Preventive and rehabilitation measures in physical education,” schoolchildren are given a choice of means of recovery after training or injury, and they decide which ones are best suited to a particular case. To increase student activity in the classroom, the following verbal methods are used:

1) commands: for changes and formations, movements around the hall.

2) instructions (methodological and organizational)

3) counting: for warm-up exercises on the spot and while walking.

To increase the emotionality of the classes, musical accompaniment is provided during the warm-up. The problem-based learning method is used both in theoretical and practical classes. For example, in a practical lesson the task is set: the development of the biceps brachii muscle (biceps), and students must choose the means of training it themselves from the exercises offered to choose from.

Visual

methods

Visual methods are given using direct and indirect demonstration. In addition to performing exercises, the teacher uses demonstrations during physical education lessons. visual aids: cards, filmograms,DVD, and video materials.

Demonstration in physical education lessons plays a special role, since schoolchildren remember not what they hear, but what they see. Therefore, it is necessary to comply with the requirements for direct display. It must be correct, accurate and given with the necessary spatio-temporal characteristics. The teacher's demonstration is often accompanied by verbal comments.

Practical method

exercises

A very large and important group of methods is the practical implementation of exercises. No matter how many exercises a student knows and sees, if he does not do it himself, he will never master it. All movements need to be felt through your body and only with repeated repetition of the exercise do they become memorized.

Methods of practical exercises are carried out:

holistic method: strictly regulated exercise, partially regulated exercise;

dismembered exercises;

game method;

competitive method.

We use all these methods in physical education lessons.

A distinctive feature is the individual approach to students. This is explained, first of all, by the different levels of health of schoolchildren, their physical and mental abilities. Different levels of development of physical qualities and movement techniques.

Organization of classes with students assigned to the preparatory medical group.

Only with systematic and scientifically grounded medical and pedagogical control does physical education become an effective means of preserving and strengthening the health of children and adolescents and improving their physical development. In this regard, a physical education teacher must be sufficiently prepared in matters of the influence of physical exercise on a growing organism, the hygiene of physical exercise, the organization and methodology of physical education, taking into account the anatomical and physiological characteristics of the schoolchildren’s body, in matters of medical and pedagogical control.

The main objectives of physical education for students classified for health reasons in the preparatory medical group are:

Promotion of health, promotion of proper physical development and hardening of the body;

Increasing the functional level of organs and systems weakened by the disease;

Increased physical and mental performance;

Increasing the immunological reactivity and resistance of the body as a means of combating allergization caused by colds and the presence of foci of chronic infection;

Formation of correct posture, and, if necessary, its correction;

Training in rational breathing;

Mastering basic motor skills and abilities;

Education of moral and volitional qualities;

Fostering interest in independent physical education classes and introducing them into students’ daily routine;

Creating the prerequisites necessary for students’ future work activities.

To ensure proper control over the physical education of weakened children, clear interaction between the departments of education, health care and medical institutions (polyclinics and medical and physical education dispensaries - VFD) is necessary.

This group includes children who have a slight delay in physical development due to a previous illness or who have chronic diseases with frequent exacerbations. The preparatory group of children engages in physical education at the level of the main group, only without intense loads and with lower standards. The teacher needs to select a set of exercises that will not worsen the general physical condition.

Students with insufficient physical development and low physical fitness or with minor deviations in health status belong to the preparatory medical group. This category of students is allowed to engage in physical education according to the program for the main group, taking into account some restrictions on the volume and intensity of physical activity (including temporary). (Letter of the Ministry of Education of the Russian Federation dated October 31, 2003 No. 13-51-263/13 “On the assessment and certification of students assigned for health reasons to a special medical group for physical education”).
The final grade of students in physical education consists of several indicators: students’ mastery of theoretical knowledge about physical education activities, mastery of methods of physical education activities, and fulfillment of standard indicators of physical fitness.

The objectives of physical exercises with students in this group are: strengthening their health, improving physical development and physical fitness, and transferring them to the main group. When studying and performing various motor actions associated with increased loads, the requirements for students are reduced. The curriculum material is taught with ease of complexity, reducing the duration of exercises and the number of repetitions. Exclude exercises associated with large muscle tension. The load in running, jumping, exercises with weights, overcoming obstacles, and relay races is limited. Motor tasks Schoolchildren in this group can have both group and individual lessons.
The main form of physical education for students with health problems is a lesson where the duration of the preparatory and final parts increases. In the preparatory part (up to 20 minutes), general developmental exercises are performed (at a slow and medium pace), alternating with breathing ones. In the final part of the lesson (3-5 minutes) perform simple exercises relaxation, walking at a slow pace, breathing exercises. Motor modes for children with poor health are recommended to be performed at a heart rate of 120-130 beats/min, with a gradual increase in the intensity of physical activity in the main part of the lesson and heart rate to 140-150 beats/min. (monitoring the load by pulse, breathing and external signs of fatigue in children).
In addition to lessons, the following are used:

morning hygiene exercises;

gymnastics before lessons, physical education minutes during general education lessons;

physical education breaks while doing homework;

low-intensity outdoor games during recess, various outdoor sports activities in the summer and winter time of the year.

Methodological recommendations for classes with preparatory group students:

When studying various motor actions associated with increasing load, the requirements for students decrease.

The training material should be less complex, the duration of completion and the number of repetitions should be reduced.

Loads in running, jumping, exercises with weights, overcoming obstacles, and participation in relay races are limited. Exercises associated with significant prolonged muscle tension are excluded.

A smaller amount of physical exercise is performed that requires significant amounts of speed, strength and endurance, which can cause significant circulatory and respiratory problems.

When working with children in the preparatory group, it is very important to often emphasize every, even very small, success, and, conversely, not to emphasize mistakes, especially in front of the class.

It is imperative to ensure the accessibility of tasks and a gradual increase in the volume and intensity of physical activity.

When conducting a game in the final part of the lesson, it is necessary to either reduce the degree of student participation (offering a quieter role), or reduce the time they play (providing Extra time recovery).

During relay races, which include stages of varying difficulty, students of the preparatory groupassign simple (or less time-consuming) steps, i.e. create easier conditions (preferably so that this is not noticeable to other students).

Diet therapy is recommended , maintaining a rational daily routine and alsomotor mode(Special attention paid to the selection of motor homework, physical education breaks when doing homework in other subjects, performing other physical education and health activities in the daily routine, sufficient exposure to fresh air and sufficient sleep duration). Children are required to participate in activities general program physical education, but they are given the opportunity to pass control standards with a delay.

Additionally, children are recommended to participate in physical education and health groups or general physical training groups.

Participation in competitions is possible with additional permission from a doctor.

Lessons of general physical education (or general physical training) serve the purpose of creating a reliable foundation for physical development, education and upbringing, necessary either for broad preparation for any motor activity, or for preparation for relatively limited activity in any special area. The first ones are distinguished by great richness and variety of content and structure. They are most typical for the physical education of school-age children. The latter are used in specialized physical education (sports training, professional-applied and military-applied physical training, etc.), and their content is subject to the specifics of this particular type of training.

Lesson content usually refers to the physical exercises offered to students. However, such an understanding is one-sided and shallow. Essential, leading to a certain result, is the very capacious, multi-imaginative activity of the students, manifested in listening to the teacher, observing what he shows, comprehending what is perceived, designing upcoming actions, directly performing exercises, monitoring and evaluating them, discussing emerging issues with the teacher, monitoring the state of one’s body, regulating emotional manifestations, etc. It is all these elements of the activity of those engaged in the lesson that should be considered its main content, since the result of knowledge ultimately depends on them.

The structure of a lesson is usually understood as the presence in it of several, characteristic in content, interrelated components, located in a certain sequence. In general, it is perceived as a grouped sequence of exercises performed, determined by the logic of the unfolding of the educational process. Essentially, this is also the sequence and necessary interrelation of all actions, both of the teacher and the students, on which the successful completion of the next exercises and the transition to subsequent ones depends. What is decisive, of course, is the structure of the interconnected actions of the teacher (explanations, demonstrations, insurance, analysis, value judgments, etc.) and the students (observing what is shown, comprehending tasks, solving motor problems, performing the exercises themselves, etc.).

The preparatory part of the lesson plays a supporting role and serves to create the necessary prerequisites for the main educational work. The characteristic tasks that the teacher solves in this part are:

a) initial organization of students, capturing their attention, familiarizing them with the upcoming work and creating the psychological attitude necessary for its success;

b) gradual functional preparation of the body for increased loads and changes in its physical state (“warming up”); c) creating a favorable emotional state.

The main part of the lesson serves to directly solve all the educational, educational and hygienic (health-improving) tasks of physical education provided for in the programs and plans for current work. This is a harmonious general and necessary special development of the musculoskeletal system, cardiovascular and respiratory systems, the formation and maintenance of good posture, hardening of the body; equipping those involved with general and special knowledge in the field of motor activity, the ability to control their motor system, as well as the formation and improvement of motor skills of a general educational, applied and sports nature; general and special education of motor (physical), as well as moral, intellectual and volitional qualities.

The main part of the lesson can use any physical exercises that serve effective solution the listed tasks. It may also include exercises characteristic of the introductory and final parts, if it is necessary to create any additional prerequisites for carrying out the main exercises, restore temporarily decreased performance of certain organs, etc.

The final part of the lesson is intended to complete the work, bring the body into an optimal state for subsequent activities, and also create, to the extent possible, a mindset for this activity. The most typical objectives of the final part of the lesson are: reducing general excitation of the cardiovascular, respiratory and nervous systems, excessive tension of individual muscle groups; regulation of emotional states; summing up the lesson, a brief analysis, if necessary, of individual aspects of educational activity or the behavior of students, familiarizing them with the content of regular classes and homework assignments, etc.

Lesson management methods refer to ways of organizing students in class to perform exercises in accordance with the teacher's plan. The main methods used in schools are: frontal, continuous, shift, group and individual.

Frontal method - exercises are performed simultaneously by all students. Its advantage is a large coverage of children, achieving high lesson density and heavy load. The frontal method is the best for performing exercises collectively, when all children simultaneously follow the teacher’s instructions or commands. This method can be used when teaching most exercises in the school curriculum (gymnastic formations and formations, walking, running, some types of jumping, throwing, posture exercises, with balls, sticks, short jump ropes, games, skiing and elements of skiing).

At each lesson, the teacher should achieve sufficient physical activity on the body of students, which, in parallel with solving educational problems, will provide the necessary improvements in the functional activity of the body. To do this, you need to skillfully use physical exercises and know what effect they have on the body of those involved. There are many ways to determine the effects of exercise on the body. These include: measuring blood pressure, body temperature, pulse, studying blood composition, etc. Of these methods, a teacher can most often use pulse measurements.

The difficulty in regulating the load is the significant number of children with different physical training training at the same time. IN practical work It is necessary to focus on children with average physical fitness.

Stronger students should be given individual sessions, offering them additional exercises, and carefully protecting weakened children from overload, limiting them in performing exercises.

a) changing the number of exercises and games;

b) different number of repetitions of exercises;

c) increasing or decreasing the time allotted for performing exercises;

d) using different tempos of execution;

e) increase or decrease in the amplitude of movements;

f) complicating or simplifying exercises;

g) using various objects in exercises.

Assessment of students in grades 5-11 who are exempt from physical education classes after illness and who have an insufficient number of grades to assign a final grade

During a physical education lesson, an exempt student is either in class or in the library reading room (if the lesson is the first or last, then the student is at home).

If a student has an exemption, but is present in a physical education lesson and completes the teacher’s feasible tasks, then the assessment takes place in the lesson. If a student has an exemption and is not present in physical education lessons, then the final grade is assigned based on the completion of the written assignment. The procedure for completing and submitting the task:

After providing a certificate of exemption from physical education lessons or a reasonable application from parents (further confirmed by a certificate from a doctor), the teacher gives the student theoretical material on the topic being studied (as theoretical material the work of students from previous years can be used) and variants of questions on this material.

The texts given to students correspond to the program, learning outcomes and age of the students. In the penultimate week of the semester, students answer two questions in writing from the theoretical material given at the beginning of the study period and receive 2 marks.

Summary table on the number of students with a physical education health group (basic, preparatory and special)

Academic year

2010-2011

2011-2012

2012-2013

2013-2014

Total students

868

897

808

895

Main group

717

715

720

719

Preparatory group

139

171

165

166

Special group

Poor posture

207

300

312

306

Scoliosis

Visual impairment

155

120

155

Flat feet

Obesity

References

Balsevich V.K. Physical training in the system of educating a culture of a healthy lifestyle for a person (methodological, environmental and organizational aspects) // Theory and practice of physics. culture. 1990, No. 1, pp. 22-26.

Baranov A.A. The health status of children and adolescents in modern conditions: problems, solutions // Ros. Pediatric journal. 1998, No. 1, pp. 5-8.

Berezhkov L.F. Taking into account the dynamics of the health status and hormonal system of schoolchildren to form the conceptual foundations of valeology // Health and education: pedagogical problems of valeology. St. Petersburg 1997, pp. 22-24

Vainbaum Y.S., Koval V.I., Rodionova T.A. Hygiene of physical education and sports: Textbook. for students higher ped. textbook establishments. – M.: Publishing house. Center "Academy", 2002. –240 p.

Velitchenko V.K. The supporting documents are currently being prepared. // Ed. “Pedagogy”, “Physical education at school”, 1987., No. 12

Velitchenko V.K. Physical education for weakened children: Method. village – M.: Terra-sport, 2000. – 168 p.

Viru A.A., Yurimae T.A., Smirnova T.A. Aerobic exercise. – M.: FiS, 1988. – 142 p.

Volkov V.M. Physiological features of sports training for school-age children // Sports physiology. M., 1986, p. 192-218.

Demin D.F. medical supervision during physical exercises. – M., FiS, 1994.

Ishmukhametov M.G. Differentiated physical education taking into account diseases of children and adolescents. // Physical culture: upbringing, education, training. 2004, No. 4, pp. 45-46.

Fomina A.I. Physical education classes and sports games at school.-M.: Education, 1974:-192 p.: ill.

Khukhlaeva D.V. Methods of physical education in educational institutions: a textbook for students of pedagogical schools. -3rd ed., revised. and additional – M.: Education, 1984. – 208 p.: ill.

(4 hours)

Lecture

1. The importance of a physical education lesson in solving the problems of physical education of schoolchildren. Types, types, structure of a physical education lesson and characteristics of its parts.

2. Requirements for conducting a modern physical education lesson. Defining lesson objectives. Preparing the teacher for the lesson. Organization of a physical education lesson (formation study groups, methods of organizing students’ activities in the lesson, distribution of time in the lesson).

3. Management of the process of physical education of students in the classroom (leadership styles, requirements for students, instructing students, preventing errors, etc.).

4. Homework in physical education and preparing students for independent physical exercise

1. The importance of a physical education lesson in solving the problems of physical education of schoolchildren. Types, types, structure of a physical education lesson and characteristics of its parts.

The dominant position of the physical education lesson (as the main form of physical exercise) is determined by the fact that it contains opportunities for solving the strategic tasks of physical education - the comprehensive, harmonious development of students, their focused and effective preparation for life (for work, military service, etc.) .).

In relation to all other forms of physical education of students, the physical education lesson has the following advantages:

1) is the most widespread form of organization, systematic physical exercise for schoolchildren;

2) is conducted on the basis of a scientifically based physical education program designed for a long period of study;

3) is carried out under the guidance of physical education and sports teachers, taking into account the age, gender and individual characteristics of schoolchildren;

4) promotes the targeted development and physical training of students, optimization of their physical condition.

Classification of lessons depending on the tasks to be solved. Based on their primary focus on solving educational, recreational or educational problems, four types of lessons are distinguished.

Combined lessons. All three groups of physical education tasks are represented in them approximately equally.

Lessons with a predominantly health focus are carried out in two versions: the first - developmental (formative) lessons that serve the development of various body systems, the second - restorative (rehabilitation) lessons aimed at restoring strength and performance.

Lessons with a predominantly educational focus differentiated depending on the specific tasks of moral or aesthetic education.

Lessons with a predominantly educational focus are divided into five types based on the identified didactic tasks: introductory lessons, lessons for learning new material, improvement lessons, mixed (complex) lessons, control (test) lessons.

Introductory lessons are carried out at the beginning of the academic year, quarter, when studying a new section of the curriculum. During these lessons, the teacher introduces students to the main tasks and content of academic work for the upcoming period, credit requirements and educational standards.

Lessons on learning new material (educational). Their main tasks are to familiarize students with new motor actions and their initial mastery.

Lessons in Improvement are used for in-depth study and consolidation of educational material.

Mixed (complex) lessons contain tasks and elements characteristic of the types of lessons listed above. In such lessons, the tasks of teaching, developing physical qualities, monitoring the level of physical fitness of students, etc. can be jointly solved. This type of lesson is most widely used in the practice of physical education.

Test lessons are aimed at identifying academic performance or determining the level of preparedness of students, checking their acquisition of knowledge, skills and abilities on a topic or section of the program, etc.

Based on the type of sport, there are lessons in gymnastics, athletics, swimming, etc. They have their own specific content, structural structure, etc.

The structure of the lesson and characteristics of its parts. Each physical education lesson consists of three functionally related components: preparatory, main, final. The sequence of these parts reflects the patterns of changes in the body's performance under the influence of physical activity. At the beginning of the load, the body overcomes the inertia of rest due to a gradual increase in the functional performance of its organs and systems. This is called the development phase, which corresponds to the preparatory part of the lesson. Then the achieved level of functional performance is maintained for a certain time with slight fluctuations in the direction of its increase and decrease. This is called the sustained performance phase, which corresponds to the main part of the lesson. As the functional reserves of the working organs and systems of the body (cardiovascular, respiratory, muscular, etc.) are consumed, the performance of the student gradually decreases. This is called the exhaustion or fatigue phase, which corresponds to the final part of the lesson.

1. Preparatory part of the lesson. Its main goal is to prepare students to perform exercises in the main part of the lesson. Based on this, the following methodological tasks are solved in the preparatory part:

Ensuring the initial organization of students and their mental attitude for the lesson (construction, communication of lesson objectives);

Activating attention and increasing the emotional state of students (drill exercises, various types of walking, running, exercises in motion, game tasks to activate attention and increase the emotional state of students);

Ensuring the general functional readiness of the body for active muscular activity (performing simple physical exercises: sets of general developmental exercises in formation and individual special preparatory exercises (on the spot in an open formation) without objects, with objects and weights; exercises on a gymnastic wall and benches, etc.);

Ensuring special readiness for the first type of exercises of the main part of the lesson (performing introductory and preparatory exercises)

When compiling a set of exercises for the preparatory part of the lesson, you should remember that the selection of exercises and their alternation depend on the tasks for which the complex is being compiled, as well as on the gender, age and physical fitness of the students. High-intensity exercises are not included in the preparatory part, as they can reduce the performance of those involved.

The set of warm-up products includes exercises with alternating effects on the main muscle groups and a gradual increase in load.

As a rule, exercises are performed on counts of 2, 4 and 8:

a) after a preliminary demonstration and explanation by the teacher;

b) simultaneously with the demonstration and explanation of the teacher;

c) only for display;

d) only by explanation.

The number of exercises in a complex usually does not exceed 8-10.

When conducting general developmental exercises to activate the attention of students and increase their emotional state, it is recommended to use:

1) hand clapping;

2) performing exercises with eyes closed;

3) performing exercises with fixation of individual positions (poses) on a count of up to 5-7;

4) performing exercises at different paces;

5) performing exercises with a gradual increase in the amplitude of movement;

6) performing the same exercise from different starting positions.

The following order of general developmental exercises is recommended: walking, running, exercises for the arms and shoulders, exercises for the torso, exercises for the legs, jumping, breathing exercises and relaxation exercises. It is necessary to select exercises so that they:

They started from different starting positions (various stances, squats, lying positions, supports and hand positions);

had different directions, kinematic and dynamic characteristics (different muscle groups, directions, amplitude, tempo and nature of execution);

When conducting lessons with the same class, you should strive to diversify the exercises in the preparatory part, always including elements of novelty in its content. Variety is ensured by updating several general developmental exercises in each lesson; changes in starting positions (standing, sitting, kneeling, lying); performing exercises mainly with a large amplitude and in different directions and planes, counting and independently without counting - according to instructions; using exercises with medicine balls, gymnastic sticks, clubs, etc.; application of various constructions.

To increase the interest of students in performing general developmental exercises and more successfully solving the problems of the preparatory part of the lesson, it is recommended to use a variety of ways to conduct these exercises.

The separate method is characterized by the fact that after performing each exercise of the complex there is a pause. With this method, students perform movements more accurately, and it is easier for the teacher to control them.

The flow method is that the entire set of exercises is performed continuously, without stopping, and the final position of the previous exercise is the starting point for the next one.

Doing exercises in pairs.

Performing exercises with objects (gymnastic sticks, jump ropes, medicine balls, with a gymnastic bench, on a gymnastic wall, etc.).

Doing exercises in motion.

The total duration of the preparatory part is 10-20% of the total lesson time and depends on the duration of the lesson, the type of educational material, ambient temperature, etc.

To successfully solve the problems of the preparatory part of the lesson, the teacher must:

choose the right place to display exercises;

show exercises at the right pace and from a convenient angle for viewing;

briefly and accurately name the exercises shown;

give commands correctly, timely and loudly enough;

help students with mirror displays, hints and calculations;

achieve accurate and synchronized execution of exercises;

correct mistakes made by students as they complete the exercises.

2. Main part of the lesson. The purpose of the main part is to solve the most significant health, educational and educational tasks provided for by the curriculum and plan of this lesson.

1) learning new motor actions;

2) consolidation and improvement of previously acquired motor skills and abilities of a general educational, applied and sports nature;

3) development of physical qualities;

4) education of moral, intellectual and volitional qualities;

5) formation of special knowledge.

First, new motor actions or their elements are learned. Consolidation and improvement of previously learned skills is carried out in the middle or end of the main part of the lesson. Exercises that require the manifestation of speed, speed-strength qualities, and fine coordination of movements are performed at the beginning of the main part of the lesson, and exercises related to strength and endurance are performed at the end. Moreover, the education of special endurance, if it is planned, is carried out earlier than the education of general endurance.

The composition of all exercises in the main part of the lesson should be such that they have a diverse impact.

In the process of teaching motor actions, the teacher should:

Avoid monotony in the manner of conducting a lesson, in the selection of teaching tools and methods;

use a variety of assessment methods: approval, encouragement, remark, censure. In this case, it is necessary to observe fairness and objectivity, a sense of proportion and tact;

correct errors individually, indicating the reason for their occurrence, and adhere to the requirements: teach everyone and each one separately;

to develop in students the ability to independently perform physical exercises.

To develop skills during the learning process, it is necessary to perform the correct movements with repetition at least 8-10 times, and when consolidating an already learned movement - within 20-30 times.

Repeated repetition of exercises, necessary to create strong skills, often causes students to become tired and lose interest in performing motor actions. This state is a natural reaction of the body to the monotonous nature of educational and practical activities. To maintain emotional tone and consolidate the material covered in the lesson, the teacher should complete the main part with outdoor games and game tasks and exercises including movements learned in the lesson.

However, it must be remembered that the game acts as an auxiliary, additional method. It is used only when the movement is sufficiently well mastered and the students’ attention is focused not so much on the motor act, but on the result of the action, the condition and situation in which it is performed. Outdoor play acts as a method of consolidating and improving a skill performed in a heightened emotional state, in changing situations, and with external counteractions. When including one or another element of motor action in games, it is important to ensure that the basic structure of movement is not disturbed during the game.

Determining the results of the game, identifying mistakes and incorrect actions are of great educational importance. When summing up, it is important to take into account not only the speed, but also the quality of execution of game actions.

In junior school age At the stage of learning exercises in the lesson, a competitive teaching method should be used. The object of competitive activity are indicators of the quality of performance of elements or integral motor actions.

When teaching motor actions, visual and auditory perception of the exercise being studied (visuality) is of great importance. The use of visual aids depends on the stage of learning. As a rule, at the stages of familiarization and initial learning of a motor action, it is used much more often, and at the stage of improvement it is used to correct errors that have appeared.

Not a single lesson should take place without including special exercises that contribute to the development of certain physical qualities. When choosing exercises that actively influence one or another physical quality, it is important to adhere to the following recommendations.

1. To achieve best results In order to develop speed in schoolchildren, exercises on instantly responding to various signals and covering short distances in a minimum time should be included in the lesson. In addition, it is necessary to select exercises that cause rapid movements, speed of action, and frequency of movements. Such exercises are starts from various starting positions, short-distance running, shuttle running, jumping rope, as well as outdoor and sports games, counter relay races, etc. Such exercises (with the exception of games and relay races) are best used at the beginning of the main parts of the lesson when the body is not yet tired.

The manifestation of maximum speed capabilities is facilitated by competitive and game techniques for performing exercises.

For the development of strength, general developmental exercises without objects and with objects are typical (climbing a vertical rope, pulling up, bending and straightening the arms while lying down, exercises on gymnastic apparatus, using dumbbells, exercise machines, various types of martial arts, etc.). It is advisable to include such exercises at the end of the main part.

Endurance must be developed in each lesson, using special exercises and increasing the density and intensity of classes. Middle-distance running, cross-country running, cross-country skiing, outdoor and sports games are especially effective. IN junior classes Mostly running is used at a slow, even pace, i.e. running at a speed of 2-3 m/s, as well as even running in combination with walking and sets of general developmental exercises. In middle and high schools, a uniform run lasting 8-25 minutes is used, repeated running on segments of 200-800 m, etc.

In the main part of the session, endurance exercises should always be performed last. Exercises to develop general endurance follow after exercises to develop special endurance.

The development of coordination of movements is facilitated by outdoor and sports games, acrobatic exercises, obstacle courses, relay races with objects and various exercises using non-standard equipment, etc. It is advisable to include these exercises at the beginning of the main part, and sometimes in the preparatory part.

To develop vestibular stability, you need to use balance exercises more often.

The specificity of the subject “Physical Education” helps the teacher to successfully develop the personal qualities of students in the classroom. In order to achieve the greatest effect in the education of morality, it is necessary to use various educational means at each lesson: selection of tasks that promote unity among students; organization of joint actions, mutual assistance, mutual assistance; encouraging positive and censure of negative actions performed by students in the classroom, etc. To develop personal qualities, it is necessary to set difficult but feasible tasks for students and stimulate the achievement of goals. Thus, to cultivate courage and perseverance, you can use exercises related to overcoming indecision and fear of performing, for example, vaults, exercises on gymnastic apparatus, etc.

The duration of the main part of the lesson depends on the volume and intensity of the load, the gender and age of the students, etc. As part of a school physical education lesson, it usually lasts 25-30 minutes.

3. The final part of the lesson. The goal of the final part of the lesson is to gradually reduce the functional activity of the students’ body and bring it to a relatively calm state. In accordance with this goal, a number of methodological tasks are solved:

reduction of physiological arousal and excessive tension of individual muscle groups (slow running, calm walking, exercises in deep breathing and relaxation, self-massage);

regulation of emotional state (calming outdoor games, game tasks, attention exercises);

summing up the lesson with the teacher’s assessment of the results of the students’ activities (here it is necessary to provide for further stimulation of the conscious activity of the students in subsequent lessons);

message homework for independent physical exercises, for tightening “weak spots”.

The duration of the final part of the lesson is 3-5 minutes.

2. Requirements for conducting a modern physical education lesson. Defining lesson objectives. Preparing the teacher for the lesson. Organization of a physical education lesson (formation of study groups, methods of organizing student activities in the lesson, distribution of time in the lesson).

Lesson requirements. A physical education lesson has features determined by the age capabilities of students in different classes, the content of educational programs, the complexity of solving pedagogical problems, the place of each lesson in a number of other general education lessons and in the school day. All this indicates the need to comply with a number of requirements for its organization and conduct. The main ones include the following.

1. Clarity in setting goals and objectives. The lesson solves health, educational and educational problems. During the organization of educational activities in the lesson, the teacher ensures not only the mastery of motor skills, the development of basic physical qualities, and the acquisition of the mandatory minimum knowledge in physical education, but also promotes the development of students’ personal qualities (courage, perseverance, collectivism, etc.). The formulation of lesson objectives, as a rule, is extremely specific, concise, takes into account the composition of students, their age, physical development and preparedness, ensures continuity of previous lessons with subsequent ones and reflects the planned final results with the greatest possible certainty. The optimal number of problems solved in one lesson is no more than 2-3.

Compliance of the composition of the educational material with the curriculum and the nature of the assigned tasks. Extracurricular material can only be used for the purpose of individualizing learning.

Expedient selection of teaching tools and methods, taking into account the didactic purpose and objectives of the lesson. None didactic purpose or the task cannot be successfully solved without a premeditated selection of educational material, taking into account the specific features of the topic, on the one hand, and the achieved level of preparedness, age and gender characteristics of students, on the other.

Those With connection between lessons and previous and subsequent ones. Each lesson has a consistent connection in terms of the focus of pedagogical tasks, the content of educational material, the volume and intensity of workloads with subsequent and previous lessons.

A combination of frontal, group and individual work. The educational process becomes effective only if the individual characteristics of the students and the educational material are taken into account.

Constant modification of the content of the lesson, methods of its organization and delivery. The variety of content, methodology and procedural support of the lesson helps to develop students’ interest in physical exercise and encourages them to be active.

Ensuring lesson safety. The increased risk of injury in a physical education lesson is due to the fact that its specific content is a variety of motor activities on gymnastic apparatus, with and without apparatus. Improper organization of the educational process can lead to various injuries to students (bruises, dislocations, concussions, fractures, etc.). Well-thought-out organization of the lesson, techniques and methods of assistance and insurance, special attention paid to exercises with an increased risk of injury (dismounting from gymnastic apparatus, rope climbing, grenade throwing, etc.) make it possible to eliminate injuries during the lessons.

8. Constant monitoring of the progress and results of students’ educational activities. At each lesson, operational management of student activities is provided. It is carried out on the basis of analysis and assessment of the implementation of educational tasks and the body’s reaction to loads, taking into account the subjective feelings of the students.

Lesson methodology physical culture is an integral part of the management cycle of the physical education process. It includes:

1) Planning the process of physical education

2) Organization of physical education lessons

3) Management of the process of physical education in the classroom

4) Monitoring the results of physical education.

Setting goals. Specific tasks must be set before each lesson. In the methodology of physical education, all tasks are usually divided into three groups, based on their focus: educational, health-improving and educational. Pedagogical objectives need to be formulated, perhaps more specifically, while educational ones - indicating the level of mastery of movement techniques.

Educational objectives equip students with knowledge of physical education, skills and abilities to perform physical exercises.

When teaching motor actions, the lesson objectives are formulated as follows:

when familiarizing yourself with a motor action: “Familiarization with the technique...” (and then the exercise or its individual element that is being mastered is indicated);

when learning a motor action: “Learning the technique of performing...”;

when improving motor action: “Improving the technique of execution...”.

The first task in the lesson is to familiarize yourself with the technique of a particular motor action, the second is to unlearn, and the third is to improve.

Wellness tasks provide for the provision of physical development and physical fitness possible at a certain age, the formation of posture and the provision of the best conditions during classes for the health-improving effect of exercises on the body of those involved.

The formulation of health-improving tasks is carried out as follows: “formation of correct posture, achieving a free, relaxed position of the torso while walking and running”, “development of general endurance using cross-country running”, etc.

When solving problems of developing physical qualities, formulations with a brief terminological notation are recommended, the first word of the problem formulation is “education”, then a specific physical quality is indicated and then the exercise with which this problem is solved is required. (“Cultivating speed of movement in short-distance running”).

Educational tasks provide a positive impact of physical exercise on the development of the characteristics and qualities of the student’s personality.

When solving problems of personality education, the formulations are specified in accordance with the age characteristics of the students and the specific content of the educational material, for example: “Cultivating courage when dismounting from a gymnastics goat,” “Cultivating a sense of endurance in cross-country skiing at a distance of 5 km,” etc.

Organization of the physical education process

Organization of the physical education process includes the following main activities:

1.Preparing the teacher for the lesson .

The effectiveness of a physical education lesson largely depends on how much the teacher will implement the plan he has outlined, apply the most rational methods of organizing the activities of students and methodological techniques, productively use the available equipment, inventory, technical teaching aids, taking into account the specifics of the location of the lesson (gym or a school sports ground, stadium or park, flat or rough terrain), temperature conditions, preparedness of schoolchildren, their age and individual characteristics.

THAT. The success of any lesson depends on the degree of thoroughness of the teacher’s preparation. A distinction is made between advance and immediate preparation.

Advance preparation includes:

– development of lesson plans;

– providing the educational process with equipment and supplies

(non-standard), teaching aids;

– teacher training;

– preparation of student assets to help the teacher in the lesson.

Direct preparation

– viewing the lesson notes;

– viewing your appearance;

– assessment of mastery of lesson material;

– preparation of the place of classes, equipment, teaching aids (additional exercises), technical training;

– ensuring sanitary and hygienic conditions for classes (locker rooms), wet cleaning of the hall;

– checking the presence of group leaders.

Sanitary and hygienic provision of conditions for conducting a lesson, it provides a whole range of activities that ensure the healing effect of physical exercise.

In this regard, the sanitary and hygienic condition of training places must strictly comply with established standards (in any case, this should be achieved). Thus, the air temperature for the gym is maintained (the most favorable)! within 14-16°C.

After each class lesson at school, it is necessary to ventilate the hall during the entire break. It has been established that air ventilation in a person’s lungs at rest ranges from 4 to 6 liters per minute, and during high-intensity exercise (running, sports games, etc.), the absorption of air by the body increases 10 times or more. Therefore, it is extremely important to ensure proper air purity in places where physical exercises take place.

Very much attention should be constantly paid to maintaining the cleanliness of the hall floor, gymnastic mats, equipment, and sports equipment. After each lesson, wet cleaning of the hall floor should be carried out, the gymnastic mats should be wiped with a wet cloth, and major cleaning - washing the floor, wiping down equipment, equipment (first with a wet method, and then with a dry cloth) must be done after all classes in the hall.

Failure to comply with these important sanitary and hygienic requirements leads to a large accumulation of dust in the room. Exercising in such conditions causes great harm to health, as dusty air enters the lungs. In addition, in an uncleaned hall, the bodies and sportswear of those exercising become contaminated.