Let us reveal the features of the means and methods for developing speed-strength abilities. In physical education programs for students of secondary schools, their composition is perhaps the widest and most diverse. These are various types of jumps (athletics, acrobatic, vault, gymnastics, etc.); throwing, pushing and throwing sports equipment and other objects; high-speed cyclic movements; most actions in outdoor and sports games, as well as martial arts, performed in a short time with high intensity (for example, jumping and acceleration in games with and without a ball, throwing a partner in wrestling, etc.); jumping from a height of 15-70 cm with an immediate subsequent jumping up (to develop explosive power).
In the process of developing speed-strength abilities, preference is given to exercises performed at the highest speed, at which the correct movement technique is maintained (the so-called “controlled speed”). The amount of external weights used for these purposes should not exceed 30-40% of the student’s individual and maximum weight. For children of primary school age, minor external weights are used or do without them at all (throwing a ball, other light objects, jumping, medicine balls up to 1 kg, etc.). The number of repetitions of speed-strength exercises in one series, depending on the preparedness of the student and the power of the efforts developed, in a lesson ranges from 6-12 repetitions. The number of series within a single lesson is 2-6. Rest between series should be 2-5 minutes. It is recommended to use speed-strength exercises (given the limited number of classes - 2-3 per week) regularly throughout the school year and throughout the entire period of the child’s schooling. The teacher should gradually increase the weight of the equipment used for these purposes (for example, in primary school, use medicine balls weighing 1-2 kg; in basic school - 2-4 kg; in secondary school - 3-5 kg). If the weight is your own body weight (various types of jumps, push-ups, pull-ups), then the amount of weight in such exercises is dosed by changing the starting position (for example, push-ups while lying down from a support of various heights, etc.). Within one lesson, speed-strength exercises are performed, as a rule, after exercises for teaching motor actions and developing coordination abilities in the first half of the main part of the lesson. Conventionally, all exercises used to develop speed-strength qualities can be divided into three groups: the system of speed-strength training exercises is aimed at solving the main problem - developing the speed of movement and strength of a certain muscle group. The solution to this problem is carried out in three directions: speed, speed-strength and strength. The speed direction involves the use of exercises of the first group, with overcoming one’s own weight, exercises performed in lighter conditions.
This area also includes methods aimed at developing the speed of motor reactions (simple and complex): the method of responding to a suddenly appearing visual or auditory signal; a dismembered method of performing various technical techniques in parts and in easier conditions. The speed-strength direction aims to develop the speed of movement simultaneously with the development of strength of a certain muscle group and involves the use of exercises of the second and third groups, which use weights and resistance to external environmental conditions. Thus, we can conclude: speed-strength qualities increase due to an increase in the strength or speed of muscle contraction or both components. Typically, the greatest gains are achieved by increasing muscle strength. For the effective development of speed-strength abilities of younger schoolchildren, it is necessary to take into account their physiological characteristics.
In the first chapter of the final qualifying work, we examined the development of speed-strength abilities in children of primary school age, and also gave a physiological characteristic of speed-strength qualities, an assessment of the periods of development of speed-strength abilities, and paid attention to the basic means and methods of working with students at school on physical education. In the finale, we outline the prospect: it is necessary to conduct comprehensive research on the development of speed-strength abilities in primary schoolchildren and study the problem of developing a healthy lifestyle in children. There is a good connection between a positive attitude towards physical education and the personality orientation of younger schoolchildren. It has been established that children who engage in physical education outside of classes and at school have more free time filled with music, technical creativity, reading literature, cinema, and exhibitions.
No one has tried to give advice on its improvement: official institutions, public organizations, scientific lyricists - theorists, practitioners, and respectable pensioners. As soon as you start reading all kinds of instructions, listening to all kinds of advice, your head starts spinning. If figuratively: imagine an inverted pyramid. At the top, in its wide part, there are many different advisers, and at the bottom the tip rests on one physical education teacher. And, afraid that this pyramid will crush him, the poor teacher is forced to dodge as best he can, knowing that you still can’t please everyone. Since there are still no specific criteria for assessing the activities of a physical education teacher, his work is mainly assessed by external signs. It is probably difficult to calculate how many candidates defended dissertations on the topic of school physical education. Moreover, this was done on the basis of schools, directly within its walls. And, as a rule, as soon as the experimental work was over, the candidates collected their belongings and left. They may say: all this is known, everyone is ready to criticize, but what exactly do you propose? I think this: before setting demands on a school in the field of physical education, it is necessary to analyze its capabilities and then, in accordance with them, clearly formulate the main task of school physical education. And the task is to ensure good health and comprehensive preparedness of children.
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“Development of strength qualities in physical education lessons”
Development of strength qualities in physical education lessons
From work experience
physical education teachers
Dudka V.I.
Stepnoy village
Kavkazsky district
MBOU secondary school No. 10
Physical culture is going through difficult times today.
No one has tried to give advice on its improvement: official institutions, public organizations, scientific lyricists - theorists, practitioners, and respectable pensioners. As soon as you start reading all kinds of instructions, listening to all kinds of advice, your head starts spinning. If figuratively: imagine an inverted pyramid. At the top, in its wide part, there are many different advisers, and at the bottom the tip rests on one physical education teacher. And, afraid that this pyramid will crush him, the poor teacher is forced to dodge as best he can, knowing that you still can’t please everyone. Since there are still no specific criteria for assessing the activities of a physical education teacher, his work is mainly assessed by external signs. It is probably difficult to calculate how many candidates defended dissertations on the topic of school physical education. Moreover, this was done on the basis of schools, directly within its walls. And, as a rule, as soon as the experimental work was over, the candidates collected their belongings and left. They may say: all this is known, everyone is ready to criticize, but what exactly do you propose? I think this: before setting demands on a school in the field of physical education, it is necessary to analyze its capabilities and then, in accordance with them, clearly formulate the main task of school physical education. And the task is to ensure good health and comprehensive preparedness of children.
Acute dissatisfaction with the physical education of schoolchildren is noted by everyone involved in this process or related to it. Students' interest in physical education lessons decreases from class to class. Parents are concerned about the health of their children, partly linking it with physical education at school.
The figure given by the military commissariats is of great concern. Almost 40–45% of conscripts are considered sick and are not subject to conscription. Therefore, the physical education teacher plays an important role in preparing young high school students for military service.
The development of motor qualities is the basis for preparing young men for military service and work. Proper organization of physical training effectively helps to increase discipline and organization among high school students, builds moral fortitude, quick reaction, i.e. everything a future defender of the Motherland needs. Strengthening health, hardening the body, and the harmonious development of young people subject to conscription into the army is one of the most important tasks of a comprehensive school.
During the years of schooling, children undergo significant functional and physiological transformations in their bodies, on the basis of which motor abilities develop and improve. Physical education classes are of particular importance for development, in which new movements are simultaneously mastered and motor qualities are improved. These processes are inextricably linked and depend on the age characteristics, weight, height, mass of skeletal muscles, respiratory and circulatory systems and other organs and systems of the student’s body. It is known that school age is the most favorable period for the development of all motor abilities without exception. However, during certain periods of development, the rate of natural progress in changes in motor abilities is not the same. First of all, they depend on biological patterns, age-related changes in the body at various stages of its formation. At the same time, the magnitude and nature of changes are largely determined by individual and economic factors. But nevertheless, a special role in improving the physical qualities of schoolchildren belongs to the targeted pedagogical influence provided for by the school physical education curriculum.
The motor qualities of schoolchildren are improved in the process of mastering various movements, as well as through the targeted influence of special physical exercises and methodological techniques for their implementation.
The relationship between the time allocated for the formation of motor skills and the development of motor qualities changes due to age-related characteristics of the development of motor function. The more complex the movement technique, the more difficult it is to master, the greater the proportion of teaching elements, a system of lead-in and special exercises in the lesson. This requires more time, which in turn can reduce the overall physiological load. In the practice of physical education, a conventional division of means and exercises is accepted, with a primary focus on developing endurance, speed, strength and other qualities. All types of motor training of schoolchildren are in an organic relationship, forming a complex dynamic system of coupled interaction of structures and functions, determined by the specifics of a particular physical exercise.
Motor qualities are formed by the predominant manifestation of endurance, strength, speed, and agility. Speed-strength qualities and speed-strength endurance are also distinguished.
The selection and application of preparatory exercises are important. They may be close to learned actions. These include movements such as multi-jumps, running with high hip lifts, running while reaching for high-hanging objects, etc.
Lessons in high school have a strong training focus and help improve students’ physical fitness.
Endurance, one of the main motor qualities of a person, manifests itself as the ability for prolonged and effective muscular activity while realizing strength, speed, and agility. Endurance is a criterion of performance - the higher it is, the longer it takes to overcome fatigue. In general, the level of endurance and its manifestation depend on four main parameters: the body’s ability to convert biochemical energy into mechanical work; adaptation of the body to unfavorable changes in the internal environment; stability of nerve centers and mental state; level of proficiency in movement techniques. Conventionally, endurance is distinguished by the mode of muscle work: statistical and dynamic.
For the comprehensive development of motor qualities and increasing the functional capabilities of the body of schoolchildren, the most effective way to organize the educational work of students is circuit training.
Correctly applied method of circular training significantly increases the density of the lesson - increases its educational effect. For this purpose, the hall will be equipped with several places for classes. Students, one by one or in small groups, are sent in order to the place of study, where they perform the exercises indicated by the teacher at all stations simultaneously and, at a signal, move to the next place of study. Circuit training helps not only simultaneously develop physical qualities (strength, speed, endurance, agility, flexibility), but also improve them comprehensively (speed - strength, strength - endurance, etc.)
It is recommended to use circuit training 5–6 times per academic quarter at intervals of 1–2 weeks. The training can be included in the main part of the lesson. The methods of its use and organization of classes are simple and do not require complex devices.
Physical culture G.B.Maikson 1988 Moscow "Enlightenment"
Artistic gymnastics Yu.K. Gaverdovsky 2004 Moscow – “Physical Culture and Sports”
How to become strong and resilient. E.N. Litvinov 2011 Moscow "Enlightenment"
The art of being healthy part 2 A.M. Tchaikovsky 2009 Moscow “Physical Education and Sports” (revised)
Currently, millions of people are involved in active physical exercise and participate in sports competitions.
Elite sports are developing at a rapid pace, mass physical culture is spreading even more widely,
various forms of physical activity of people (including recreational running, fitness, swimming, tourism, etc.)
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Fesenko Alexey, student
Development of speed-strength abilities in physical education lessons.
Currently, millions of people are involved in active physical exercise and participate in sports competitions. Elite sports are developing at a rapid pace, mass physical culture and various forms of physical activity of people (including recreational running, fitness, swimming, tourism, etc.) are spreading even more widely.
All this confirms that nowadays physical culture and sport are acquiring such a special significance that they have, perhaps, never had in the history of mankind. Physical culture significantly influences various aspects of people’s lives - their work activity, social relations, education, military service, and as a result, society’s need for physical exercise increases.
At the present stage, there are many systems to satisfy this social need. One such system is the school system of physical education.
Physical education is given importance in the formation of a student’s personality. An essential aspect of physical education is the process of developing motor qualities. One of the main tasks of the school is to teach children to demonstrate qualitatively the motor skills with which they are endowed from birth. Movement control becomes possible under the influence of normative functional loads associated with motor activity.
Often, physical education teachers do not attach much importance to the targeted development of physical qualities, focusing their attention only on teaching certain skills that students must master during their studies at school.
The importance of sports and physical culture for the harmonious, comprehensive development of personality in our time is difficult to overestimate. Sport, as an integral part of physical education, is an important means of physical education. In turn, physical education is part of general education and is aimed at strengthening health and harmonious development of the body. This is one of the indicators of the state of physical culture in society.
The principle of comprehensive, harmonious development of personality requires adherence to the unity and interconnection of various aspects of education. Practice shows that sporting achievements are available only to comprehensively and physically harmoniously developed people.
Regular physical education and sports improve your physique, your figure becomes slender and beautiful, your movements become more expressive and flexible. It is important that those who engage in physical education and sports increase their self-confidence and strengthen their willpower, which helps them achieve their life goals.
The means for developing strength abilities in general are various general developmental strength exercises that are simple in structure, among which three main types can be distinguished:
Exercises with external resistance (exercises with weights, on machines, exercises with partner resistance, exercises with external resistance: running uphill, on sand, in water, etc.)
Exercises with overcoming one’s own body (gymnastic strength exercises: flexion-extension of arms while lying down, on uneven bars, hanging; athletics jumping exercises, etc.)
Isometric exercises (static exercises).
Exercises characterized by high power of muscle contractions are used as the main means of developing speed and strength abilities. In other words, they are typically characterized by such a ratio of strength and speed characteristics of movements, in which significant strength is manifested in the shortest possible time. This kind of exercise is usually called speed-strength. These exercises differ from strength exercises in their increased speed and, therefore, the use of less significant weights. Among them there are many exercises performed without weights.
A mandatory methodological condition for the development of speed-strength qualities is to perform each repetition with the most important result, that is, the tension coefficient during execution should be as close as possible to the first result.
The choice of means by which speed-strength, and indeed strength abilities themselves, are developed depends on the methods. The most common methods for developing speed and strength abilities include the following:
Dynamic force method. The essence of the method is to create maximum power tension by means of working with unlimited weights at maximum speed. The exercises are performed with full amplitude; this method is used when developing fast strength, i.e. the ability to exert great force in conditions of rapid movements.
- the “impact” method involves performing special exercises with instantly overcoming shock-impacting weights, which are aimed at increasing the power of efforts associated with the most complete mobilization of the reactive properties of muscles, for example, jumping from heights of 45-75 cm, followed by an instant jump up or long jump . After preliminary rapid stretching, a more powerful muscle contraction is observed. The magnitude of their resistance is determined by the mass of their own body and the height of the fall.
The game method involves the development of speed and strength abilities in game activities, where game situations force one to show great strength in the shortest possible periods of time.
The competitive method is used in the form of various training competitions. The effectiveness of this method is very high, since competitors are given the opportunity to fight each other on an equal basis, with emotional uplift, showing maximum volitional efforts.
Methods of strictly regulated exercise include: methods of repeated exercise and methods of variable (alternating) exercise with varying speed and weight according to a given program in specially created conditions.
Thus, the correct and harmonious physical development of a person can be ensured only under the condition of comprehensive physical training. However, we must not forget that when forming physical culture, it is necessary to take into account that the spiritual and physical principles in human development form an inseparable whole.
Physical culture and sports help restore and strengthen overall performance, improve the functioning of the nervous system, and increase mental performance. Physical education creates better conditions for mental performance and promotes the development of intelligence, stimulates the development of the need and abilities for self-knowledge and self-education.
Literature:
1.Deshle, S.A. Development of strength abilities in students in grades 1-3 [text] // Physical culture at school. - M.: physical education and sports, 1982. - No. 4-p. 21-23.
2. Gupsalovsky, A.A. Development of motor qualities in schoolchildren [text]/A.A. Gupsalovsky.- Minsk, 1978.-88 p.
3. Lyubomirsky, L.E. Movement control in children and adolescents [text]/L.E. Lyubomirsky.-M.: Pedagogy, 1970.-96p.
4. Antropova, M.V. Students’ performance and its dynamics in the process of educational and work activities [text]/ M.V. Antropova. M., Education, 1968.-251p.
5. Godik, M.A. Sports metrology[text]/ M.A. Year.- M.: Physical culture and sport, 1988.-191 p.
6. Antropova M.V. Hygiene of children and adolescents[text]/ M.V. Antropova. -M.: Medetsina.1977.-334 p.