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Introduction
2. Performance phases
4. Changes in the performance of schoolchildren in the process of educational activities
5. Observation of changes in the performance of schoolchildren in the process of educational activities
Conclusion
Bibliography
Introduction
The human body, and especially the child’s, does not immediately engage in any work, including mental work. Some getting into the work (working in) is necessary. The burn-in phase is followed by a phase of optimal performance.
Heavy teaching load, irrational teaching and learning regime labor activity or their incorrect alternation during the day and week causes pronounced fatigue of the body.
student performance training load
1. Performance and its dynamics
Efficiency is understood as a person’s ability to develop maximum energy and, using it sparingly, achieve a goal with high-quality performance of mental or physical work. Mental and muscular (physical) performance is closely related to age: all indicators of mental performance increase as children grow and develop.
The rate of increase in the speed and accuracy of mental work as age increases unevenly and heterochronically, similar to changes in other quantitative and qualitative characteristics that reflect the growth and development of the organism.
At all ages, students with health problems have a lower level of mental performance compared to healthy children and the class as a whole.
In healthy children 6-7 years old who enter school with insufficient readiness of the body for systematic learning in a number of morphofunctional indicators, performance is also lower and shows less stability compared to children who are ready for learning, quickly adapt to it and successfully cope with emerging difficulties . However, the stability of performance in these children, unlike weakened schoolchildren, usually increases by the end of the first half of the year 1 .
After prolonged, excessive work, as well as during monotonous or strenuous work, fatigue sets in. A characteristic manifestation fatigue is a decrease in performance. The development of fatigue is associated, first of all, with changes occurring in the central nervous system, disruption of the conduction nerve impulses in synapses.
The rate of onset of fatigue depends on the condition nervous system, the frequency of the rhythm in which the work is performed, and the magnitude of the load. Uninteresting work quickly causes fatigue. Children get tired with prolonged immobility and with limited physical activity.
After rest, performance is not only restored, but often exceeds the initial level. THEM. Sechenov was the first to show that restoration of performance when fatigue sets in occurs much faster not with complete rest and rest, but with active rest, when a switch to another type of activity occurs.
Fatigue is preceded by a subjective feeling of tiredness and the need for rest. In case of insufficient rest, fatigue, gradually accumulating, leads to overwork of the body 1 .
Overwork of the body manifests itself in sleep disturbance, loss of appetite, headaches, indifference to current events, decreased memory and attention. The sharply reduced mental performance of the body is reflected in the academic performance of children. Prolonged overwork weakens the body's resistance to various adverse influences, including diseases.
Overwork in children and adolescents can occur as a result of excessive or improperly organized educational and extracurricular activities, work activity, reduction in sleep duration, rest on outdoors, poor nutrition.
The biological significance of fatigue that develops in children and adolescents during educational and work activities is twofold: it is a protective, protective reaction of the body against excessive depletion of functional potential and at the same time a stimulator of subsequent growth in performance.
The annual growth rate of mental performance indicators from 6 to 15 years ranges from 2 to 53%.
The speed and productivity of work in the first three years of schooling increases at the same rate by 37-42% compared to the level of these indicators when children enter school. Over the period from 10-11 to 12-13 years, work productivity increases by 63%, and quality and accuracy increase by only 9%. At 11-12 years old ( V-VI classes) there is not only a minimal growth rate of the quality indicator (2%), but also a deterioration in a significant number of cases compared to previous ages. At 13-14 (girls) and 14-15 years old (boys), the rate of increase in the speed and productivity of work decreases and does not exceed 6%, while the increase in the quality of work increases to 12%. At 15-16 and 16-17 years old ( IX-X grades) productivity and accuracy of work increase by 14-26%.
During the period of organized active rest restoration processes not only ensure the return of performance to the original - pre-working level, but can raise it above this level. At the same time, fitness occurs when the next load follows the restoration and strengthening of performance after previous work, while chronic exhaustion occurs when the next load follows before the restoration of performance has reached its initial level.
Alternating mental work with physical work, switching from one type of activity to another, stopping the mental work of children and adolescents at the moment of a sharp decline in performance (not far from the stage of fatigue) and the subsequent organization of active rest contribute to the restoration of the functional state of the central nervous system.
By systematically performing work (studies, work) within the age normative limits of duration, improvement of mental performance is achieved.
In most children and adolescents, the activity of physiological systems increases from the moment of awakening and reaches an optimum between 11 and 13 hours, followed by a decline in activity followed by a relatively shorter and more pronounced rise in the interval from 16 to 18 hours. Such natural cyclical changes the activities of physiological systems are reflected in the daily and diurnal dynamics of mental performance, body temperature, heart rate and respiration, as well as other physiological and psychophysiological indicators.
In the articles by M. Bronislav and D.Sh. Matrosova with different sides highlight the problem of normalizing the academic workload of schoolchildren.
Human performance is determined by the influence of various external and internal factors, which can be divided into three main groups:
1st - physiological nature - the state of the cardiovascular system, respiratory, etc.;
2nd - physical nature- degree and nature of room illumination, air temperature, noise level, etc.;
3rd - mental nature- well-being, mood, motivation, etc.
A person’s performance cannot be constant, so it is necessary to know its changes during the day, week, semester, academic year and during the session in order to neutralize its possible negative consequences.
2. Performance phases
The human body, and especially the child’s, does not immediately engage in any work, including mental work. It takes some time to get into the job, or getting used to it. This is the first phase of performance. During this phase, quantitative (amount of work, speed) and qualitative (number of errors - accuracy) performance indicators often either asynchronously improve or deteriorate before each of them reaches its optimum. Such fluctuations are the body’s search for the most economical thing to work with ( mental activity) level is a manifestation of a self-regulating system.
The burn-in phase is followed by a phase of optimal performance, when relatively high levels of quantitative and qualitative indicators are consistent with each other and change synchronously. Positive changes highest nervous activity correlate with indicators reflecting the favorable functional state of other physiological systems.
After some time, less for students aged 6-7 years and more for adolescents, boys and girls, fatigue begins to develop and the third phase of performance appears. Fatigue manifests itself first in an insignificant, and then in a sharp decrease in performance. This jump in performance decline indicates the limit efficient work and is a signal to stop it. The decline in performance at its first stage is again expressed in a mismatch between quantitative and qualitative indicators: the amount of work turns out to be high, and the accuracy is low. At the second stage of decreased performance, both indicators deteriorate in a consistent manner 1 .
Change in performance during school day. During the school day, as a rule, the following phases of changes in the performance of older schoolchildren are observed:
1. Running in (10-15 min). It is characterized by a gradual increase in performance and the formation of a working dominant.
2. Optimal (sustainable) performance (1.5-3.0 hours). In this phase, changes in body functions are adequate to the educational activity being performed.
3. Full compensation. Initial signs of fatigue appear, which are compensated by force of will and positive motivation.
4. Unsustainable compensation. Fatigue increases, and the productivity of educational activities decreases.
5. Progressive decrease in performance. A short-term increase in performance is possible due to the mobilization of the body's reserves (ultimate breakthrough).
6. A sharp decrease in work productivity. The working dominant is fading.
At the stage of a sharp decrease in performance, the functional state of the central nervous system deteriorates even more rapidly: protective inhibition develops, which outwardly manifests itself in children and adolescents in lethargy, drowsiness, loss of interest in work and refusal to continue it, often in inappropriate behavior.
Developing fatigue is a natural reaction of the body to a more or less prolonged and intense load. Exertion that causes fatigue is necessary. Without this, the development of children and adolescents, their training, and adaptation to mental and physical stress is unthinkable. But planning and distribution of these loads must be carried out skillfully, taking into account the age, gender, morphofunctional characteristics of schoolchildren.
During the period of organized active rest, recovery processes not only ensure the return of performance to the original - pre-working level, but can raise it above this level. At the same time, fitness occurs when the next load follows the restoration and strengthening of performance after previous work, while chronic exhaustion occurs when the next load follows before the restoration of performance has reached its initial level. Alternating mental work with physical work, switching from one type of activity to another, stopping the mental work of children and adolescents at the moment of a sharp decline in performance (not far from the stage of fatigue) and the subsequent organization of active rest contribute to the restoration of the functional state of the central nervous system.
Systematic performance of work within the age normative limits of duration achieves the improvement of mental performance.
In most children and adolescents, the activity of physiological systems increases from the moment of awakening and reaches an optimum between 11 and 13 hours, followed by a decline in activity followed by a relatively shorter and more pronounced rise in the interval from 16 to 18 hours. Such natural cyclic changes in the activity of physiological systems are found reflected in the daily and daily dynamics of mental performance, body temperature, heart rate and respiration, as well as in other physiological and psychophysiological indicators.
Daily periodicity of physiological functions, mental and muscle performance has a permanent character. However, under the influence of the educational and work activity regime, changes in the functional state of the body, primarily the central nervous system, can cause an increase or decrease in the level at which the daily dynamics of performance and vegetative indicators unfold.
A heavy workload, an irrational regime of educational and work activities, or their incorrect alternation during the day and week cause pronounced fatigue of the body. Against the background of this fatigue, deviations arise in the regular daily periodicity of physiological functions. Thus, in cases of excessive production and educational load, almost half of the students in vocational schools had
1 Gorbunov N.P. Functional state of schoolchildren in the process of adaptation in educational activities // Pedagogy. - 2005. - No. 6. - With. 9-13.
not only deviations in the daily dynamics of performance were diagnosed, but also erratic changes in body temperature and heart rate.
Optimal performance status in morning hours, a decline in performance in the second half of the day is typical for the majority of healthy, academically successful students in all grades. During wakefulness (from 7 to 21-22 hours), the periodic curves of performance and physiological functions in 80% represent a two-peak or single-peak type of oscillation.
3. Weekly performance dynamics
In addition to the daily periodicity of physiological functions and psychophysiological indicators, including performance, their weekly changes are clearly expressed. The greatest efficiency occurs in the middle of the week - on Wednesday, and decreases by Saturday. On Monday a person gets involved in work, from Tuesday to Thursday he works with with full dedication, and on Friday there is a sharp decline in performance.
On Monday, students of all grades secondary schools and vocational schools, low rates of mental performance are recorded. On Tuesday and Wednesday, students are characterized not only by a higher level of mental and muscular performance indicators, but also by greater stability. Thursday and Friday in most cases turn out to be days of reduced performance and the least stability.
Saturday is the most unfavorable school day. The performance of children and adolescents can be low. However, often on Saturday there is an increase in the positive emotional mood of students in connection with the upcoming day of rest, anticipation of interesting things to do and entertainment, excursions, hikes, and visiting the theater on Sunday. The body, despite fatigue, mobilizes all its available resources, which is expressed in a relative increase in mental performance - the phenomenon of the so-called final impulse.
Changes in body position - motor restlessness registered in students during lessons is defensive reaction body. Number of movements, duration of storage relative constancy postures and the frequency of using the desk lid as additional support for the body also objectively reflect the increase in students’ fatigue and decrease in their performance. For example, from Monday to Saturday in children 7-8 years old, the total number of movements in lessons increases by 32%, the duration of maintaining a constant posture decreases by 65%, and the stability of standing upright also decreases.
In children 6 and 7 years old who are starting systematic education, during the period of adaptation to educational loads, new learning conditions and discipline requirements in the first 6 - 9 weeks, the days of optimal performance, when relatively high speed and accuracy of work are consistent with each other, shift from Tuesday to Thursday. Only after some time is a permanent day established for the best performance of first-graders - Tuesday.
For students in grades 7-8 and high school, optimal performance in most cases occurs on Tuesday. On Wednesday, a sharp decline in all performance indicators is recorded, and on Thursday there is a significant increase in the speed and accuracy of work. A drop in performance on Wednesday indicates the early onset of fatigue, significant tension in the mechanisms regulating the functional state of physiological systems and the search for resources to level out performance. The result is a relatively high, but one-day (Thursday only) increase in the levels of all performance indicators. However, there is no strengthening of the levels, and on Friday there is a deterioration in performance, a pronounced imbalance between the processes of excitation and inhibition in the nerve cells of the cerebral cortex, and a weakening of active internal inhibition.
Very often, the decline in performance by the middle of the week and the body’s search for resources to level it out lasts for high school students until Friday. Then only on Friday does a relative increase in working capacity appear, however, with low stability. In these cases (rise on Thursday or Friday), the weekly curve of student performance has two peaks and, accordingly, two declines.
1. Changes in students’ performance during educational activities
In the first half of school hours, most students junior classes performance is maintained relatively high level, finding a rise after the first lesson. By the end of the third lesson, performance indicators deteriorate and decrease even more by the end of the fourth lesson.
In accordance with the dynamics of performance indicators, the behavior of students changes during the school day. At the beginning of the third lesson, there is a decrease in students' attention. They look out the window, absent-mindedly listen to the teacher’s explanations, often change their body position, talk and even get up. The short period of excitement in most children gives way to lethargy from the second half of the third lesson; children stretch, yawn, do not follow the teacher’s explanation well, and have difficulty retaining correct posture. From the beginning of lessons to their end, motor restlessness increases.
For middle and high school students school age for equal study time, less profound changes in the functional state of the nervous system were revealed than in schoolchildren primary classes. However, by the end of the fifth hour of classes in middle and high school students, changes in the functional state of the central nervous system are significantly pronounced. A noticeable change in the average values of indicators of mental performance, visual-motor reactions, coordination of movements in the direction of deterioration compared with the data before the start of classes and, especially with the data after the first lesson, appears by the end of the third hour of classes.
The changes in performance indicators are especially great when high school students study in the second shift. A short break between the preparation of lessons and the start of school does not ensure the restoration of unfavorable changes in the functional state of the central nervous system. Efficiency sharply decreases already in the first hours of classes, which is especially clearly manifested in the behavior of students in class.
Thus, appropriate shifts in performance appear in students in primary school in the first three lessons, and in middle and high lessons - in the fourth and fifth. The sixth hours of classes are spent in conditions of reduced performance.
Lesson duration. Continuous mental activity significantly determines the dynamics of students’ performance and its level throughout all classes.
The performance and activity of first-graders (children 6-7 years old) are highest during the first 15 minutes of work. This is especially pronounced at the beginning of the school year. After 30 minutes of continuous work, a decline in performance, deterioration of attention and weakening of memory, decreased mobility of the main nervous processes and disruption of interaction signaling systems. Therefore, for first-graders, the lesson is limited to 35 minutes. From a hygienic point of view, shortened lessons are also advisable in grades II-IV. At the same time, schoolchildren finish the school day with more high performance, which is important for subsequent preparation of homework.
Lesson duration for students of grades II-X (XI) 45 minutes. To maintain the proper level of performance, short dynamic pauses in the middle of the lesson and alternating activities during the lesson are recommended.
2. Observations of changes in the performance of schoolchildren
In order to clearly monitor changes in students’ performance during the lesson, a little research would be helpful.
It will consist of 3, one might say, types, namely:
1. how performance changed during the lesson;
2. how children’s behavior and attention change;
3. what signs of fatigue appeared in the behavior of the observed.
1. How did performance change during the lesson?
Children with different types higher nervous activity. As a result of the observation, it turned out that the level of performance in a child with strong type GNI is much higher than that of a child with weak type.
If we trace the dynamics of performance in a strong living type (Yakimets Yura - sanguine), we can note that the child has an increase in performance and maintains it at a high level for more than long time, compared to a child with a weak type of GND (Skripnik Gennady is melancholic).
2. How children’s behavior and attention changes
During the lesson, it was found that a sanguine child with the development of fatigue and a decrease in the level of work capacity finds it more difficult to restrain his emotions, sit up straight, not fidget, and also focus on attention for a long time. important things. Yura began to distract his seatmate from the lesson, talk, and in the middle of the lesson he even began to sing a song and jump up from his seat. Since it is very difficult for the boy to restrain his emotions, the child even stopped listening to the teacher’s comments. The student with the weak type of GNI, on the contrary, became quiet. When the children looked at the illustration, the melancholic child could not keep his attention on it for long; as a result, the student lowered his head on the desk and closed his eyes.
As a result, both children have less stability of attention and slower switching from one object to another.
3.What signs of fatigue appeared in the behavior of the observed
The first phase of fatigue is manifested by protective arousal, “disinhibition of the brakes” (according to I.P. Pavlov). The child cannot actively slow himself down, and motor restlessness appears. Children stretch, lie down on their desks, and talk. Students begin to get distracted and pay attention to foreign objects.
In the second phase of fatigue, the children became more indifferent and did not react to the teacher’s increased intonation and comments.
Based on the following observations, we note that after analyzing hygienic assessment lesson, you can note the observance of all hygienic standards during its preparation and conduct. Compliance of artificial lighting with all proposed requirements guarantees the preservation of children's health, reduction of injuries, and longer preservation of a high level of performance 1 .
Proper and active recess at school allows students to recover faster, relax and maintain a positive attitude towards the learning process, which is an important factor in preserving and strengthening the health of the younger generation.
Accounting for age and individual characteristics children, timely switching from one type of activity to another, use visual aids and physical education minutes in the lesson allows you to keep the pace of the lesson high, and make the assimilation of the material deeper and more conscious.
An important fact remains the knowledge and ability to recognize the first signs of fatigue in children, as well as the ability to notice and eliminate it in time. Since, as a result of untimely relief from fatigue, the child may develop overfatigue, which can lead to serious illnesses a growing and developing child's body.
As a result of studying this aspect, I would like to note the arch important knowledge of this discipline is not only for teachers
schools, but also for parents, since family and school influence the child’s health not only in interaction, but also in their complementarity. After all, preserving and strengthening the health of the younger generation has always been and remains one of the most important and complex tasks for society.
Conclusion
The material reviewed indicates that for schoolchildren’s educational work, regardless of its time parameters (school day, week, academic year) changes in mental performance are characterized by a sequential change in periods of development, stable and high performance and a period of its decline. This circumstance is important for planning measures to optimize conditions educational and work activities and recreation of schoolchildren, in particular, the use of means physical culture and sports.
As a result of the work carried out, it is possible to make next output that rational alternation of mental and physical work will help maintain good performance in schoolchildren in the process of educational activities.
Literature
1. Bronislav M. “On the academic workload of schoolchildren” // Soviet pedagogy. - 1987.-№7 - p. 46-49.
2. Bryksina Z.G., Sapin M.R. “Anatomy and physiology of children and adolescents” Textbook. aid for students ped. universities - M.: Publishing house. Center "Academy", 2004. - 137 p.
3. Gorbunov N.P. “Functional state of schoolchildren in the process of adaptation in educational activities” // Pedagogy. - 2005. - No. 6. - With. 9-13.
4. Magazine “Five days and the health of younger schoolchildren” // Primary School. - 1990. -№2.- p.64.
5. Kovalenko D.V. “Adaptation of the body of adolescents to the educational load” / under. ed. - M.: Pedagogy. 1987-152p.
6. Markhvaidze R.I. “Fundamentals of anatomy, physiology and hygiene of children and adolescents: Lectures.” - Sterlitamak: SGPI, 2001. - 392s.
7. Sailor D.Sh. “Time factor in teaching” // Soviet pedagogy. - 1987. -№7. - With. 49-52.
8. Khripkova A.G., Antropova M.V. “Adaptation of students’ bodies to educational and physical stress,” M.: 1982.-222p.
9. Khripkova A.G., Antropova M.V., Farber D.A. " Age physiology And school hygiene" M., 1990. ( Electronic textbook, Chapter 9, “Physiology of activity and adaptation”)
10. Khripkova A.G. " Age anatomy and school hygiene", 1990. - With. 46.
11. Electronic resources: www. yandex. ru , www. google. ru.
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Efficiency is a person’s ability to develop maximum energy and, using it sparingly, achieve a goal with high-quality performance of mental or physical work. This is ensured by the optimal state of the various physiological systems of the body with their synchronous, coordinated activity. Mental and muscular (physical) performance is closely related to age: all indicators of mental performance increase as children grow and develop. For equal time of work, children 6–8 years old can complete 39–53% of the volume of tasks performed by 15–17 year old students. At the same time, the quality of work of the former is 45–64% lower than that of the latter.
The rate of increase in the speed and accuracy of mental work increases unevenly as age increases, similar to changes in other quantitative and qualitative characteristics that reflect the growth and development of the organism. The annual growth rate of mental performance indicators from 6 to 15 years ranges from 2 to 53%.
At all ages, students with health problems have a lower level of mental performance compared to healthy children and the class as a whole.
In healthy children 6–7 years old who enter school with insufficient readiness of the body for systematic learning in a number of morphofunctional indicators, performance is also lower and shows less stability compared to children who are ready for learning, quickly adapt to it and successfully cope with emerging difficulties . However, the stability of performance in these children, unlike weakened schoolchildren, usually increases by the end of the first noon.
Phases of performance and its daily frequency: the human body, and especially the child, does not immediately engage in any work, including mental work. It takes some time to get into the work, or getting into it. This is the first phase of performance. During this phase, quantitative (volume of work, speed) and qualitative (number of errors - accuracy) performance indicators often asynchronously improve and deteriorate before each of them reaches its optimum. Such fluctuations – the body’s search for the most economical level for work (mental activity) – are a manifestation of a self-regulating system.
The burn-in phase is followed by a phase of optimal performance, when relatively high levels of quantitative and qualitative indicators are consistent with each other and change synchronously. Positive changes in higher nervous activity correlate with indicators reflecting the favorable functional state of other physiological systems.
After some time, less for students aged 6–10 years and more for adolescents, boys and girls, fatigue begins to develop and the third phase of performance appears. Fatigue manifests itself first in an insignificant, and then in a sharp decrease in performance. This jump in the decline in performance indicates the limit of effective work and is a signal to stop it. The decline in performance at its first stage is again expressed in the mismatch between quantitative and qualitative indicators: the amount of work turns out to be high, and the accuracy is low. At the second stage of decreased performance, both indicators worsen in concert. At the first stage of decreased performance, an imbalance of excitatory and inhibitory processes is recorded towards the predominance of the excitatory process (motor restlessness) over active internal inhibition.
At the stage of a sharp decline in performance, the functional state of the central nervous system deteriorates even more rapidly: protective inhibition develops, which outwardly manifests itself in children and adolescents in lethargy, drowsiness, loss of interest in work and refusal to continue it, often in inappropriate behavior.
Developing fatigue is a natural reaction of the body to a more or less prolonged and intense load. Exertion that causes fatigue is necessary. Without this, the development of children and adolescents, their training, adaptation to mental and physical activity. But planning and distribution of these loads must be carried out skillfully, taking into account the age, gender, morphofunctional characteristics of schoolchildren.
In order for younger schoolchildren to develop less fatigue, it is necessary to regularly train their body with physical activity. The fundamental means of physical development is morning exercises.
The importance of a comprehensive development of the problem of human performance, and in particular schoolchildren, has been repeatedly emphasized. Meanwhile, it cannot be said that the ways and means of educating and increasing the performance of the body of children and adolescents in the process of their growth, development and learning have been comprehensively studied and are quite clear in practice. It is still necessary to conduct a number of in-depth scientific studies in this direction in order for the teacher to be able to teach most effectively, so that he has a clear idea of the performance in general and the performance of students of a certain age in particular.
Often, a teacher overestimates the capabilities of his students and demands that they complete impossible tasks. No less often, he considers the children’s capabilities extremely limited and gives them too much light work. Both the one and the other approach equally may negatively affect the development and health of students and their nervous system.
It is known that the performance of children and adolescents is closely related to their health. This is evidenced by a number of facts. For example, students suffering from rheumatism have reduced performance in the inter-attack period and get tired faster during mental work and labor. Children with functional and especially organic abnormalities in the state of the central nervous system have extremely low performance compared to their peers - healthy schoolchildren. Students suffering from chronic tonsillitis have low performance. They quickly get tired in class, they have poor memory and, as a result of all this, poor academic performance. Schoolchildren who had suffered short-term illnesses (upper respiratory tract catarrh and tonsillitis) experienced decreased performance for another one to one and a half weeks after clinical recovery.
This was expressed, in particular, in the fact that during training sessions they experienced an earlier and more significant weakening of physiological functions compared to others.
Find more or less the right approach For students who have certain health conditions, the teacher is assisted by a doctor.
In relation to students classified as practically healthy, but having different levels physical development, the doctor, as a rule, does not give any instructions to the teacher, with the exception of individual instructions on the organization of labor and physical education lessons.
However proper organization training should include differentiated approach to students not only in accordance with their health status, but also their level of physical development.
This assumption is quite reasonable. The state of physiological functions, which together ensure the performance of the human body, cannot be considered in isolation from general level physical development, because normally growth and development, i.e. growth quantitative characteristics, characterizing physical development, and quality - physiological functions, is determined by the uniform intensity of metabolic processes occurring in the body. Disruption of these processes under the influence of exogenous or endogenous causes obviously affects equally both the formation of morphological and functional indicators of a growing organism.
If we exclude individual cases of student failure associated with poor diligence, or cases of low performance due to either organic or persistent functional changes in the cortex cerebral hemispheres, that is, there is every reason to assert that the physical development, performance and academic performance of schoolchildren are closely interrelated.
In his report at the first congress of the Moscow-Petersburg medical society N.I. Bystrov drew the attention of doctors to frequent headaches in school-age children. According to his five-year observations, headaches in children are associated with excessive mental stress: 8-year-old children complain about headache were noted in 5% of cases, and in adolescents 14-18 years old - in 28-40% of cases (74,780 children were observed), i.e., parallel to the increase in academic workload, the frequency of headache complaints increases.
A. V. Belyaev, summarizing the results of a survey of the physical development of gymnasium students, came to the conclusion that successful and intense mental exercises, without regular and appropriate physical exercise, lead to weakening physical qualities pupils.
Doctor A. A. Yakovleva, analyzing the nature of school overwork, noted that it “essentially is the resultant of two constituent elements educational requirements of the school, on the one hand, and the psychophysical strength of students, on the other.” A large number of students are already entering educational institutions “frail”, with various disabilities, with low level psychophysical forces. It is these children who are least able to withstand a heavy academic load and it is they who, in most cases, turn out to be “unsuccessful”.
A “frail” child sent to a gymnasium does not study well, gets tired quickly, is distracted, lethargic, often complains of a heaviness in the head, does not rest after a night’s sleep, and in the morning sets to work with disgust. Such students in most cases drop out of grades I and II. Those who then drop out of classes III and IV have a greater reserve of psychophysical strength than those who leave I-II classes, and their body is still able to withstand the increasing load for some time.
N. A. Gratsianov, studying the physical development of children and youth educational institutions Arzamas, drew attention to a certain connection between academic performance and individual indicators of students’ physical development. Other than that equal conditions(material well-being of the family, health status of parents and children), successful students had higher basic indicators of physical development (body length, body weight, chest circumference) than unsuccessful students. For some groups of students under the age of 13, the differences in body length were at least 3.7 cm, maximum - 18.08 cm.
A comparison of the chest circumference of successful and unsuccessful students, even more than a comparison of body length and weight, indicated better physical development of the former; successful students with greater absolute growth had relatively more developed chest than low-performing students.
Similar results were obtained by N.V. Zak, who studied the physical development of students in secondary educational institutions in Moscow. Particularly striking in comparison with the high-achieving students was the lag in the so-called “vital index” - the ratio of chest circumference to half-height. Underachievers aged from 10 to 21 years old had a low “vital index”, despite their absolutely shorter body length, i.e., a less harmoniously developed chest than successful students.
Thus, in a number of works carried out back in the 19th century, a relationship was established between physical development and student performance. Later, some studies appeared that revealed a certain connection between the level of individual indicators of physical development and the readiness (maturity) of the child to study at school, between physical development and deviations in the phonetics of speech, between the academic performance and performance of students.
Thus, Helzer found that among children who by the age of 6 - the first year of school - in their physical development and body proportions had achieved indicators characteristic of given age, the lack of “maturity” at the beginning of training occurred in 3.1% of cases. Among children whose indicators of physical development and body proportions did not correspond to average values (were lower), a lack of maturity at the beginning of systematic schooling was noted in 17.1% of cases.
Schwartz studied the results of a comprehensive medical examination of 6-year-old children entering school. The “maturity” of a child for schooling was determined by a set of indicators characterizing the level of physical development, health and functional state of the central nervous system (level of muscular and mental performance). It turned out that among children who did not yet have sufficient “maturity to learn,” the majority had low or below average weight and body length.
The reasons that inhibit the growth processes of children also negatively affect their overall development (in particular, the formation and improvement of speech).
Medical examinations of boys and girls aged 4-8 years showed that the level of physical development and the state of speech phonetics are closely related in children.
Pronunciation defects were more common in boys and girls aged 7-8 years with average, below average and low physical development, and slurred speech- only in children with below average and low physical development. The same deviations in speech phonetics in children with above average and high physical development were 3.8 times less common than in other groups. Statistical analysis data obtained by V.I. Telenchi shows that the discrepancy in the prevalence of various deviations in speech phonetics in groups of different levels of physical development is not accidental.
Some authors who observed adolescents aged 14-17 years indicate that such functional properties the body, such as endurance, coordination of movements, lability of the neuromuscular system, are also associated with the level of physical development. The functional capabilities of the body of adolescents with average and below average physical development are lower than those of adolescents with above average physical development. In cases of equal volume muscle load adolescents who are physically weak tolerate it worse (they get tired faster and more strongly) than adolescents who are more physically developed.
Increasing the load in adolescents above average physical development does not lead to a weakening of the stability of their body’s training. In adolescents below average physical development, under the same conditions, changes in various physiological functions occur that indicate an extremely weak stability of the body’s fitness.
There are works in which, without an anamnesis of the physical development of the observed children, indications are given that they have a close connection between academic performance and the so-called “general” or mental performance of the body.
V. A. Pravdolyubov, presenting the results of his observations of fourth-grade students, divided them according to their academic performance into three groups: the best, the average and the worst. The distribution of students into these groups was based on very complete pedagogical characteristics. The performance of schoolchildren was determined by the method of dosing work over time: after verbal instructions, students crossed out and underlined certain letters in a printed, coherent text for an hour. It turned out that the best group of students had higher indicators of work intensity (the number of underlined letters in 5 minutes) and higher quality than the average and especially the worst groups.
Students in the best and average academic groups were characterized by a more favorable type of mental performance of the body. If for the best group it is taken as 100%, then in middle group it occurs in 95% of cases, and at worst - in 45% of cases.
Thus, the data we have indicate a connection between the level of physical development and academic performance, anthropometric indicators and the degree of development of individual physiological functions of the body, academic performance and mental performance.
Most of the works we reviewed do not provide errors in the average values of the compared indicators and absolute number observations. This circumstance deprives us of the opportunity to judge to what extent the results obtained in each of the studies are statistically reliable, and the conclusions drawn are statistically justified. In addition, it remains not entirely clear how the levels of physical development, academic performance, different degrees muscular and so-called “general” mental performance of the body in the same students in different age groups.
Meanwhile, such information is not only of theoretical interest, but also has a certain practical significance for the teacher - in his daily work, for organization physical education And labor training, for doctors deploying preventive and health measures among children and adolescents.
WEEKLY PERFORMANCE OF STUDENTS
When preparing for a lesson, the performance of students should be taken into account. Here is a table reflecting the dynamics of the weekly performance of middle school students.
days weeks | 1 lesson | Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 | Lesson 6 | Lesson 7 |
Monday | |||||||
Tuesday | |||||||
Wednesday | |||||||
Thursday | |||||||
Friday |
Here, in means high performance of children, this is a favorable zone, WITH - average performance, satisfactory zone, N - low performance, unsatisfactory zone.
With reduced performance, there is a decrease mental functions student - perception, attention, memory, interest, will, etc. At the same time, physiological functions are also disrupted - the pulse rate changes, increases blood pressure, breathing rate, body temperature, sweating, etc. increase.
The most important factor in increasing the effectiveness of a lesson is maintaining a high level of student performance. What are the ways to increase the performance of children in satisfactory and even unsatisfactory zones? Let's imagine how fatigue occurs. Each type of activity is controlled by a specific part of the cerebral cortex. Long-term engagement in homogeneous activities causes inhibition in the corresponding area, which affects neighboring areas. Protective, or transcendental, inhibition occurs nerve cells, their functioning stops, that is, the ability to respond to stimuli. Light, monotonous, long-term work also causes fatigue. Fatigue sets in quickly when doing uninteresting work.
If it is reasonable to switch students from one type of activity to another, then in the sixth lesson their performance may even improve. Thus, it is recommended to change activities up to 3-5 times in zone B, up to 5-7 times in zone C, and up to 9 times in zone H.
How can this change occur? The teacher’s story (5-7 minutes), accompanied, if possible, by a demonstration of clarity, is replaced by students’ work with the book (reading the text, working with reference material, with drawings, answers to questions at the end of the paragraph, etc.), composing problems, solving them, selecting examples, etc.
Situations should be avoided when the teacher changes teaching methods, but the students’ activities are of the same type. In middle classes, the duration of continuous speaking by the teacher should not exceed 10-15 minutes.
It is necessary to consider the place and duration of students’ independent work in the lesson. If at the beginning of the lesson you are given independent work for 18-20 minutes, this will adversely affect the performance of children: it is difficult for them to concentrate on learning new material.
Weekly dynamics of students’ mental performance
For schoolchildren in grades 4, 6, 7 and 9, on the first day of the week, a phase of getting used to educational activities, while for students in grades 5, 8, 10 and 11, Monday is a day of high productivity. The decrease in educational activity, and therefore work capacity, occurs on Thursday for schoolchildren in grades 4, 6 and 7, and on Friday for students in grades 5, 8-11.
Instability of work capacity during the week is observed among schoolchildren in grades 6, 7 and 9; they show wave-like fluctuations in work capacity. Students in grades 6 and 7 experience a peak performance on Wednesday and a second slight rise on Friday. Among 9th grade schoolchildren, fluctuations in performance during the week were less pronounced; two peaks were detected - on Tuesday and Thursday. mental performance schoolboy
Instability of performance is a reflection of the tension of regulatory processes in the body of adolescents, indicates functional tension arising under the influence of educational load, the impossibility quick recovery functions in students of the named age groups.
Daily dynamics of students’ mental performance:
Students of different ages dynamics of mental performance during the school day in different days weeks is different if there is a certain pattern. Thus, the dynamics of mental performance of 11-13 year old students reflects that their body has difficulty mobilizing internal adaptive reserves to achieve high results in the process of long-term hard work. If on Monday in middle grades (5-7) a decrease in performance is observed in the 4th lesson, and the peak of performance occurs in the 2-3 lessons, then on Tuesday the performance is unstable - a decline in performance occurs in the 3rd and 5th lessons with an increase in the 4th lesson. On Wednesday and Thursday, performance remains at a stable level until the 5th lesson, then decreases. On Friday and Saturday it decreases already in the 3rd lesson. Thus, the most productive days of the week for learning for schoolchildren in grades 5-7 are Tuesday and Wednesday; on Monday, productivity is higher than on Friday.
In the 8th grade, compared to 5-7, there is some stabilization of performance: from Monday to Thursday, a decline is observed in the 4th lesson, on Friday and Saturday - in the 3rd. In grades 9 and 10, the dynamics of performance are similar; on different days of the week, its decrease is observed at different lessons: on Monday, Tuesday and Thursday, performance decreases in the 5th lesson, on Wednesday and Friday - in the 4th lesson, on Saturday - in the 4th and 3rd. On Wednesday and Friday, students work most productively only in the first three lessons. In the 11th grade, with a higher level of performance than that of schoolchildren of other ages, its dynamics are favorable for educational process: from Monday to Thursday, a decline in performance occurs in the 5th lesson, on Friday - in the 4th, on Saturday - in the 3rd. Most unproductive for academic work are Friday for students in grades 5-8 and Saturday for students in all grades.
The significance of the difference in performance in the educational activity of middle and high school students between Monday and Tuesday is insignificant. According to research, Monday is a day of high performance, although according to the indicators of the educational activity of the team for the school day on Monday, the first lesson was noted as a lesson of in-working. Analysis of the dynamics of performance during the lesson shows that in the first lesson the period of development is longer than in subsequent ones, but in the future learning activity students increases and fatigue sets in later, due to which the total activity of students in the first lesson changes insignificantly compared to the second and third lessons. In the second and third lessons, the learning period is shorter, and students’ educational activity is higher. On other days of the week, the first lesson has a shorter period of practice than the first lesson on Monday.
In the weekly dynamics of students’ performance different classes differences are observed. For 4th grade schoolchildren, peak performance occurs on Tuesday; the second rise in performance is observed on Friday. For students in grades 5-7, peak performance occurs on Wednesday. In the 9th grade, there are two increases in performance - on Tuesday and Thursday. In grades 8, 10 and 11, work capacity is maintained at a stable level from Monday to Thursday, and a decrease in work capacity occurs from Friday. The most unproductive days for academic work are Friday for students in grades 5-8 and Saturday for students in all grades.
The daily dynamics of mental performance of schoolchildren of different classes on different days of the week is different. Middle school students (5-7) experience instability in mental performance during the school day as well as during school week: on Monday, performance decreases in the 4th lesson, on Tuesday it decreases twice - in the 3rd and 5th lessons, on Friday and Saturday - in the 3rd. In the 8th grade, a decrease in performance is observed from Monday to Thursday in the 4th lesson, on Friday and Saturday in the 3rd lesson.
In grades 9 and 10, on Monday, Tuesday and Thursday, a decrease in performance is observed in the 5th lesson, on Wednesday and Friday in the 4th lesson, on Saturday in the 4th and 3rd lessons. On Wednesday and Friday, students work most productively only in the first three lessons.
In the 11th grade, the dynamics of performance are favorable for the educational process: from Monday to Thursday, when a decline in performance occurs in the 5th lesson, on Friday performance decreases in the 4th lesson, on Saturday - in the 3rd. Students who are characterized by weak and moderately weak nervous activity experience more pronounced unfavorable changes in mental performance during their educational work, which can affect the results of their learning and health.