General characteristics and age-related characteristics of the development of motor qualities. Age-related characteristics of physical activity Message on the topic age-related characteristics of physical activity

Peculiarities motor activity in different age periods

Introduction…………………………………………………………….………........3

Chapter 1. Motor activity in human life.………………………...4

1.1. The concept of motor activity…….………….…….……….……...4

1.2. Biological significance of motor activity…….….….….……...5

Chapter 2. Features of motor activity in different age periods……………………………………………………….……….….7

2.1. Motor activity of babies and children up to school age....7

2.2. Motor activity of schoolchildren…………..……………………....11

2.2.1. Physical activity of schoolchildren in the daily routine…..….….....14

2.2.2. The influence of various factors on motor activity

schoolchildren………………………………………………………...16

2.3. Motor activity in adolescence…………………..…..19

2.4. Motor activity and aging....................................................19

Conclusions……………………….………….………….…………………….…....23

Conclusion………………………………………………………………………………….…....24

References………………………………………………………....25

Introduction

It is the responsibility of every person to protect his or her health. But not everyone is able to understand the full essence of the problems and changes in their body. Bad habits, overeating, lack of exercise, poor lifestyle – all this leads to serious consequences. And it often happens that this realization comes late.

Man creates his own health. So what should you do to save it? Required with early age lead an active lifestyle - play sports, toughen up and, of course, maintain personal hygiene.

It has long been known that properly organized physical activity is the most important factor in creating a healthy lifestyle and strengthening a person’s health, regardless of his age.

Health is the first and most important need of a person, determining his ability to work and ensuring the harmonious development of the individual. Therefore, physical activity plays a significant role in human life, because movement is life.

Movement is a natural need of the human body. It forms the structure and functions of the human body, stimulates the metabolism and energy in the body, improves the activity of the heart and breathing, as well as the functions of some other organs that play an important role in a person’s adaptation to constantly changing environmental conditions. Greater mobility of children and adolescents has a beneficial effect on their brain, promoting the development of mental activity. Physical activity, regular physical education and sports are a prerequisite for a healthy lifestyle. That is why this topic is relevant today.

Chapter 1. Physical activity in human life

1.1. The concept of motor activity

“Movement is a natural human need, a powerful factor in maintaining normal functioning.” It is movements that “activate compensatory and adaptive mechanisms, expand the functional capabilities of the body,” and also improve a person’s well-being, create confidence, and are an important factor in the prevention of many human diseases.

“Motor activity is a natural and specially organized motor activity of a person, ensuring his successful physical and mental development.”

“Motor activity (MA) also refers to the sum of movements performed by a person in the process of everyday life.” Human motor activity is manifested in the functioning of the musculoskeletal system in the process of walking, running, jumping, throwing, swimming, playing activities, etc.

Physical education classes organize a person’s physical activity and satisfy his need for various types of physical activity to which a particular person is prone.

Physical exercise has a beneficial effect on the formation and development of all functions of the central nervous system: strength, mobility and balance of nervous processes. Systematic training makes muscles stronger and the body as a whole more adapted to environmental conditions.

“From the point of view of a physiologist, movements can be divided into organized, or regulated (physical exercises in physical education lessons, in sports sections, etc.), and unregulated (games with peers, walks, self-care, etc.).”

Regulated motor activity is the total volume of physical exercises and motor actions that are specially selected and specifically affect the body of preschool children.

Unregulated motor activity includes the volume of spontaneously performed motor actions (for example, in everyday life).

“All these movements are voluntary, purposeful. They satisfy a specific human need, representing a stage of a behavioral act. When assessing YES, we should not exclude those movements that a person makes involuntarily (periodic changes in posture, stretching, etc.). There is a close relationship and interdependence between all forms of movements.”

1.2. Biological significance of physical activity

“Muscular activity, through human interaction with the environment, allows him, in the process of everyday life, to come into contact with natural factors, to create material values necessary for the best adaptation to changing living conditions. In the process of growth and development, the child masters various motor skills and abilities, which subsequently serve as the basis for the formation of a variety of professional work skills. Optimal DA promotes the development of motor qualities of strength, endurance, speed and agility, increases physical performance (volume, duration and maximum power of work). In the process of phylogenetic development, motor activity ensured the survival of the biological species.” For modern man, motor reactions are necessary for communication; they are an external manifestation of the labor process and occupy one of the important places in the life of the body.

“Performing physical exercises and other types of movements is accompanied by functional activity, which causes specific and nonspecific psychophysiological reactions. Specific reactions are characterized by improved functions during muscle activity, increased reliability of all physiological systems in exercises of this type, optimization of the balance of consumption and restoration of bioenergetic and structural reserves during movements of varying intensity. "DA in children is a biological stimulus that promotes the morphofunctional development of the body and its improvement."

In the process of growth and development, the active activity of skeletal muscles is one of the main factors causing the transformation of cardiovascular and respiratory systems in the process of ontogenesis, increasing the working and adaptive capabilities of the developing organism.

“DA also causes nonspecific psychophysiological reactions that ensure the human body’s resistance to the effects of adverse factors (ionizing radiation, toxic substances, hypo- and hyperthermia, hypoxia, infections, various pathological processes)". Optimal physical activity contributes to the human body’s adaptation to environmental changes (climate, time zones, production conditions, etc.), longevity, improves health, and increases both educational and work activity. Limiting physical activity sharply reduces the body's adaptive capabilities and shortens life.

Motor activity in all its various forms is one of the most powerful and vitally important functional systems in the first years of a child’s life, including primary school age.

Chapter 2. Features of motor activity in different age periods

“The formation of man took place in conditions of high motor

activity, which was a necessary condition for its existence, biological and social progress. The finest harmony of all body systems was formed in the process of evolution against the background of active motor activity, and therefore only those populations survived whose genetic resistance to physical stress turned out to be higher.” Therefore, a person adapts much better to heavy physical activity than to conditions of limited mobility.

« The full development of a person’s genetic program over time is determined by the adequate level of his motor activity. This condition manifests itself from the moment of conception.”

Motor activity is a biological need of the body, the satisfaction of which determines human health. It is not the same in different age periods, because each age has its own individual characteristics.

2. 1. Motor activity of babies and preschool children

For a newborn (up to one month of age), “motor activity is a prerequisite for normal growth and development. However, it must manifest itself within the limits of physiological stress, that is, as a reaction to biological stimuli. For a baby, such irritants are cold and hunger. The fight to maintain temperature is realized through increased muscle tone and an increase in the number of movements.” It is recommended to pour cold tap water over the child 3-4 times a day, and this gives good results in both physiologically mature and immature children.

“Swaddling babies adversely affects many aspects of their growth and development. Thus, blood circulation in pinched tissues is disrupted, as a result of which blood flow to the superficially located ones (skin, muscles) is hampered, and stagnation develops in them. The inability to move does not allow the child to fight for his temperature, and in this case, parents have to create conditions for thermal comfort.” The child's thermal stability is achieved by parents due to high external temperature and warm underwear, but this leads to detraining of thermoregulation mechanisms. Receptors of relaxed muscles do not reproduce impulses, which are a necessary condition for the maturation and improvement of the central nervous system.

Infancy (up to one year) of human life is characterized by a very rapid development of absolutely all of its structural and functional systems. “Movement is extremely important in the development of body functions of a child in the first year of life. The activity of the baby, being a factor of excessive recovery, after birth determines the processes of its growth and development. Movement, carried out with the active participation of the central nervous system, helps the child maintain contact with the external environment, stimulates the development of the brain and an increase in its mass, and hence information capacity.” We can say that movements contribute to the mental development of the child. Therefore, it is necessary to create optimal conditions for the child’s movements, especially since during the first 2-3 years of life the child’s independent motor activity gradually increases.

Movement for a child, as well as for an adult, is the main means of maintaining body temperature. “The fact is that human muscles transform up to 80% of the energy generated not into movement, but into heat, and the less coordinated the contractions of the muscles, and even more so of the muscle elements, the more of the energy turns into heat. That is why in the infant, in whom the coordinated work of the muscles is very low, muscle heat generation is the main condition for ensuring thermal stability.”

By means physical education of an infant are his own movements (innate reflexes and features of muscle tone), which implement genetically determined motor activity.

“By the end of early childhood (3 years), the tone of the nuclei of the autonomic nervous system is established in a person, which largely determines the nature of metabolism and even the health of a person in all subsequent age periods of his development. This circumstance is based on the ratio of hormones that develops during stress, which in turn is determined by the relationship between the two sections of the autonomic nervous system - sympathetic and parasympathetic.” A person with a predominance of the sympathetic nervous system, that is, a sympathotonic, has a higher metabolic rate. He is more emotional and reacts faster to the situation, shows better results in speed-strength sports. Vagotonak, which has a predominance of the parasympathetic department, is distinguished by a more economical course of metabolic processes at rest and during exercise. He reacts calmer to the situation, is able to perform monotonous hard work for a long time, and therefore shows high results in sports that require perseverance and endurance.

“From the point of view of the child’s physical education, it is important to note that the relationship between the tones of the centers of the para- and sympathetic nervous system that develops by the age of three is largely determined by two factors: the child’s ability to fully realize his need for movement and the state of his psyche.” If the child was not limited in movement and developed in a favorable psychological environment, then he becomes a vagotonic. If everything was the other way around, then the child becomes sympathotonic.

As a result of adequate muscle loads of the child, the energy potential of the body increases and the regulation of its physiological functions becomes more perfect.

“A child is most attracted to information that is related to movement. This is due to the fact that the overwhelming majority of brain structures are, to one degree or another, responsible for the organization and manifestation of this function, and more than 80% of body weight falls on the motor system, that is, movement itself for a child is an opportunity to fulfill the genetically determined needs of the brain and body.”

In a child of early childhood age, the main means of physical education remains spontaneous motor activity, but observations show that the movements of each child are quite monotonous and not all muscle groups are involved in the work. “Motor acts performed incorrectly at this age are fixed in the form of a stereotype, which can cause the development of functional muscle asymmetry, deformations of the musculoskeletal system, and even disturbances in the development of the vegetative systems.” Therefore, it is necessary to monitor the child’s motor activity and help him, select new exercises that would compensate for the load on muscle groups that are poorly involved in the work.

For children of the age of first childhood (up to 6-7 years), the role of physical activity remains high. By this age, the formation of the brain ends, and since motor activity largely determines this process, the role physical culture for children of the age of first childhood it becomes especially noticeable. “At this age, many behavioral attitudes are formed in the child, which are then preserved throughout subsequent life. That is why the formation of his desire for organized, purposeful movement, for physical education should be considered one of the priority tasks of education. The basis for this may be the fact that children at the age of first childhood are distinguished by high motor activity, and their physical performance turns out to be quite impressive.

The main means of physical education for preschoolers should be considered morning hygienic exercises, outdoor games, walks and hardening. It is these funds that should prepare the growing organism for long-distance life, and first of all for school life.

2.2. Motor activity of schoolchildren

The transition to school life (7-9 years old) changes the child’s entire lifestyle, first of all this affects his motor activity. “Being in sedentary conditions for several hours at school, he is forced to spend considerable time at home preparing homework and devotes several more hours to watching television. At the same time, the genetically determined need for movement still manifests itself.”

The greatest importance in the structure of motor activity are organized movements, which are planned in such a way as to ensure the development of various motor skills and abilities, motor qualities, and increase the adaptive capabilities of the student’s body. With a sufficient amount of regulated forms of DA in the lifestyle, the child can sufficiently satisfy both the biological need for movement and improve his general physical fitness. “Unregulated YES also largely depends on adults. First of all, this concerns the creation necessary conditions to conduct various games at the initiative of the children themselves.”

Physically weak children find it more difficult to study. “This is due to their lower not only physical, but also mental performance, and therefore fatigue sets in faster in such weakened children when performing educational tasks. They have to sit longer overall to complete these tasks, which in turn has a negative impact on their overall and physical health.” School age is a period of active formation of the body and turns out to be the most vulnerable to human health: “over 10 years of schooling, the chronic morbidity of children increases 4-6 times, and among high school graduates no more than 6-8% are absolutely healthy.”

At the age of second childhood (up to 10-12 years), any physical exercise is recommended for children. “An exception should be made only for types with long-term static retention of loads (which negatively affects the musculoskeletal system and the growth of the child’s body in length) and types with prolonged straining (through an increase in intrathoracic and intra-abdominal pressure, this adversely affects the cardiovascular system of the schoolchild).” Children of this age do not like to perform long monotonous exercises, so the best remedy physical education for them is games. It is the game that is a wonderful means of physical, aesthetic, labor, moral education, it also stimulates the child’s cognitive activity. “By giving any type of children’s activity a playful form, you can support and increase the child’s performance, interest, inclinations and receptivity.”

During adolescence (11-14 years for girls, 12-15 years for boys), changes occur in the entire functioning of the body due to the rapidly ongoing processes of puberty. In these conditions, the role of physical culture is very significant.

“The activation of the functions of the gonads with the onset of puberty leads, in particular, to the fact that a teenager’s height can sometimes increase by 15-20 cm in a few months. This creates a number of problems with the activity of various organs and systems. First of all, with an increase in heart mass during this period, an increase in body length leads to the fact that the arterial vessels are stretched and their lumen, at least, does not change. That is why strong contractions of the heart, which has become more powerful, also produce a greater release of blood into these relatively narrow vessels, which quite often provokes so-called juvenile hypertension.” But if a teenager leads healthy image life and has an active motor mode, then he is not in danger of adverse consequences such a violation. And vice versa, if in this case the child is limited in regular physical education, then by the age of 35-40 this person may become hypertensive.

“Intensive growth of the body in length causes stretching of the back extensor muscles, so thinned muscles are not able to “hold their back,” and adolescents often experience postural problems.” To prevent such disorders, it is necessary to train the back muscles, their static endurance, and constantly monitor posture.

“With weakness of the back extensor muscles and improper posture of the teenager, there is a possibility of not only poor posture. When the distance from his eyes to the working surface (table, book, etc.) is less than 30-35 cm, atony of those muscles and ligaments of the eye gradually occurs, on which the curvature of the lens depends. Now they cannot ensure the corresponding flattening of the latter in distance vision, and myopia occurs - myopia.”

Therefore, it is very important at this age to lead an active lifestyle, perform various physical exercises, in order to prevent the possibility of unfavorable changes in the physical condition, psyche and health of the teenager as a whole. “The importance of physical education classes increases many times over if they are accompanied by a conscious attitude of the teenager towards them. He must not only perform them, he must think and have a good idea of the mechanisms of action of these exercises on the body. Only this approach can provide a teenager with a stable, interested attitude towards physical education, which he will carry throughout his entire subsequent life.”

2.2.1. Physical activity of schoolchildren during the day

The need for movement in children is comparable to the need for food. However, the nutritional needs of children are understood and met, which cannot be said about movements. For a child, the beginning of school age is a critical period when the “playing child” turns into a “sitting child.” Adaptation of the body of first-graders to school conditions occurs relatively slowly.

"Daily physical activity junior schoolchildren ranges from 6 to 48 thousand steps per day, averaging 12-18 thousand steps. During the waking period, healthy children make an average of 14 (1st grade) and 22 (2nd grade) movements per minute per minute, i.e. 840 and 1320 movements per hour.”

“The first movement after waking up - pulling up - is nothing more than a manifestation of the need for movement. It can and should be satisfied through special movements included in the morning exercise complex. It has been established that in 10 minutes of morning exercises a child can make 250-600 movements.” Therefore, parents should use this need to develop in the child the habit of doing morning exercises so that it becomes an integral part of the daily routine throughout his subsequent life.

“When making the morning toilet and moving from home to school, a student performs 200-500 movements, so you need to prefer walking to traveling in transport. Introductory gymnastics should also be carried out before school lessons. It speeds up getting into work (working in), increases children’s physical fitness, and delays the onset of fatigue that occurs when maintaining a forced posture at a desk. In addition, before the start of the lesson, the fulfilled need for movement will ensure calmer motor behavior of the child during classes and the attention required during the lesson.”

Every child needs movement during all periods of wakefulness. And therefore, maintaining a motionless posture throughout the lesson reduces the attention of children and reduces their performance.

Table 1

Motor activity of junior schoolchildren during the day

	Type and forms of physical education	Class	Duration	Average number of locomotor- nal movements (steps)
	Type and forms of physical education	Class	Duration	girls	boys
1	Morning exercises
2	Gymnastics before lessons
3	Physical education breaks in lessons
4	Outdoor games during recess
4	Outdoor games during recess
5	Walk with outdoor games (after or before lessons)
6	Physical education breaks at home
7	A walk with outdoor games before bedtime

“The specifics of many lessons do not allow for a significant increase in DA directly during class, so school management should create conditions for organizing outdoor games during breaks, preferably in the fresh air.” Since it is during recess that the child can satisfy the need for movement that has accumulated during the lesson.

“Activation of DA within certain limits contributes to effective learning at school and the mental performance of schoolchildren. After a dynamic pause between lessons, mental performance increases. A higher level of physical performance corresponds to higher rates of mental performance. For example, in children aged 7-8 years, a clear positive correlation between physical and mental performance is revealed. At the same time, with excessive DA and physical activity, mental performance decreases.”

Providing a nonspecific effect, muscle activity causes an increase in the tone of the cerebral cortex, thus creating favorable conditions not only for the functioning of existing connections, but also for the development of new ones. Limitation of motor activity in children leads to the insufficient development of one type of memory - motor memory. A loss in movement is a loss in knowledge and skills.

2.2.2. The influence of various factors on the motor activity of schoolchildren

The motor activity of schoolchildren is influenced by many factors: seasons, climatic conditions, place of residence, age and individual characteristics of the manifestation of daily motor activity.

The need for movement varies depending on the season of the year. “In winter, compared to summer, it decreases in younger schoolchildren by 1.3-2 times, this is also accompanied by a decrease in the basic functions and metabolism of schoolchildren. In spring, DA increases, especially in May. YES for children during the summer holidays with free movement and favorable climatic conditions is greatest. At this time, the biological need for movement is largely satisfied.” Physical activity in different seasons is the same only among athletes with rational training.

You should not increase daily physical activity in winter to spring or even summer levels. At this time of year, it is worth emphasizing organized forms of YES. But in spring and autumn, you can safely fill your daily routine with various movements.

Physical activity also depends on climatic conditions. “In the regions of the Far North it is 40-60% less than in the middle zone; in hot climates in the summer it is 2-3 thousand steps lower compared to other seasons of the year.”

The amount of physical activity also depends on the place of residence: “for schoolchildren living in cities, its volume is less than for children from rural areas.”

Age has a great influence on a person’s physical activity. In properly developing and healthy schoolchildren, the daily number of movements gradually increases with age from year to year, and this increase continues in girls up to the age of 10; in boys, the increasing trend continues into the next year of life.

You should not lose sight of the individual characteristics of the manifestation of daily physical activity. “It has been proven that the formation of individual characteristics (abilities, character, forms of behavior, including motor behavior) is influenced by the typological properties of the nervous system.” Among students, there are balanced, excitable and inert children whose daily physical activity is not the same. “In excitable children it is greater, in inert children it is less than in children with balanced nervous processes.” Also, the individuality of motor behavior is manifested in the distribution of movements over the clock. “For example, multiple increases in physical activity throughout the day persist in all children, but the frequency and height of the increase in physical activity may differ from the average typical for a given age.” In Figure 1, “where the daily curves of SDA for individual children are presented, it is clear that its sharpest rises are in excitable children (2), somewhat less in balanced ones (1) and the lowest in inert ones (3).”

Rice. 9. Individual characteristics of motor activity of children: On the abscissa axis - hours of the day; along the ordinate - the number of locomotions in thousands. 1- balanced student; 2 - excitable; 3 - inert.

A child can sufficiently fully satisfy both the biological need for movement and improve his general physical fitness only if a sufficient amount of organized forms of DA is included in his lifestyle.

Physical activity should contribute to the harmonious development of the child in the broad sense of the word. First of all, it is optimal to influence physical and mental development, strengthen health and nonspecific reactivity, and ensure high performance in subsequent periods of a person’s life.

2.3. Physical activity in adolescence

Adolescence (up to 20 years for girls, up to 21 years for boys) - “this is the age of maturity, when the functional capabilities of the body are approaching fairly high levels, when, in the context of talking about health, a person must be physically prepared to solve basic social and everyday problems. tasks: to work highly productively, to fulfill his duty to protect the Motherland (a young man, although we note that at the age of 18 he is not yet fully ready to solve this task) and to give birth to strong, healthy children (a girl).”

The physical education of boys and girls is now gender differentiated, which is determined by their biological and social differences.

2.4. Physical activity and aging

The average age limits in different countries differ markedly, and due to the upper limits, which is determined by the age limit for retirement adopted in each country. Based on this, in our country, a woman is considered elderly from 55 years, and for men - from 60 to 75 years. In the future, no gender differences are noted in the age classification, and the age of a person under 90 years old is usually called senile, and people who have crossed this border are called centenarians.

“From the moment the activity of the gonads ceases, entropic processes increase in the body. In anatomical and physiological terms, they are accompanied by a decrease in functional indicators, a decrease in body weight, an increasing predominance of inhibition in the central nervous system, changes in the musculoskeletal system, the progression of chronic diseases, etc. The changes that occur with age, however, do not represent a simple withering of the body, but reflect a qualitatively different state, when new adaptation mechanisms are formed that protect vital systems and organs from profound changes. Therefore, it is impossible to talk about the dependence of the occurrence of certain types of pathology on age. Their occurrence is determined, on the one hand, by the individual genetic characteristics of a person, on the other, by his lifestyle in previous age periods, and on the third, by the lifestyle that he has adhered to since retirement.” Seniors and seniors who are active maintain higher levels of health and vitality for much longer than those who do not.

Aging is “a process of complex restructuring and adaptation of the body, including both elements of involution and elements of active adaptation and compensation.” Age-related changes throughout a person’s life occur continuously in all systems of the body, in its adaptation to environmental conditions. A person gradually ages.

“Aging is a gradual process that differs in time and depth of changes depending on age, health status, individual genetic characteristics, working conditions and lifestyle, physical fitness, and character. Old age is a period of life. Aging begins relatively early and often goes unnoticed for a long time. Already from the age of 25-30, changes slowly begin in the body; from the age of 50 they already appear more clearly.

Age gradations for older ages: mature - 36-55 years for women and 36-60 for men, elderly - 56-74 and 61-74, respectively, senile (for both sexes) - 75-89 and long-livers - 90 years and older."

There are natural (physiological) and premature (pathological) aging. “Natural aging is the result of the natural age-related unfolding of an individual genetic program.” « With premature aging, due to various pathological (that is, not directly related to age) deviations, a partial or general acceleration of age-related changes in the body occurs.”

“The reduction in the range and volume of movements and the associated intensity of muscle activity observed in old age, in itself, in the later stages of ontogenesis, may be one of the links in the chain of factors contributing to premature aging of the body.”

Limitation of physical activity and a decrease in the intensity of muscle activity very quickly causes serious disintegration of many of its functions in the aging body.

An aging organism can be characterized as an organism with potentially limited reserves, as an organism that, although it has a certain supply of regulatory and compensatory adaptations, is clearly imperfect in comparison with a young organism. “It is precisely this limitation of functional capabilities, the known imperfection of the adaptive reactions of the senile organism that makes constant influences vital and necessary for it, training its regulatory and adaptive devices.”

“Active physical activity expands the functional capabilities of not only the cardiovascular system in older people. At the same time, the level of activity of the external respiration apparatus increases, as evidenced by a shortening of the time for the onset of uniform ventilation of the lungs, a decrease in signs of latent respiratory failure, etc.”

Muscular activity is a powerful stimulating, regulating factor that influences the functions and metabolic processes of the body of an aging person. Switching off or weakening muscle activity much faster than in a young person leads to detraining of regulatory mechanisms, to the disintegration of a number of functions and metabolic processes.

Active motor mode, which includes group exercises exercise, is the main decisive factor in maintaining health, performance and longevity.

In a person’s life, physical activity should occupy a place that is consistent with the conditions of his professional, everyday and other aspects of life. Physical education classes can be carried out depending on working conditions and typological characteristics of a person in the morning, afternoon, and evening and under constant medical and pedagogical supervision, taking into account the current state of the body.

To summarize, it should be noted that full physical activity is an integral part of a healthy lifestyle, influencing almost all aspects of a person’s life, both professional, everyday, leisure and other aspects of his life.

conclusions

The following conclusions can be drawn:

· Movement is a natural need of the human body. It is movements that activate compensatory and adaptive mechanisms, expand the functional capabilities of the body, improve human well-being, and are an important factor in the prevention of many human diseases.

· The full development of a person’s genetic program over time is determined by the adequate level of his motor activity.

· Limitation of physical activity leads to functional and morphological changes in the body and a decrease in life expectancy.

· Physical activity contributes to the harmonious development of the child: it affects physical and mental development, strengthens health, influences intellectual maturation during the child’s development, and ensures high performance in subsequent periods of a person’s life.

· Physical activity, regular physical education and sports are a prerequisite for a healthy lifestyle.

Conclusion

IN modern society where heavy physical labor has been replaced by machines and automatic machines, a person faces danger - hypokinesia (forced reduction in the volume of voluntary movements due to the nature of labor activity; low mobility, insufficient physical activity of a person). It is she who is credited with a largely predominant role in the widespread spread of the so-called diseases of civilization. Under these conditions, physical culture is especially effective in maintaining and strengthening human health.

Sufficient physical activity is a necessary condition for the harmonious development of the individual. Physical exercise promotes good functioning of the digestive organs, helping to digest and assimilate food, activates the activity of the liver and kidneys, and plays a huge role in the growth and development of the young body.

Bibliography:

1. Weiner E.N. Valeology: Textbook for universities. 2001. – M.: Flinta: Science, 2001. – 416 p.

2. Graevskaya N.D., Dolmatova T.I. Sports medicine: Course of lectures and practical training. Tutorial. – M.: Soviet Sport, 2004. – 304 p.: ill.

3. Motor activity and the reaction of the vegetative systems of the body of younger schoolchildren to physical activity: textbook/rep. Ed. R.A. Shabunin; Sverdlovsk State ped. int. – Sverdlovsk: [b. i.], 1981. – 80 p.

4. Physical activity and aging Kyiv 1969

5. Lebedeva N. T. Motor activity in the process of teaching junior schoolchildren (Hygienic foundations of physical education). – Mn.: Nar. Asveta, 1979. – 80 p., ill.

6. Optimal physical activity: Educational and methodological manual for universities. Compiled by: I.V. Rubtsova, T.V. Kubyshkina, E.V. Alatortseva, Ya.V. Gotovtseva VORONEZH 2007

Table of contents

Introduction

Chapter 1. general characteristics and age-related features of the development of motor qualities

1.1 General characteristics of motor qualities

1.2 Age-related features of the development of motor qualities

1.3 Morphofunctional characteristics of children and adolescents

Chapter 2. Study of the development of motor qualities in groups of initial training in athletics

2.1 Purpose and objectives of the study

2.2 Research methods

2.2.1 Analysis of scientific and methodological literature

2.2.2 Physical fitness testing

2.2.3 Pedagogical experiment

2.2.4 Methods of mathematical statistics

2.3 Organization of the study

2.4 Processing of research results

Conclusion

Bibliography

Applications

Introduction

Relevance and statement of the research problem. Among the current problems of school physical education, a significant place is occupied by such a specific problem as the development of basic motor qualities in children (speed of movement, muscle strength, endurance to muscular efforts of varying intensity, vestibular stability and other qualities).

The most important stage in the development of children, requiring the search for new and effective methods of education and training, is adolescence - the period of transition to adulthood, both in socio-psychological and biological terms. Teachers are well aware of the difficulties of adolescence, characterized by emotional instability, imbalance, reduced performance and fatigue.

Therefore, for proper planning and implementation of the educational process in physical education, it is so important to take into account the age-related characteristics of the formation of children’s bodies, patterns and stages of development of higher nervous activity, autonomic and muscular systems, as well as their interaction in the process of motor activity.

Currently, an important task has been put forward - the development of problems in the formation of a new person. One of the aspects of this important problem is the education of a comprehensively and harmoniously developed person and the disclosure of the laws of the growing, developing child’s body. Also, the successful solution of this problem largely depends on the correct organization of physical education, starting from a very early age. Only under strict scientific approach physical education becomes an effective means of preserving and strengthening the health of children and improving their physical development.

One of the main tasks solved in the process of physical education is to ensure the optimal development of the physical qualities inherent in a person. Physical qualities are usually called congenital (genetically inherited) morphofunctional qualities, thanks to which physical (materially expressed) human activity is possible, which receives its full manifestation in purposeful motor activity. The main physical qualities include muscle strength, speed, endurance, flexibility and agility.

Good physical education, received during the period of natural growth and development, is of great importance for a person’s activity in adulthood and ensures high performance throughout many years of life.

The growth of sportsmanship largely depends on the degree of development of the physical qualities and functional capabilities of the young athlete’s body, which largely determine the individual characteristics of those involved in all stages of sports training [V. P. Filin, 1974, A. A. Guzhalovsky, 1979, V. K. Balsevich, 1983, etc.].

The purpose of this work is to study the development of motor qualities in groups of initial training in athletics.

The object of the study is the process of development and formation of motor qualities.

The subject of the study is to improve the development of motor qualities of 11-12 year old track and field athletes at the stage of initial training.

Scientific hypothesis. It was assumed that the study of age-related characteristics of the development of motor qualities would allow us to identify more rational approaches to the development of these qualities through the correct selection of training means and methods and increase the effectiveness of the training process.

The objectives of the study are to study literary sources in order to identify means, methods and conditions for the development of motor qualities in children, to develop a rational structure of training sessions for the development of motor qualities when training young athletes, to experimentally substantiate the effectiveness of using methods for the development of motor qualities when training young athletes.

Research methods include: theoretical analysis of scientific, methodological and special literature on the research topic, pedagogical observations of the training activities of young athletes, pedagogical testing, pedagogical experiment, methods of processing the data obtained.

The theoretical significance of the study is determined by the development of methodological foundations for improving the system of construction and content of training sessions for the development of motor qualities when training young athletes, which is an important component of the training process management system.

Practical significance of the study. The results obtained can be used to increase the efficiency of development of motor qualities and the effectiveness of competitive activity of young track and field athletes, to optimize the physical training of young track and field athletes at the stages of initial sports specialization. The obtained research materials can be used in the development of program and regulatory documents for athletics sections, children's and youth sports schools(Youth Sports School).

1. General characteristics and age-related characteristics of motor qualities

1.1 General characteristics of motor qualities

Motor (physical) qualities are understood as qualitative features of motor action: strength, speed, endurance, dexterity and mobility in joints.

The development of motor qualities proceeds in phases. Initially, the development of one quality is accompanied by the growth of other qualities, which this moment are not specifically developed. In the future, the development of one quality may inhibit the development of others.

The age-related development of motor qualities is characterized by heterochrony (multiple times). This means that different motor qualities reach their natural maximum development at different ages (speed qualities - at 13-15 years, strength - at 25-30 years, etc.).

Periods that are characterized by significant changes in the age-related development of the organism are called critical or sensitive (sensitive). During such periods, special training gives a higher effect for the development of certain qualities. Sensitive periods are different for different motor qualities. The period of increased rates of development is “critical”, in which its varieties should be distinguished, characterized by: a) the highest and b) moderately high rates of development of physical qualities and the period of reduced rates of development - “subcritical” (Appendix 1).

Force. Human strength refers to the ability to overcome external resistance or resist external forces. In the first case, a person strives to impart acceleration to a stationary object (a sports equipment - during throwing, his own body - during jumping and gymnastic exercises), in the second, on the contrary, he strives to maintain the body or its parts in its original position under the action of forces that violate statics. Such forces can be external influences, for example, a blow from an opponent in boxing, as well as the weight of one’s own body or part of it - holding a hanging angle.

The main factor in a person's manifestation of strength is muscle tension, but body mass (weight) also plays a role. Therefore, a distinction is made between absolute and relative strength. The first is understood as the force that a person exhibits in any movement, measured without taking into account body weight; under the second - the amount of force per 1 kg of human body weight.

Increased resistance exercises are used to develop strength. They are divided into two groups: exercises with external resistance and exercises with overcoming the weight of your own body.

Rapidity. The speed characteristics of movements and actions are united under a common name - speed. In the most general terms, it characterizes a person’s ability to perform actions in a minimum period of time for given conditions. However, the characteristics of speed are heterogeneous and are either not related to each other or are weakly related. Speed characteristics of motor actions include: 1) speed of a single movement (with low external resistance); 2) frequency of movements; 3) speed of motor reaction.

Endurance. Endurance is understood as a person’s ability to perform work for a long time without reducing its intensity.

The development of endurance is, to a large extent, the development of biochemical processes that contribute to longer work performance, as well as the resistance of the nervous system to high-intensity stimulation.

The intensity of the work and the characteristics of the exercises performed during this work determine the types of endurance: speed, strength, endurance to static efforts. The manifestation of endurance is always specific, since it is determined by specific conditions of activity. However, in activities of similar intensity, the phenomenon of endurance transfer is observed, which is due to common physiological and biochemical mechanisms.

Agility. Agility refers to the totality of coordination abilities.

One of these abilities is the speed of mastering new movements, the other is the rapid restructuring of motor activity in accordance with the requirements of a suddenly changed situation. There is no doubt that the content of dexterity is not exhausted by these two abilities, but the features of motor activity grouped under the name dexterity have not been sufficiently studied to date.

Mobility in the joints. Mobility in joints is a morphofunctional motor quality. On the one hand, it is determined by the structure of the joint, the elasticity of the ligaments, on the other hand, by the elasticity of the muscles, which depends on physiological and psychological factors. Mobility in the joints increases when the temperature of the muscles increases as a result of their work (increasing muscle temperature leads to an increase in their elasticity), with emotional arousal, for example during competition, at high ambient temperatures. A distinction is made between active and passive mobility in the joints. The first manifests itself during active (voluntary) movements of the person himself, the second - during passive movements performed under the influence of external forces (for example, the efforts of a partner). Passive mobility is greater than active mobility. Under the influence of fatigue, active mobility in the joints decreases (due to a decrease in the ability of muscles to completely relax after contraction), and passive mobility increases (due to less resistance to stretching muscle tone).

1.2 Age-related features of the development of motor qualities

A significant number of studies have been devoted to the study of age-related characteristics of the development of motor abilities in childhood and adolescence [Guzhalovsky A. A., 1979; Kuznetsova Z.I., 1967; Filin V. G., 1972; Vavilov Yu.N., 1991].

Motor function is one of the complex physiological phenomena that ensures the human body’s resistance to environmental conditions and constitutes a set of physical qualities, motor skills and abilities.

The most intensive improvement of motor function occurs in childhood and adolescence, and by the age of 13-14 years, the morphological and functional maturation of the human motor analyzer is basically completed.

The formation of motor function in children is determined by the maturation of the musculoskeletal system and the degree of maturity of the higher centers of movement regulation. Between 7 and 11 years of age, children's coordination of voluntary movements improves significantly. Movements become more varied and precise, acquiring smoothness and harmony. Children of this age master the ability to dose their efforts, subordinate movements to a certain rhythm, and slow them down in time. Increasing the regulatory role of the cerebral cortex creates favorable conditions for the targeted impact of physical exercise on the development of motor qualities.

Physical (motor) qualities are usually called individual qualitative aspects of a person’s motor capabilities. According to many experts, the structural basis for the development of physical qualities is associated with progressive morphological and biochemical changes in the musculoskeletal system, in the central and peripheral nervous system, and in internal organs. Thus, the level of development of physical qualities is directly dependent on the consistency of somatic and autonomic functions.

Physical qualities experience various influences of genetic factors in their development. The following are subject to strong control by the genotype: speed of movement, muscle strength and, especially, endurance.

A number of studies indicate that childhood is an important stage of long-term physical education, favorable for the beginning of sports training.

Systematic exercises have a powerful impact on the development of motor abilities in childhood and adolescence. Unlike their peers, whose motor activity is limited to physical education classes, young athletes develop physical qualities more harmoniously and at a much higher level.

Indicators of the development of motor function of 11-14 year old children involved in sports may vary depending on the use of various means of physical education.

According to V.P. Filin, physical qualities develop most intensively in the age period of 10-13 years.

Currently, age-related features of the development of physical qualities in school-age children have been identified, which include:

Heterochronic development of various physical qualities;

The amount of annual growth in boys and girls is not the same at different age periods;

In most children of primary and secondary school age, indicators of physical qualities are different in their level: for example, the level of power static endurance, as a rule, does not coincide with the level of development of dynamic endurance.

In this regard, training using the same methods with the same volume and intensity of physical activity does not allow comparing the data of children of different ages, gender, physical development, because gives a different pedagogical effect that is higher during the period of natural increase (in the so-called sensitive periods) of the level of development of physical qualities in young athletes than the average level of development of the same qualities in children, adolescents and young men who do not go in for sports.

At primary school age there are favorable prerequisites for the development of speed of movement. The correspondence of short-term high-speed loads to the functional capabilities of children is due to the high excitability of their central nervous system, which regulates the activity of the motor system, the high mobility of the main nervous processes and the high intensity of metabolism characteristic of the children's body.

Age characteristics significantly limit the possibilities of developing speed of movements. The most favorable age is 11-12 years for girls and 12-13 years for boys.

At primary school age, a variety of exercises are used that require quick short-term movements and local movements. These are exercises with short and long ropes (running in and out), relay races with running, exercises with throwing and catching the ball, etc.

At middle school age, an increasing place should be occupied by speed-strength exercises: jumping, multi-jumping, jumping and jumping at a pace, variable acceleration in running, throwing. It should also include repeated short distances (30 to 60 m) at maximum speed. At senior school age, a complex of actual speed, speed-strength exercises and exercises for the development of speed endurance is used. Sports games and relay races continue to be used. The running distance to develop speed increases to 80-100 m.

Overcoming external resistance or weights in fast movements involves significant muscle effort. Therefore, in sports practice, speed appears in specific forms of speed-strength qualities. Children 10-11 years old tolerate short-term speed-strength loads well.

By the age of 10, girls show the greatest increase in standing long jump results (20%). In boys, the increase in this growth at the age of 8-11 years is 8-9%, and its greatest values are observed at 13-14 years.

In younger schoolchildren, unlike 13-14 year old teenagers, there is no close relationship between running speed and body length growth: both tall and short people can have approximately the same running speed indicators.

To develop speed and strength qualities, preference is given to dynamic exercises of an explosive nature. As Fomin N.A. notes. et al., at the age of 12-14 years, due to the development of speed-strength qualities, the speed of performing the exercise increases.

At the age of 9-10 years, high rates of dexterity development are observed, which is due to the high plasticity of the central nervous system, improvement of spatio-temporal characteristics of movement and spatial accuracy of movements.

Spatio-temporal indicators of agility increase rapidly at primary school age, and by the age of 13-14, the agility of adolescents is almost approaching the level of an adult.

The development of dexterity occurs in the process of human learning. This requires constant mastery of new exercises. Any exercise can be used to develop dexterity, provided that it has elements of novelty.

Junior schoolchildren have all the prerequisites for developing flexibility. The morphological features of the musculoskeletal system, high elasticity of ligaments and muscles, and greater mobility of the spinal column help to increase the effectiveness of special exercises for the development of this quality. The highest natural rates of development of flexibility are observed between the ages of 7 and 10 years. In girls 11-13 years old, in boys 13-15 years old, active flexibility reaches its maximum values.

Favorable morphological and functional prerequisites for the development of strength are created by the age of 8-10 years. An increase in strength is associated with an increase in muscle mass, an increase in the thickness of muscle fibers, an increase in their reserves of carbohydrates, proteins, energy-rich compounds, the intensity of biochemical reactions occurring in the muscle, and an improvement in nervous regulation.

Strength development occurs unevenly. At the age of 8-11 years, strength increases rapidly; at 11-13 years, the rate of strength growth slows down due to puberty. From the age of 14-15, a significant increase in strength is again observed, and by 18-20 summer age strength reaches maximum values. These are periods of high sensitivity to dynamic strength exercises. Static efforts are accompanied by rapid development of fatigue in schoolchildren aged 7-10 years. Both absolute and relative strength in young athletes increases under the influence of two factors: natural age-related changes in the body and increased sports qualifications.

Due to the age characteristics of schoolchildren, the use of strength exercises in physical education lessons is limited. In primary and secondary school age, one should not force the development of actual strength abilities. Exercises should be speed-strength oriented, with limited static components. However, the latter should not be completely excluded, since, for example, exercises related to maintaining static poses are useful for developing correct posture. With age, the use of these exercises increases. In this case, mandatory control of breathing is necessary, because prolonged holding of breath (straining) has a harmful effect (especially on girls) and sometimes leads to loss of consciousness.

Typical means of developing strength are: at 7-9 years old - general developmental exercises with objects, climbing on an inclined bench, on a gymnastic wall, jumping, throwing; at 10-11 years old - general developmental exercises with large weights (medicine balls, gymnastic sticks, etc.), vertical rope climbing in three steps, throwing light objects at a distance, etc.; at 14-15 years old - exercises with medicine balls, light dumbbells, power games such as tug of war, pull-ups, racks, etc. True, the weight of external weights in adolescents is limited (approximately 60-70% of the maximum), except In addition, it is not recommended to perform exercises to failure.

Later than other physical qualities, endurance develops, which is characterized by the time during which a sufficient level of the body’s performance is maintained.

With age, endurance, both during static efforts and during dynamic work, increases noticeably.

The increase in the duration of effort of different muscle groups is uneven and uneven over the years. At the age of 8-11 years, the extensors of the torso are characterized by low endurance, and the flexors and extensors of the forearm are characterized by high endurance. At the age of 11-14 years, the endurance of the calf muscles increases significantly. At the age of 13-14, adolescents of both sexes experience a slight decrease in the static endurance of the flexors and extensors of the forearm and extensors of the torso.

Schoolchildren under 15-16 years of age can overcome the onset of fatigue only a short time due to the low resistance of the nervous system to strong stimuli. Subsequently, the phase of compensated fatigue increases due to an increase in the ability to exert volition.

In younger schoolchildren, it is advisable to develop endurance primarily for work of moderate and variable intensity, which does not place great demands on the anaerobic-glycolytic capabilities of the body. A means of developing endurance is outdoor games with increased motor density, but games do not allow for precise dosing of the load. In physical education lessons, exercises are used that make it possible to provide a precisely dosed impact: for 12-13 year olds - tempo running of 200-400 m, alternating with walking; slow run lasting up to 2 minutes for boys and up to 1.5 minutes for girls; skiing 3-3.5 km for boys and 2-3 km for girls; for 14-15 year olds - tempo run of 400-500 m for boys and 200-300 m for girls; cross-country skiing at speeds up to 203 km; for 16-17 year olds - cross-country running; ski races for 3-4 km; alternating and repeated running.

With age, the possible duration of work during strenuous exercises with weights also lengthens (lifting a load is equal to half the maximum). For children 11-12 years old, the amount of work is 66.5 kg/m, which is 3.5 times less than that of adults.

The most effective in developing motor qualities is complex training, that is, when individual exercises use exercises for speed, strength and endurance from general physical training (GPP).

In particular, it was found that under the influence of training using track and field exercises, the greatest changes in the development of speed are achieved by schoolchildren aged 10-12 years. A number of works note that in the process of initial sports activities, speed-strength exercises should occupy a significant place. The use of these exercises for the purpose of developing speed and strength (up to 50% of the total training time) has a positive effect on physical fitness and the growth of sports results.

In classes with children 9-11 years old, it is proposed to carry out comprehensive physical training of children using athletics, acrobatics, outdoor and sports games. Moreover, great importance is attached to the use of outdoor games due to their great emotionality, interest and children’s inherent passion for games.

Motor activity, professional orientation of physical education, the role of physical culture and sports in the development of society

Performed:

Dementyeva Olesya Valentinovna

Content

Biological significance of physical activity

Motor activity at different age periods and its features

Conclusion

Bibliography

"Movement is life!"

Aristotle.

The concept of motor activity

Movement is a natural human need, a powerful factor in maintaining normal functioning.” It is movements that “activate compensatory and adaptive mechanisms, expand the functional capabilities of the body, and also improve a person’s well-being, create confidence, and are an important factor in the prevention of many human diseases.

Motor activity is a natural and specially organized motor activity of a person, ensuring his successful physical and mental development.

Motor activity also refers to the sum of movements performed by a person in the process of everyday life. Human motor activity is manifested in the functioning of the musculoskeletal system in the process of walking, running, jumping, throwing, swimming, playing activities, etc.

Physical education classes organize a person’s physical activity and satisfy his need for various types of physical activity to which a particular person is prone.

From the point of view of a physiologist, movements can be divided into organized, or regulated (physical exercises in physical education lessons, in sports sections, etc.), and unregulated (games with peers, walks, self-care, etc.).

Regulated motor activity is the total volume of physical exercises and motor actions that are specially selected and specifically affect the body of preschool children.

Unregulated motor activity includes the volume of spontaneously performed motor actions (for example, in everyday life).

Conclusion: When assessing motor activity, we should not exclude those movements that a person makes involuntarily (periodic changes in posture, stretching, etc.). There is a close relationship and interdependence between all forms of movements.

The importance of physical activity in human life

Muscular activity, through human interaction with the environment, allows him, in the process of everyday life, to come into contact with natural factors, to create material values necessary for the best adaptation to changing living conditions. In the process of growth and development, the child masters various motor skills and abilities, which subsequently serve as the basis for the formation of a variety of professional work skills. Optimal physical activity contributes to the development of motor qualities of strength, endurance, speed and agility, and increases physical performance (volume, duration and maximum power of work). In the process of phylogenetic development, motor activity ensured the survival of the biological species.” For modern man, motor reactions are necessary for communication; they are an external manifestation of the labor process and occupy one of the important places in the life of the body.

Performing physical exercises and other types of movements is accompanied by functional activity, which causes specific and nonspecific psychophysiological reactions. Specific reactions are characterized by improved functions during muscle activity, increased reliability of all physiological systems in exercises of this type, optimization of the balance of consumption and restoration of bioenergetic and structural reserves during movements of varying intensity. The motor activity of children is a biological stimulus that contributes to the morphofunctional development of the body and its improvement.

In the process of growth and development, the active activity of skeletal muscles is one of the main factors causing the transformation of the activity of the cardiovascular and respiratory systems in the process of ontogenesis, increasing the working and adaptive capabilities of the developing organism.

Motor activity also causes nonspecific psychophysiological reactions that ensure the human body’s resistance to the effects of unfavorable factors (ionizing radiation, toxic substances, hyperthermia, hypoxia, infections, various pathological processes). Optimal physical activity contributes to the human body’s adaptation to environmental changes (climate, time zones, production conditions, etc.), longevity, improves health, and increases both educational and work activity. Limiting physical activity sharply reduces the body's adaptive capabilities and shortens life.

Conclusion: Motor activity in all its various forms is one of the most powerful and vitally important functional systems in the first years of a child’s life, including primary school age.

Motor activity at different age periods, its features

The formation of man took place in conditions of high physical activity, which was a necessary condition for his existence, biological and social progress. The finest coordination of all body systems was formed in the process of evolution against the background of active motor activity, and therefore only those populations survived whose genetic resistance to physical stress was higher. Therefore, a person adapts much better to heavy physical activity than to conditions of limited mobility.

The full development of a person’s genetic program over time is determined by the adequate level of his motor activity. This condition manifests itself from the moment of conception.

Motor activity of toddlers and preschool children

For a newborn (up to one month old), physical activity is a prerequisite for normal growth and development. However, it must manifest itself within the limits of physiological stress, that is, as a reaction to biological stimuli. For a baby, such irritants are cold and hunger. The struggle to maintain temperature is realized through increased muscle tone and an increase in the number of movements. It is recommended to pour cold tap water over the child 3-4 times a day, and this gives good results in both physiologically mature and immature children.

Swaddling children adversely affects many aspects of their growth and development. Thus, blood circulation in pinched tissues is disrupted, as a result of which blood flow to the superficially located ones (skin, muscles) is hampered, and stagnation develops in them. The inability to move does not allow the child to fight for his temperature, and in this case, parents have to create conditions for thermal comfort.

Infancy (up to one year) of human life is characterized by a very rapid development of absolutely all of its structural and functional systems. In the development of body functions of a child in the first year of life, movement is extremely important. The activity of the baby, being a factor of excessive recovery, after birth determines the processes of its growth and development. We can say that movements contribute to the mental development of the child. Therefore, it is necessary to create optimal conditions for the child’s movements, especially since during the first 2-3 years of life the child’s independent motor activity gradually increases.

In a child of early childhood age, the main means of physical education remains spontaneous motor activity, but observations show that the movements of each child are quite monotonous and not all muscle groups are involved in the work. Motor acts performed incorrectly at this age are fixed in the form of a stereotype, which can cause the development of functional muscle asymmetry, deformations of the musculoskeletal system, and even disturbances in the development of the vegetative systems. Therefore, it is necessary to monitor the child’s motor activity and help him, select new exercises that would compensate for the load on muscle groups that are poorly involved in the work.

For children of the age of first childhood (up to 6-7 years), the role of physical activity remains high. By this age, the formation of the brain ends, and since motor activity largely determines this process, the role of physical education for children of the age of first childhood becomes especially noticeable. At this age, many behavioral attitudes are formed in the child, which are then preserved throughout subsequent life. That is why the formation of his desire for organized, purposeful movement, for physical education should be considered one of the priority tasks of education. The basis for this may be the fact that children at the age of first childhood are distinguished by high motor activity, and their physical performance turns out to be quite impressive.

Motor activity of schoolchildren

The transition to school life (7-9 years old) changes the child’s entire lifestyle, first of all this affects his motor activity. Being in sedentary conditions for several hours at school, he is forced to spend considerable time at home preparing homework and devotes several more hours to watching television. At the same time, the genetically determined need for movement still manifests itself.

The greatest importance in the structure of motor activity are organized movements, which are planned in such a way as to ensure the development of various motor skills and abilities, motor qualities, and increase the adaptive capabilities of the student’s body. With a sufficient amount of regulated forms of motor activity in the daily routine, the child can sufficiently satisfy both the biological need for movement and improve his general physical fitness. Unregulated physical activity also largely depends on adults. First of all, this concerns the creation of the necessary conditions for carrying out various games on the initiative of the children themselves.

At the age of second childhood (up to 10-12 years), any physical exercise is recommended for children. An exception should be made only for types with long-term static retention of loads (which negatively affects the musculoskeletal system and the growth of the child’s body in length) and types with prolonged straining (through an increase in intrathoracic and intra-abdominal pressure, this adversely affects the cardiovascular system of the student). Children of this age do not like to do long, monotonous exercises, so games are the best means of physical education for them. It is the game that is a wonderful means of physical, aesthetic, labor, moral education; it also stimulates the child’s cognitive activity. By giving any type of children's activity a playful form, you can support and increase the child's performance, interest, inclinations and receptivity.

Activation of the functions of the gonads with the onset of puberty leads, in particular, to the fact that the height of a teenager can sometimes increase by 15-20 cm in a few months. This creates a number of problems with the activity of various organs and systems. First of all, with an increase in heart mass during this period, an increase in body length leads to the fact that the arterial vessels are stretched and their lumen, at least, does not change. That is why strong contractions of the heart, which has become more powerful, also produce a greater release of blood into these relatively narrow vessels, which quite often provokes the so-called juvenile hypertension. But if a teenager leads a healthy lifestyle and has an active motor mode, then he will not face the adverse consequences of such a disorder. And vice versa, if in this case the child is limited in regular physical education, then by the age of 35-40 this person may become hypertensive.

Intensive growth of the body in length causes stretching of the back extensor muscles, so thinned muscles are not able to “hold their back,” and adolescents often experience postural problems. To prevent such disorders, it is necessary to train the back muscles, their static endurance, and constantly monitor posture.

Therefore, it is very important at this age to lead an active lifestyle, perform various physical exercises, in order to prevent the possibility of unfavorable changes in the physical condition, psyche and health of the teenager as a whole. The importance of physical education classes increases many times over if they are accompanied by a conscious attitude of the teenager towards them. He must not only perform them, he must think and have a good idea of the mechanisms of action of these exercises on the body. Only this approach can provide a teenager with a stable, interested attitude towards physical education, which he will carry throughout his entire subsequent life.

Physical activity in adolescence

The physical education of boys and girls is now gender differentiated, which is determined by their biological and social differences.

Physical activity and aging

Seniors and seniors who are active maintain higher levels of health and vitality for much longer than those who do not.

Aging is a gradual process that differs in time and depth of changes depending on age, health, individual genetic characteristics, working conditions and lifestyle, physical fitness, and character. Old age is a period of life. Aging begins relatively early and often goes unnoticed for a long time. Already from the age of 25-30, changes slowly begin in the body; from the age of 50 they already appear more clearly.

The reduction in the range and volume of movements and the associated intensity of muscle activity observed in old age, in itself, in the later stages of ontogenesis, may be one of the links in the chain of factors contributing to premature aging of the body.

Limitation of physical activity and a decrease in the intensity of muscle activity very quickly causes serious disintegration of many of its functions in the aging body.

An aging organism can be characterized as an organism with potentially limited reserves, as an organism that, although it has a certain supply of regulatory and compensatory adaptations, is clearly imperfect in comparison with a young organism. It is this limitation of functional capabilities, the known imperfection of the adaptive reactions of the senile organism that makes constant influences vital and necessary for it, training its regulatory and adaptive devices.

Active physical exercises expand the functional capabilities of not only the cardiovascular system in older people. At the same time, the level of activity of the external respiration apparatus increases, as evidenced by a shortening of the time for the onset of uniform ventilation of the lungs, a decrease in signs of latent respiratory failure, etc.

Conclusion: An active motor regimen, which includes group exercise classes, is the main decisive factor in maintaining health, performance and longevity.

The role of physical culture and sports in strengthening and maintaining health

The main elements of physical culture are physical exercises, their complexes and competitions, also hardening of the body, occupational and household hygiene, and much more. By mastering and actively using these exercises, a person improves his physical condition and preparedness, he improves comprehensively.

Physical culture has a beneficial effect on the body, strengthens and tempers it. Thus, she prepares the younger generation for life. With the help of classes, the harmonious development of the physical condition of the body is ensured, moral and physical qualities are formed and nurtured. All these qualities are necessary for future specialists in any field of activity. What is needed is a radical change in people's attitude towards physical culture, an understanding that it has value for the people and for each person individually. In physical education and education of the younger generation, the main thing should be the formation and consolidation in the minds of the need and motivation to constantly take care of one’s health. This formation must be purposeful and based on deep knowledge. Of course, our society is interested in the younger generation being physically developed, healthy and cheerful. Health is the main foundation of every individual, and healthy youth is the foundation of our society, our state.

Conclusion

Full physical activity is an integral part of a healthy lifestyle, influencing almost all aspects of a person’s life, both professional, everyday, leisure and other aspects of his life.

Movement is a natural need of the human body. It is movements that activate compensatory and adaptive mechanisms, expand the functional capabilities of the body, improve human well-being, and are an important factor in the prevention of many human diseases.

The full development of a person’s genetic program over time is determined by the adequate level of his motor activity.

Limitation of physical activity leads to functional and morphological changes in the body and a decrease in life expectancy.

Physical activity contributes to the harmonious development of the child: it affects physical and mental development, strengthens health, influences intellectual maturation during the child’s development, and ensures high performance in subsequent periods of a person’s life.

Physical activity, regular physical education and sports are a prerequisite for a healthy lifestyle.

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Vilensky, M. Ya., Zaitsev, A. I., Ilyinich, V. I., etc. Physical culture of a student [Text] / Ed. V. I. Ilyinich: Textbook for universities. – M.: Gardariki, 2002. - 448 p.: ill. ISBN 5-8297-0010-7

Graevskaya, N. D., Dolmatova, T. I. Sports medicine: Course of lectures and practical classes [Text] / N. D. Graevskaya, T. I. Dolmatova: Textbook. – M.: Soviet Sport, 2004. - 360 p.: ill. ISBN 5-85009-765-1

Optimal physical activity [Text] / Comp. I. V. Rubtsova, T. V. Kubyshkina, E. V. Alatortseva, Ya. V. Gotovtseva: Educational and methodological manual for universities. – Voronezh, 2007. – 23 p.

Physical culture [Text] / Ed. V. D. Dashinorboeva: Textbook for higher education students educational institutions, 2nd ed., revised - Ulan-Ude: VSTU Publishing House, 2007. - 229 p. ISBN 5-89230-249-0

Kholodov, Zh. K., Kuznetsov, V. S. Theory and methodology of physical education and sports [Text] / Zh. K. Kholodov, V. S. Kuznetsov: Textbook. aid for students higher textbook Establishments. – 2nd ed., rev. and additional – M.: Academy, 2003. – 480 p. ISBN 5-7695-0853-1

Gorinevsky, as a result of in-depth medical research, came to the conclusion that lack of movement not only negatively affects the health of children, but also reduces their mental performance, inhibits overall development, and makes children indifferent to their surroundings. Prevention of many of the most common diseases in children is possible by developing healthy lifestyle habits from a very early age. At the same time, the formation of hygiene skills in children and their attitude towards their health has a great influence...

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PAGE \* MERGEFORMAT 36

Introduction…………………………………………………………………………………. 3

Chapter I. Theoretical foundations for the formation of motor activity in primary schoolchildren………………………………………………………. 6

1.1 The concept of physical activity…………………………….. 6

1.2 The concept of physical education………………………………… 10

Chapter II. E experimental work to increase motor activity in primary schoolchildren ………………………………………… 17

2.1 Diagnosis of the level of motor activity in primary schoolchildren………………………………………………………………………………………. 17

Conclusion………………………………………………………………………………… 27

Bibliography……………………………………………………. 29

Appendix…………………………………………………………….. 32

Introduction

Relevance of the research topic. The period of adaptation of a child to the beginning of systematic schooling is one of the most difficult, the course of which largely depends on the state of health and the degree of readiness of the physiological systems of the body for the constant impact of educational loads. The degree of readiness of a child for school is assessed by the level of development of basic psychophysiological functions. However, the level of physical fitness is no less important, since the educational process at school places increased educational and static loads on the child’s body.

Currently, the problem of increasing the physical activity of primary school students is acute. It is associated with a deficit of physical activity, which continues to increase due to the alarming increase in morbidity among students. This problem requires an immediate solution.

Great teachers and doctors studied this problem.

An outstanding doctor and teacher, founder of physical education in Russia P.F. Lesgaft wrote that the discrepancy between a weak body and developed mental activity will inevitably have a negative impact on a person. “Such a violation of harmony in the structure and functions of the body does not go unpunished; it inevitably entails the impotence of external manifestations: there may be thought and understanding, but there will not be the proper energy for consistent testing of ideas and persistent implementation and application of them in practice.” If we turn to the literature, we can note that all outstanding teachers have always directly or indirectly considered movements to be the most important condition and means of comprehensive development, including speech. Also J.-J. Rousseau wrote about movement as a means of understanding the world around us. He pointed out that without movements, the assimilation of concepts such as space, time, and form is unthinkable.

The famous teacher K.D. spoke very clearly about the importance of physical education for mental activity. Ushinsky.

He wrote: “If a teacher has fully realized that the mechanical basis of memory is rooted in the nervous system, then he will also understand the importance of a healthy state of nerves for the normal state of memory. He will then understand why, for example, gymnastics, walks in the fresh air and, in general, everything that strengthens the nerves is more important than all sorts of mnemonic supports.” Doctor and teacher V.V. Gorinevsky, as a result of in-depth medical research, came to the conclusion that lack of movement not only negatively affects the health of children, but also reduces their mental performance, inhibits overall development, and makes children indifferent to their surroundings.

The basic requirements for organizing health-preserving teaching methods are very simple, as they are based on natural manifestations and patterns of life activity. Let's list them:

Correspondence of the educational load to the age and individual functional capabilities of the student’s body;

Mandatory constant monitoring of the child’s health and developmental characteristics;

A rational regime of work and rest with hygienically good sleep and sufficient time in the fresh air;

Organization of the nature and regime of educational activities, taking into account the dynamics of mental performance (as a reflection of the functional state of the child’s body) during the school day, week, year;

Strict control of physiological and hygienic conditions of the educational process (air temperature, lighting conditions, etc.

Application of methods for enhancing motor activity during the educational process;

Maintaining correct working posture during any type of activity;

Creating a favorable psychological atmosphere, a positive emotional background during educational activities;

Organization of a favorable mode of activity of the visual analyzer as the main channel for obtaining information about the surrounding world.

The above, of course, does not exhaust all the requirements that a modern teacher must take into account when building an educational process. Within the content of the educational methods themselves, there are many reserves that allow optimizing the impact of the educational load on the body of a primary school student.

Hypothesis: optimal physical activity has a beneficial effect on the physiopsychological development of a primary school student.

Goal of the work: identify features of the organization of motor activity as a factor influencing physical health younger schoolchildren.

Object of study: the process of physical education of junior schoolchildren.

Subject of study: organization of physical activity of junior schoolchildren as a factor influencing their physical health.

Research objectives:

Study and analyze psychological, pedagogical and methodological literature on the research problem;

To identify the features of physical education of younger schoolchildren;

To identify the features of the organization of motor activity of junior schoolchildren as a factor influencing their physical health.

Research methodswere selected taking into account the object and subject of study, as well as the goals, objectives and hypotheses of the study: analysis of psychological, pedagogical and methodological literature, analysis of documentation, analysis of the results of the activities of junior schoolchildren.

Chapter I. Theoretical foundations of the formation of motor activity in primary schoolchildren

1.1 Concept of physical activity

A healthy lifestyle is a person’s conscious and necessary constant implementation of hygienic rules for strengthening and maintaining individual and public health as the basis for high long-term performance, combined with a reasonable attitude towards the natural and social environment.

Physical activity - this is a type of human activity in which the activation of metabolic processes in skeletal muscles ensures their contraction and movement of the human body or its parts in space. Simply put, motor activity is the total amount of various movements over a certain period of time. It is expressed either in units of energy expended or in the number of movements performed. Motor activity is measured in the amount of energy expended as a result of any activity in the amount of work performed, for example, in the number of steps taken, in time spent.

Prevention of many of the most common diseases in children is possible by developing healthy lifestyle habits, starting from a very early age. Family plays a direct role in this. Various traditions and habits, lifestyles, and attitudes toward one’s own health and the health of others learned in the parents’ family are then transferred into adulthood, and when the child reaches childbearing age, into newly created families.

At the same time, the medical activity of parents (compliance with diet, work and study, rest, refusal to bad habits, timely appeal for medical care, treatment, attitude towards preventive measures etc.).

At the same time, often worrying about the slightest runny nose or cough of the child, many parents ignore imbalance, bad habits, whims, constant bad mood, in other words, the state of his nervous system.

The child's nervous system is very vulnerable. Children have a hard time experiencing family discord, illness and the loss of loved ones. Whether the manifestation of nervousness will be short-term or drag on for a long time, whether it will become pronounced or insignificant, whether a nervous child will grow into a nervous adult - this depends on living conditions. We can safely say that in many cases, neuropathic manifestations turn into serious diseases only due to defects in upbringing and improper behavior of adults.

Medical experience shows that in passive, suspicious, skeptical people, any disease is more severe, more difficult to treat, and lasts longer. That is why the education of optimism, cheerfulness, and goodwill should also include concerns about the child’s health and happiness.

How to make sure your child is always cheerful? To do this, it is by no means necessary to amuse and entertain him from morning to evening. It is necessary for him to find joy in his surroundings, to extract interesting things from everyday life, and to do everything he does with pleasure.

Almost decisive in the formation of such a character trait is environment. If the spirit of cheerfulness, optimism, and goodwill reigns in the family, then the child grows up sociable and cheerful.

There is a well-known pedagogical rule: a child is much more influenced not by what the teacher says, but by what he does. In this regard, it is very important to create for the child the right conditions, show him an example of cheerfulness, optimism and poise.

Young people’s own role in maintaining and strengthening their health today is practically reduced to a minimum. There is a common misconception among young people that diseases come in old age when active life already behind. In this regard, a completely unfounded belief is formed that health is guaranteed by young age, that any exorbitant loads, gross violations of nutrition, work and rest schedules, stress, physical inactivity and other risk factors are “within the capabilities” of a young body. In reality this is far from the case.

As we can see, the issue of optimizing the physical activity of schoolchildren is most relevant at the present time. How is it solved within an educational institution?

Satisfying the hourly need of schoolchildren for physical activity is carried out primarily through small forms of physical education: morning exercises, exercises before lessons, physical education minutes in lessons, dynamic changes.

It should be noted the purposeful work of primary-level teachers in organizing various forms physical activity for the purpose of improving the health of students and preventing diseases. In most cases, they carry out daily active changes that are relaxation and health-improving in nature, aimed at overcoming fatigue, short-term physical exercises, physical education minutes, physical training breaks in accordance with hygienic standards. The sets of exercises selected by teachers include motor actions that differ in structure from the body position and movements performed during educational work, which enhances the motor activity of the body and involves a group of muscles that bear a static load in active work. However, the issue of organizing gymnastics before classes is problematic and requires serious improvement.

Technology is preferred in teacher practice collective way training. Work in shift pairs is carried out in a free mode. Motor activity in lessons using this method of valeologization is 2.5 times higher compared to traditional lessons.

In the life conditions of the school, the importance of physical education has increased. Physical education teachers pay serious attention to the development of physical qualities of schoolchildren. They competently selected exercises to prevent hypokinesia: the motor mode was normalized by increasing the volume of dynamic physical activity, special sets of exercises were used to prevent postural disorders, strengthening the muscular frame of the spine and muscles of the arch of the foot, etc.

However, for the normal functioning of the human body and maintaining health, a certain “dose” of physical activity is necessary, which means that for this it is necessary to conduct individual timing of the physical activity of students based on individual testing. It is necessary to learn how to determine the individual motor mode of a schoolchild, which helps to improve the functioning of his body as a source of individualization of a healthy lifestyle.

It is no secret that most students have a low level of physical activity. To maintain normal motor activity, a schoolchild must perform 20-30 thousand locomotions daily.

In reality we have a 5070% movement deficit. This means that the problem of preserving the health of schoolchildren has increased exponentially, a partial solution of which is provided through well-organized work in physical education lessons

With systematic physical education and sports, there is a continuous improvement of organs and systems in the human body. This is mainly the positive effect of physical education on health promotion.

It has been proven that 40% of students’ motor activity is realized through physical education lessons and sport sections, and the student implements the remaining 60% independently, through active recreation after school and on weekends. However, most schoolchildren spend their weekends lying in front of the TV or sitting at the computer, which contributes to the development of physical inactivity. In this regard, class teachers should systematize the work on organizing physical education and recreational physical activity during extracurricular hours, conducting various extracurricular recreational activities together with physical education teachers and parents. sporting events: quizzes for health experts, school sports days, days of health and sports, hiking trips, etc.

The system for promoting a healthy lifestyle for young people should cover all levels - from national to individual. For these purposes, it is necessary to use all kinds of channels: radio, television, print, lecture propaganda, reminders for children and parents.

It is advisable to support the corresponding work with measures of not only moral, but also material encouragement, to provide socio-economic incentives for both individuals and groups leading a healthy lifestyle. The most important thing here is to cultivate a sense of conscious activity and responsibility for a healthy lifestyle.

1.2 The concept of physical education

Physical education is a process of solving certain educational problems, which is characterized by all the general features of the pedagogical process (the guiding role of a specialist teacher, organizing activities in accordance with pedagogical principles, etc.) or is carried out in the order of self-education. The distinctive features of physical education are determined primarily by the fact that this is a process aimed at the formation of motor skills and the development of the so-called physical qualities of a person, the totality of which decisively determines his physical performance.

Physical education aims to form, through the means of physical education and sports, such value orientations that are expressed, firstly, in the understanding of the need and usefulness for a person to engage in physical education and sports; secondly, in instilling interest in physical education and sports, in developing the need to regularly and systematically use physical exercise to strengthen one’s body and spirit.

Physical education is no different in purpose from moral and aesthetic education. The goal of any education is the formation of specific beliefs, a certain system of values. By shaping needs and interests, there is an impact on the spiritual and mental sphere of a person. In modern age-related pedagogy and psychology, a concept has been developed according to which the basis for the psychological development of a person’s personality is the specific process of appropriating the achievements of previous generations. Such achievements include sports and physical education activities.

Sports and physical education activities influence qualitative changes in their personality, contribute to the formation of a sense of “adulthood”, the foundations of self-awareness, and reflection on one’s own behavior. In collective forms of sports activity, a teenager’s ability to take into account the feelings, interests, and positions of other people is improved, relationships of empathy and the need to bring good to people are developed, and this is already the formation of social foundations, which is of great importance, especially in adolescence. Therefore, it is so important to develop positive motivation and sustainable cognitive interest in physical education and sports in adolescents.

As is known, the main means of physical education are physical exercises, therefore, they can serve as a condition for cultivating schoolchildren’s interest in physical education.

Physical exercise strengthens and heals the body, increases its functionality. Physical education classes have a positive effect on the psyche, on emotional sphere.

Physical exercise is a meaningful act of behavior with the simultaneous participation of mental and physical categories of the individual.

When assessing the therapeutic effect of physical exercise, it should be taken into account that its action can stimulate physiological processes in the body. The stimulating effect of physical exercise occurs through the nervous and humoral mechanisms. The nervous mechanism is characterized by the strength of the nerve connections that develop between the functioning muscular system, the cerebral cortex and any internal organ.

Muscular activity, which creates dominance of the motor analyzer or functioning nerve centers, primarily increases the tone of the central nervous system. Muscular work changes the function of internal organs, the circulatory and respiratory systems. Dosed muscle activity during the use of physical exercises can be regarded as a factor contributing to the restoration of autonomic functions impaired by the disease.

Under the influence of physical exercise, the course of basic nervous processes is leveled out - excitability increases with increased inhibitory processes, inhibitory influences develop with pronounced pathological irritation. Regular use of dosed physical exercises contributes to the formation of a new dynamic stereotype, eliminating or weakening the pathological stereotype, which helps eliminate disease or functional abnormalities in internal systems. Systems of physical exercises and physical training can be considered as a factor that enhances the mobility of physiological processes and increases the immunobiological properties of the body.

Physical education is of great importance in compensating for the lag in the development of motor and physical qualities - speed, strength, coordination of movements, endurance, flexibility. Muscle load helps to activate all processes in the body of a sick child and has a beneficial effect on the central nervous system. Through numerous means and special methods physical education can purposefully influence existing abnormalities in the motor and mental spheres of children with disabilities.

Thus, regular physical exercise causes certain changes in the human body (according to biochemical and psychophysiological research methods). The formation of stereotypes is stimulated, that is, the need to perform certain actions is developed. They are based on physiological actions generated by a person’s experience of a feeling of “muscular joy,” an uplift in mood, positive emotions, which form the basis for a person’s formation of an integral assessment of his own health.

The essence of man, personality presupposes the unity of his biological, psychological and social nature.

The development of motor functions can be, and in fact is, one of the central areas of compensation for mental deficiency and vice versa: with motor deficiency in children, intensive intellectual development occurs. The relative independence of functions with their unity leads to the fact that the development of one function is compensated and responds to another.

In psychological theory and pedagogical practice, the processes of development, personality formation, and correction of inappropriate behavior of children and adolescents are studied.

Children with antisocial behavior, in the proper sense of the word, can include functional cases of deviations from the norm in behavior, mental, moral, physical development, as well as adolescent children with some deviations in health (scoliosis, vision, cardiovascular diseases, diseases of nervous origin).

The largest number of cases of disharmonious development occurs in children with excess body weight.

In the dynamics of neuropsychiatric diseases, there is a general trend - a noticeable increase in functional disorders ("borderline" states). “According to the World Health Organization, their frequency has more than quadrupled over the past few decades, especially in primary school and adolescence. The number of children with these disorders is approximately 25% of the total.” Among the factors causing “borderline” neuropsychic disorders in childhood and adolescence, special mention should be made of factors associated with the child’s living conditions in the family, both biological and social in nature. This is parental alcoholism, conflict situations in the family, neglect, raising a child in a single-parent family, emotional deprivation, hypo- and hyper-custody on the part of parents. According to researchers, every four out of five students suffering from neurotic disorders were raised in families suffering from stressful interpersonal relationships, among children with “borderline” neuropsychiatric disorders, in 33% of cases there were unfavorable family conditions and a conflict situation in the family, in 50% there was parental alcoholism. The combination of unfavorable social conditions is the main risk factor in the occurrence of various disorders of the neuropsychic development of children and leads initially to school maladaptation, and at puberty, in the absence of timely correction, to the manifestation of psycho-like and psychoorganic manifestations with tendencies towards antisocial forms of behavior.

Among various neuropsychic disorders of a “borderline” nature, the most common are systematic and neurotic manifestations - irritability, sleep disturbances, enuresis, obsessive states (tics, obsessive desire to bite nails, hair) and other forms of neuroses, including logoneurosis, mental retardation , various deviations in behavior, etc.

Children suffering from “borderline” neuropsychic disorders, especially those combined with early organic brain damage, constitute a “risk” group for the development of school maladjustment, one of the manifestations of which is academic failure. Most often we are talking about mental infantilism, emotional immaturity, and reduced performance. Such children exhibit self-centeredness, an inability to combine their interests with the interests of the team, and weakness of volitional functions.

That is why there is a need to consider the child’s physical health in a psychological aspect, to carry out the tasks of physical education practice while observing certain psychological and pedagogical conditions, under which a stable interest in physical education, sports, and various types of physical activity would be formed.

To resolve the issue, it is necessary to remember that education is a pedagogical process of developing diverse interests. The most important of them, it seems to us, is physical education (sports) interests.

Sports interest is a constant desire to learn about sports activities, to attend competitions in various sports, and to strive for physical exercise. It must be remembered that interest in sports can be passive. At the same time, there is a loss of activity in practical activities. Passive interest in sports is characteristic of fans who “know everything about sports, but do not engage in it themselves.”

The strongest motive for sports and physical education activities is active (cognitive) interest, thanks to which a person decides on restrictions, regimens, and heavy physical activity.

Currently, there is a need to radically restructure the organization of work in physical education institutions and the physical education system at all levels, subordinating them to the capabilities of people of different professions, interests, and ages. Specialists in physical culture and sports, scientists offer and implement their methods and programs that would maintain interest in physical exercise and, at the same time, have a health-improving focus.

Thus, it can be argued that physical exercise is one of the leading components, conditions for cultivating interest in physical education in children and adolescents, systematic physical education and sports contribute to the degeneration of an asocial personality into a socially significant personality, and interest in physical exercise will be a condition maintaining the mental, physical, social health of children and adolescents.

Chapter II. E experimental work to increase motor activity in primary schoolchildren

2.1 Diagnosis of the level of motor activity in primary schoolchildren

Experimental studies were carried out on the basis of nursery-kindergarten No. 43 in Bryansk with children of the preparatory group for school - the experimental group, who do not have medical restrictions in physical education. The experimental factor was the introduction of a system of physical education classes using methods and techniques that were effective in comparison with the recommendations for increasing the physical activity of children aged 6-7 years. The control group consisted of children of the same age in nursery school No. 43 in Bryansk.

At the initial stage, a comprehensive assessment of the physical condition of children was carried out based on indicators of health, physical development and physical fitness. The study of the health status of children was carried out on the basis of an analysis of individual medical records: the health group was determined, the group of admission to physical education classes was determined, the presence of chronic diseases and functional abnormalities was identified, and the harmonious development was determined. The physical fitness of preschoolers was assessed during pedagogical testing using a generally accepted set of tests. After comparing the results with regional standards, both groups were assigned to the second subgroup - children of the first and partially second health groups, having the main group of admission to physical education classes, with an average and below average level of physical fitness.

In the process of a comprehensive assessment of the physical condition of preschoolers, in addition to identifying the individual characteristics of each child, we also identified group-wide characteristics characteristic of the majority of the subjects. For example, during a dental examination, it was found that more than 50% of children have functional deviations from the musculoskeletal system (poor posture, foot deformities) and in this regard, when testing physical fitness, the majority of subjects recorded low results in exercises, characterizing the level of development of muscle strength, trunk and flexibility. This means that it is necessary to provide for the development of appropriate complexes aimed at developing correct posture, strengthening the “muscle corset,” and developing flexibility.

Our comprehensive examination of the physical condition of preschool children in the experimental groups allowed us to conclude that there are no significant differences in indicators of physical development and physical fitness between them.

Assessment of motor activity (MA) was carried out by calculating total and motor density.

Total density (OD) is the ratio of useful time to the total duration of the entire lesson, expressed as a percentage:

OP = ( useful time/ duration of the lesson) x 100.

Pedagogically justified is the time used for explanations, instructions for explaining the accuracy of execution, demonstration, and performance of physical exercises.

Motor density (MD) of an activity characterizes the proportion of motor activity throughout the entire activity. To correctly calculate this indicator, you need to divide the time spent performing the movements by the duration of the lesson and multiply by 100.

If the overall density of a lesson, with proper organization, approaches 100%, then motor density can only be assessed in relation to the pedagogical objectives of the lesson. The smallest MP can be provided that 1/3 of the new material is used in the lesson, then 65-67% is considered the norm. If the lesson solves the problem of consolidating and improving movements, then motor density should approach 80-90%.

To assess the effect of physical activity on the child’s body, its magnitude and intensity, the response of the main energy supply systems (cardiovascular and respiratory) is determined.

Heart rate (HR) is an informative indicator of the body's response to physical activity and characterizes energy consumption. By changing the heart rate during physical activity and during the recovery period, one can assess the correctness of the choice and the correspondence of the muscle load to the functional capabilities of the child’s body.

With the correct structure of classes with increased motor activity of children, the pulse rate by the end of the introductory part (for 2-3 minutes) should reach 140 beats/min, which is 40 - 50% in relation to the initial level (90-100 beats/min). min.) In the main part of the lesson, the heart rate should fluctuate between 140-180 beats/min, reaching maximum values when running at an average speed and in outdoor play. When performing general developmental and basic movements, the pulse should be within 135-15 beats/min. In the final part - decrease to 130-120 beats/min.

Thus, the heart rate during outdoor exercise should increase by 35-45%, during basic movements - by 40-50%, when running and in outdoor games it can increase by 80-100%, in the final part it decreases by 20-30%; on average, heart rate during a lesson should be in the range of 140-160 beats/min.

To assess the motor activity of children in the pre-school group during physical education classes, we used timing and pulsometry. The timing method was used to measure the motor density of the session. The easiest way is to use a stopwatch with a adding device. The technique is simple: the stopwatch is set to working condition. Of the two operating buttons, one is used during timing - it is pressed at the beginning and end of each period of the child’s movement. At the end of the observation, the arrow on the small dial shows the total time of movement for the entire observation period. The ratio of physical activity to the total observation time as a percentage is calculated using the formula:

Time YES = dv. 100% / time obs.

Having analyzed a series of physical education classes in experimental groups, we determined the average MP for them, which was no more than 65-70%. This, in our opinion, does not have a healing effect, since physical activity that does not cause tension in physiological functions and does not provide a training effect does not have a sufficient healing effect. And the overall density of classes averaged 75-80%, which was a consequence of low physical activity; inappropriate use of class time, alternation of mental and physical activity; ill-conceived methods of guiding and organizing children; teacher's command leadership style and other reasons. All this, in turn, became the cause of children’s pranks, inattention, and loss of interest in activities.

In parallel with timing, pulsometry was used for a more objective assessment of the motor activity of children in classes. The results of the method confirmed previous findings and revealed the average level of heart rate of children 6-7 years old during classes, which amounted to 100-130 beats/min. The average level is determined by summing up the heart rate after: 1) the introductory part; 2) outdoor switchgear; 3) basic movements; 4) outdoor games; 5) the final part and division by 5.

Thus, the results of diagnosing the level of motor activity of children led us to the conclusion that these types of classes for children in the preparatory group for school do not sufficiently allow them to improve motor activity and independent activity children. In this regard, there was a need to model classes using effective methods and techniques to increase motor activity and the level of performance of children 6-7 years old.

The purpose of the formative experiment is to introduce a system of physical education classes using effective methods and techniques for increasing the motor activity of children.

The experiment took place in nursery school No. 43 in Bryansk, in two preparatory groups for school: control (CG) and experimental (EG). In both groups, the educational process was carried out on the basis of a comprehensive program of education and training in kindergarten(edited by M.A. Vasilyeva). However, the types of physical education classes we developed were included in the educational process in the EG: on the principle of circular training, in the form of rhythmic gymnastics and outdoor exercises, using effective methods and techniques for increasing children’s DA and level of performance.

In both groups (CG, EG), physical education classes were conducted with the same frequency (three times a week, including one outdoor lesson in the EG) and duration. The lesson system was designed for 5 academic months (from December to April).

When developing and conducting classes, we relied on the basic didactic principles: consciousness and activity; systematicity and consistency; visibility; accessibility and individualization, as well as on principles reflecting the laws of physical education: continuity and systematic alternation of loads and rest; comprehensive and harmonious development of personality; connection between physical culture and life; health-improving orientation of physical education; gradual increase in developmental and training influences; cyclical structure of classes; age adequacy of physical education areas.

Conducting physical education classes that include high physical activity requires special attention from all kindergarten staff, therefore, a mandatory condition for their implementation was the implementation of medical and pedagogical control, especially in outdoor classes. At the same time, factors such as: the availability of conditions for conducting classes and their compliance with sanitary and hygienic requirements were considered; compliance of clothing and footwear with hygienic requirements and weather conditions; external signs of fatigue; injury prevention; correspondence of the load to the health, physical development and preparedness of children in the preparatory group for school.

Due to the fact that the method of conducting outdoor exercises is specifically aimed at developing endurance in children, up to 50% of the time was allocated to running. Fast running was widely used in games and relay races in order to develop speed, speed-strength qualities and increase the functional capabilities of children. The heart rate during running reached 170-180 beats/min (near-maximum intensity), but a rapid recovery was noted: already by 1 minute. it decreased to 130-140 beats/min (average) and for 2-3 min. returned to the initial level (90-100 beats/min).

Heart rate while running at an average speed for the first 30 seconds. increased to 160 beats/min and during running fluctuated from 160 to 170 beats/min (high intensity). The duration of such a run is ensured by the fact that during it there is a constant alternation of tension and relaxation of the muscles, restoring their performance. During long runs it worked strict rule: “Do not overtake, do not push, do not lag behind, keep your distance.” During classes, the teacher used various routes, which increased the children's interest in running.

Thus, at each lesson, alternating with other types of exercises, the children performed 2 runs at an average speed, 3 runs slowly, and ran several sections quickly in a game or relay race (see Appendix 1).

The effectiveness of using the system of physical education classes we developed, including methods and techniques for increasing the physical activity of children 6-7 years old, was assessed by comparing the health indicators, functional state and physical fitness of children from the EG and CG before and after the experiment.

A comprehensive examination of the health status, physical and mental development and physical fitness of children in both groups, carried out before the experiment, allowed us to conclude that there were no significant differences between them.

During the pedagogical experiment, a decrease in cold incidence was observed in both groups; in the EG there was an insignificant decrease in cold incidence compared to the CG (Appendix No. 2).

The final examination of the condition of the musculoskeletal system of children in both groups showed the following. In the CG, the number of children with poor posture decreased from 50% to 40%, and in the EG - decreased from 50% to 20%. The experimental method of practicing rhythmic gymnastics allows you to achieve best results in the formation of correct posture through the integrated use of basic health-improving exercises: exercises to develop the skills of correct posture and gait, strengthening the “muscle corset”, developing flexibility, forming the skill of rational breathing, helping to normalize emotional status (relaxation exercises, psycho-gymnastics studies).

According to the results of plantography in the CG, the number of children with foot deformities decreased from 50% to 43%, in the EG - decreased from 50% to 25%. (Appendix No. 3)

A comparative analysis of the dynamics of heart rate during physical education classes of both groups showed that in children from the EG who received physical activity in a larger range of intensity - from 120 to 200 beats/min, i.e. both with a pronounced training effect and a health-improving load, activating the natural development of character, the improvement of this indicator is more pronounced.

A comparison of the results of pulsometry obtained during physical education classes in the EG and the individual threshold heart rate indicators of children 6-7 years old indicates that when using the training system we developed, an aerobic load was provided, which was appropriate for the implementation of the health-improving tasks of physical education. Thus, pulsometry data indicate the effectiveness of the proposed training system.

As a result of the pedagogical experiment, a significant difference was recorded in the indicators of heart rate and respiratory rate in children from the EG and CG. A more pronounced decrease in heart rate and respiratory rate in children from the EG indicates an improvement in the functional capabilities of the body and the advantage of classes based on the principle of circuit training, in the form of rhythmic gymnastics and in the open air compared to classes according to a standard physical education program in a preschool educational institution.

During the final pedagogical testing of the physical fitness of children in both groups, significant positive changes in the results were observed, however, a comparative analysis of the physical fitness indicators of children from the CG and EG after the experiment revealed significant intergroup differences. At the same time, in the results of all control exercises, children from the EG outperformed children from the CG.

The results of pedagogical observations showed that classes using the experimental methodology contribute to the formation of a stable interest in physical education in children, which is manifested in the high activity of preschoolers in the process of performing physical exercises and the inclusion of mastered elements of rhythmic gymnastics, circuit training and outdoor games in independent motor activity. This is confirmed by data from a survey (in the form of a conversation) of children, teachers after the experiment, as well as parents of preschoolers.

Thus, the use of methods and techniques for increasing motor activity in physical education classes for children aged 6-7 years helps to increase their effectiveness, which is expressed in the positive dynamics of indicators of the functional state and physical fitness of preschoolers and the formation of children’s interest in physical exercise. The results of our experiment confirm the research hypothesis.

The experimental work included ascertaining and formative stages. At the ascertaining stage, main goal which was to determine the level of motor activity of children aged 6-7 years in physical education classes, a comprehensive examination of the physical condition of preschool children was carried out: analysis of individual medical records; morbidity analysis; anthropometry, physiometry, somatoscopy, plantography; pedagogical testing; timing; Pulsometry. The results showed low general (75-80%) and motor (65-70%) density of classes and the ineffectiveness of the methods and techniques used, which do not have a training effect on the body.

The main stage of the pedagogical experiment - formative, took place in the natural conditions of the functioning of nursery-kindergarten No. 43. The formative experiment involved 16 children 2 preparatory groups in the experimental and control groups. During the experiment, types of physical education classes were tested: on the principle of circuit training, in the form of rhythmic gymnastics and outdoor exercise, including methods and techniques for increasing the motor activity of children. Methods used: game, competitive, creative tasks, problem-based learning, and techniques: rational use physical education equipment, different ways of organizing children; concise explanation and clear demonstration of exercises; activation of children's mental activity; creating a situation for the manifestation of determination and courage; use of musical accompaniment; variability of outdoor games, methods of complicating them.

results experimental work showed that classes using an experimental method contribute to the formation of a stable interest in physical education in children, which is manifested in the high activity of preschoolers during classes; increasing their effectiveness, which is expressed in the positive dynamics of health indicators, functional state and physical fitness of children, compared to the control group.

Thus, the results of the experimental work confirm the main provisions of the hypothesis put forward.

Conclusion

Thus, during primary school age, significant morphofunctional changes occur in children’s bodies. The activity of the vegetative systems is improved, providing more efficient energy for the body. Psychophysiological functions become voluntary, all the child’s actions acquire a more conscious, purposeful character. The adaptive functional capabilities of children increase.

However, all these changes do not occur on their own. Structural and functional maturation of the brain only creates the basis for the development of higher mental functions, and their formation occurs in the process of educational activity, under the influence of teachers and parents. Therefore, it is very important, using the potential capabilities of the child’s brain, to form educational and cognitive motivations and needs in younger schoolchildren, to provide targeted pedagogical influences that promote the development of voluntary attention, perception, and memory.

Therefore, in organizing the educational process, it is necessary to find that line when, on the one hand, educational and educational tasks are successfully solved, and on the other hand, no harm is done to the health of students, the normal process of growth and development of the body is ensured, and the expansion of its adaptive capabilities is ensured.

Health - the most important condition successful realization of personality. To maintain and strengthen health, everything educational technologies must be based on certain natural science principles, take into account the psychophysiological characteristics of students at each stage of individual development and rely on mandatory compliance with physiological and hygienic standards. organization of the educational process.

In my course work, I theoretically revealed ways to increase the physical activity of children of senior preschool age, and practically proved the importance of physical exercise and exercise for older preschoolers. Using the example of experimental work - methodology, it was shown that the developed physical activities have a beneficial and effective effect on the educational process of an older preschooler and increase the child’s mental activity. The developed methodology contributes to the development of physical fitness and neuropsychic resistance to external factors, as well as the development of children's motor skills.

Research has shown that increasing the volume and intensity of physical activity helps improve the functioning of the body's main physiological systems (nervous, cardiovascular, respiratory);

In each specific Preschool pedagogical educational institution the team must creatively approach the problem of organizing the optimal motor regime for children 4-5 years old and choose their own option, taking into account the local conditions of a particular preschool educational institution:

environmental situation;

material and technical base;

quantity and composition age groups;

state of health and physical development of children;

physical fitness of children.

Bibliography

Barshay V.M. Physical education at school and at home. - M, 2011. - p. 164.
Boyko V.V. Purposeful development of human motor abilities. - M.: Physical culture and sport, 2011.- 208 p.
Vaytsekhovsky S.M. Trainer's book. - M.: Physical culture and sport, 2011. - 278 p.
Volkov V.M. On the problem of development of motor abilities // Theory and practice of physical culture. - 2013.- No. 5-6. - P.41.
Vygodsky L.S. Collected works: In 6 volumes / Ch. ed. A.V. Zaporozhets. - T.3. Problems of mental development / Under. ed. M. Matyushkina. - M.: Pedagogy, 2013. - 367 p.
Glinyanova I.Yu. Fundamentals of pedagogical valeology. M., 2008. - p. 177.
Guzhalovsky A.A. Development of motor qualities in schoolchildren. - Mn.: Narodnaya Asveta, 2011. - 88 p.
Zatsiorsky V.M. Physical qualities of an athlete. - M.: Physical culture and sport, 2010. - 200 p. 7.
Ilyin E.P. Psychology of physical education. - M., 2010. - P.385.
Kozin A.M. Health-saving physical education at school. M., 2010. - P.321.
Colidzey E.A. Psychology of child motor activity. M., 2009. - P.322.
Kossov B.B. Psychomotor development is higher than that of younger schoolchildren. M., 2009. - P.254.
Korenberg V.B. Fundamentals of qualitative biomechanical analysis. - M.: Physical culture and sport, 2011. - 146 p.
Korenberg V.B. The problem of physical and motor qualities // Theory and practice of physical culture. - 2011. - No. 7. - P. 2-5.
Kuznetsova Z.I. Critical periods of development of motor qualities of schoolchildren // Physical culture at school. - 2011. - No. 1. - P. 7-9.
Lyakh V.I. Motor abilities // Physical culture at school. - 2010. - No. 2. - P.2.
Nesterov V.A. Motor activity and physical condition of children and adolescents. - M., 2001. P. 114
Nikitina M.A. Functional reserves of the body of older preschool children under different motor modes / Nikitina M.A., - p. 443-446.
Nikitina M.A. The influence of the motor regime on the functional reserves of the body of preschool children / Nikitina M.A. / Materials of the scientific-practical conference of young scientists “Problems of hygienic safety and public health.” - M.: Modern Art, 2009, - pp. 187-190.
Nikitina M.A. Innovative technologies for organizing motor activity of older preschoolers / Nikitina M.A., Khramtsov P.I. - M.: 2009, - p.283.
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Education and training program in kindergarten / Edited by Vasilyeva M.A. M., 2011
Runova M.A. Organization of motor activity of children during a walk // Preschool education. 2011. No. 10. p. 56-58.
Social-pedagogical technologies and health programs. - Belgorod, 2009. - P.89.
Stepanova M.I., Polenova M.A., Voronova B.Z., Sazanyuk Z.I. Contemporary issues school education: ways of hygienic optimization.
Theory and methods of physical education: Proc. for faculty students physical culture ped. institutes / B.A. Ashmarin, Yu.V. Vinogradov, Z.N. Vyatkina et al.: Ed. B.A. Ashmarina. - M.: Education, 2010. - 287 p.
Physical education of students in grades I-XI with targeted development of motor abilities // Physical culture at school. - 2009. - No. 1. - P. 43.; No. 2. - P. 32.; No. 3. - P. 28.
Physical education and health work at school / Ed. A.M. Shlemina. M.: Education, 2011. - 144 p.
Khramtsov P.I. Innovative project for the formation of health and physical culture modern preschoolers/ Khramtsov P.I., Runova M.A., Nikitina M.A. and others - M.: 2009, - pp. 278-282.
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Applications

Annex 1

Outline of physical education classes in the open air for children in the preparatory group for school

The venue is a sports ground.

Number of children -16 (8 boys and 8 girls)

Children's clothing and footwear - tracksuit, T-shirt, flannel shirt with long sleeves, tights, woolen hat with cotton lining, woolen socks, sneakers, mittens.

Physical education equipment - 3 hoops, 4 gymnastic benches, 3-4 bags with three potatoes (balls), flags.

Lesson objectives:

To increase children's interest in physical education, to develop endurance during high physical activity.

Practice walking on a narrow rail of a gymnastic bench, crawling on all fours under arches or in tunnels cut into snow banks.

Cultivate endurance, develop agility, speed, endurance, memory, attention.

I. Introductory part

Walking in a column. Walking with clear turns at corners. Slow running.

On one side of the site you run, raising your knees high, on the other - with an extended step. Then they jump on one leg.

II. Main part:

1. General developmental exercises:

"Warming up in the cold"

IP: arms to the sides, palms forward. 1 - cross your arms over your chest, clap your palms on your shoulder blades - exhale; 2 - I.p.

Draw the children’s attention to deep and quick inhalation and slow exhalation in “portions.”

12 times at a fast pace.

"Clap Over Your Head"

I.p.: O.s. 1 - right hand to the side; 2 - left hand to the side; 3 -

hands up; 4 - through the sides down. 3-4 times.

"Chopping wood"

IP: feet shoulder-width apart, palms together. 1 - arms up, bend over - inhale; 2 - bend forward, exhale with your hands between your legs. 8-10 times.

Side bends. I.p.: feet shoulder-width apart, hands on the belt. 1 - tilt to the right, left hand behind the head; 2 - I.p.; 3-4 - the same in the other direction. 8 times.

Squat. IP: legs together. Hands behind head. 1 - sit down. Arching your back and spreading your elbows to the sides; 2 - I.p. 10-12 times.

Jumps. I.p.: hands on the belt. 4 jumps on the right leg, 4 on the left, 4 on both legs. 4 times.

Basic movements

Run at medium speed (1 min. 40 sec./). Slow running. Fast run. (30-40 sec.). At the teacher’s command, children alternate types of running.

Walking on the narrow slats of a gymnastic bench.

Children, one after another (in a stream), walk along the narrow slats of the gymnastic bench. For 1-2 laps, children hold their arms to the sides. Then again on the belt. 4-5 laps.

Run at medium speed. 1 min. 40 sec.

Walking.

Crawl. Children crawl in a stream on all fours under arches (in snow tunnels), run to a log and walk along it. They climb through one of the hoops and return to the arcs again. 2-3 laps.

Relay game “Planting potatoes”

Children are divided into 3-4 teams. Which stand in columns near the line. At a distance of 15-20 m from the line opposite each team there are 3 small circles. In the hands of the children standing in front of the column are bags with three potatoes (balls).

At the teacher’s signal, the first in the columns run to the holes, “plant” a potato in each hole and return, passing the bag to the next child. The team that finishes the exercise first wins. 3-4 times.

III. Final part

Slow running.

Walking.

Breathing exercises.

Appendix 2

Picture 1. Dynamics of morbidity in children from the EG and CG

In terms of the number of diseases per year, children of all experimental and control groups are in almost the same position with a minimal advantage for groups 1 and 2.

Analysis of morbidity during the experiment showed that in children of the experimental groups there was a significant decrease in morbidity, which is clearly visible in the diagram

Appendix 3

Figure -2. Condition of the arches of the feet in preschool children. 1 - normal arches of the feet, 2 - low arches of the feet, 3 - flat feet of the first degree, 4 - flat feet of the second degree, 5 - flat feet of the third degree, 6 - violation of the arch of one foot

Thus, from the above it follows that the modern organization of physical education in preschool educational institutions does not always contribute to the prevention of disorders of the musculoskeletal system.

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It is also worth noting that in the process of developing readiness to counter the glorification of Nazi criminals, its main determinants are some personal formations that go beyond the value system. Thus, it is most appropriate to consider the value structure from another aspect. In these conditions, the approach of M. Rokeach is of interest, within the framework of which two groups are distinguished in the general system of values:

1. Terminal - beliefs that some ultimate goal of individual existence is worth striving for.

2. Instrumental - beliefs that some course of action or personality trait is preferable in any situation.

However, in the formation of readiness to counter the glorification of Nazi criminals when regulating the behavior of students, the value role is played by the personal structures themselves, not limited to specific terminal or instrumental values, thereby ensuring behavior of a higher social level.

LITERATURE

1. Borytko, N.M. Modeling in psychological and pedagogical research / N.M. Borytko // News of the Volgograd State Pedagogical University. - 2006. - No. 1. - P. 36-42.

2. Kostrikov, K.N. Personality: problems of formation / K.N. Kostrikov // SEARCH: Politics. Social Science. Art. Sociology. Culture. - 2015. - No. 1 (48). - pp. 135-142.

3. Pedagogy / ed. Yu.K. Babansky. - M.: Pedagogy, 1988. - 432 p.

4. Psychology and pedagogy: textbook. manual / ed. A.A. Bodaleva, V.I. Zhukova, L.G. Lapteva, V.A. Slastenina. - M.: Publishing House of the Institute of Psychotherapy, 2002. - 585 p.

5. Rokeach, M. The nature of human values / M. Rokeach. - New York: Free Press, 1973. - 153 p.

1. Borytko, H.M. (2006), "Modeling in psychology and pedagogical researches", News of the Volgograd state pedagogical university, No. 1, pp. 36-42.

2. Kostrikov, K.N. (2015), "Personality: problems of formation", SEARCH: Policy. Social science. Art. Sociology. Culture, No. 1 (48), pp. 135-142.

3. Ed. Babinski, Yu.K. (1988), Pedagogics, Pedagogics, Moscow.

4. Ed. Bodalev, A.A., Zhukov, V.I., Laptev, L.G. and Slastenin, V.A. (2002), Psychology and pedagogics: studies benefit, publishing house of Institute of Psychotherapy, Moscow.

5. Rokich, M. (1973), Nature of human values, Free press, New York.

Contact Information: [email protected]

The article was received by the editor on January 24, 2017

UDC 796.011.3

INDIVIDUAL CHARACTERISTICS OF AGE DEVELOPMENT AND MOTIVATION TO IMPLEMENT MOTOR ACTIVITY OF STUDENTS

Evgeny Mikhailovich Revenko, candidate of pedagogical sciences, associate professor, Siberian State Automobile and Highway University (SibADI), Omsk

annotation

The article presents data from an experimental study of the relationship between the development of motor abilities and general intelligence of first-year students. Statistically significant negative correlations were established between the manifestations of motor abilities and the level of general intelligence. Along with this, differences in the severity of motivation to implement physical activity are shown among students with different levels of general intelligence. When

With higher physical fitness (development of motor abilities) and a lower level of general intelligence, students have a higher motivation for physical activity.

Key words: motor abilities, general intelligence, individual characteristics age development, motivation for physical activity.

INDIVIDUAL CHARACTERISTICS OF AGE-SPECIFIC DEVELOPMENT OF THE STUDENTS AND THEIR MOTIVATION FOR DOING MOTOR ACTIVITY

Evgeniy Mikhailovich Revenko, candidate of pedagogical sciences, senior lecturer, Siberian Automobile and Highway University, Omsk

The article presents the data of the experimental study of correlation between the development of the motor skills and general intelligence of the first-year students. Significantly negative correlated relations between the motor abilities and the level of general intelligence manifestations are statistically defined. Along with it, the differences in the expression of motivation for implementing the motor activity among the students with different levels of general intelligence are described. A greater motivation for physical activity of students with higher physical fitness (the development of motor skills) and lower levels of general intelligence has been observed.

Keywords: motor abilities, general intelligence, individual characteristics of age specific development, motivation for physical activity.

INTRODUCTION

Over the years, scientists have recorded a steady trend of decreased motivation and attendance in classes in the discipline “Physical Education” both among Russian students and among schoolchildren abroad. At the same time, most students lack independent forms of physical exercise in their daily routine. This indicates that the system of physical education for children and youth does not solve one of the main tasks - the formation of sustainable motivation for the implementation of physical activity.

In many ways, the current situation is associated with the insufficient effectiveness of the traditional system of physical education, during the implementation of which the inclinations of students, their predisposition to one or another type of motor activity (speed, strength, complex coordination, etc.) are actually not taken into account. In organizing the physical education system, more attention was paid to the technology of external influences in accordance with age characteristics, and to a lesser extent these influences correlated with the individual psychological characteristics of students. At the same time, it is in principle impossible to explain the nature of individual development only at the level of analysis of age-related changes (manifestations). As we grow older, individual differences do not smooth out, but, on the contrary, become more pronounced, which, in turn, leads to a blurring of the boundaries of age periods. Consequently, increasing the effectiveness of physical education when developing innovative approaches dictates the need to take into account not so much age standards, but individual characteristics of age development.

In our previous study, we established differences in the relationship between the development of motor and intellectual abilities of students in grades 6-11 and students in grades 1-3. In all age samples, young men with less manifestation of general intelligence are characterized by higher levels and dynamics of development of motor abilities (physical fitness) and, on the contrary, with greater manifestation of general intelligence, low levels and dynamics of development of motor abilities are more common. The above indicates the uneven development of motor abilities and intelligence, which can be interpreted as a manifestation of individual characteristics of age-related development. In the most general form, the latest equipment

They say that in adolescence and early adolescence the rates of approach to the level of maturity of functions differ: in some students intensive development of the motor sphere manifests itself and dominates earlier, in others - in the intellectual sphere.

In this study, the task was to identify the severity of motivation for the implementation of physical activity in students who differ in individual characteristics of age-related development.

ORGANIZATION AND METHODS OF RESEARCH

Conducted in 2016 - 2017. The study involved first-year students of the Federal State Budgetary Educational Institution of Higher Education "SibADI" (55 boys and 41 girls).

The motor abilities of students were studied by measuring: strength (wrist and deadlift dynamometry), strength endurance (boys: pull-ups on the bar, girls: flexion - extension of the arms in a prone position), speed-strength ability (standing long jump), speed ability ( 100 m run, shuttle run 3 x 10 m) and general endurance (1000 m run). The assessment of general intelligence (GI) was carried out using the R. Amthauer test adapted by L.A. Yasyukova. Motivation for physical activity was assessed using the author's questionnaire.

RESEARCH RESULTS

The study of the correlation between motor abilities and general intelligence (GI) among first-year students (male) made it possible to establish a number of significant connections. Thus, manifestations of strength (wrist and deadlift dynamometry), strength endurance (pull-ups on the bar) and speed-strength ability at a statistically significant level negatively correlate with the level of OI (Table 1).

In general, based on Table 1, it can be noted that, regardless of the strength of the correlation between motor abilities and OP, for all studied characteristics, connections with a minus sign are observed. This indicates that first-year boys exhibit heterochrony of development with dominance of either motor or intellectual functions.

Table 1 - Correlations between manifestations of motor abilities and the level of general intelligence (GI) among first-year male students_

Carpal dynamometry right hand - 377**

Left hand hand dynamometry -360**

Deadlift dynamometry -359**

Pull-up on the bar -300*

Standing long jump -278*

Shuttle run 3 x 10 m - 147

100m sprint - 191

1000m run -071

Note. Zeros and commas are omitted. In this and the following tables: * - reliability of the correlation at the significance level P< 0,05; ** P < 0,01. В связи с тем, что отрицательная корреляция с беговыми показателями, измеряемыми временными интервалами (бег на 30, 1000 м, «челночный» бег), свидетельствует о положительной связи с соответствующими двигательными способностями (общей выносливостью, скоростной способностью), в корреляционной плеяде и в таблицах 1 и 2 знак корреляции изменен на противоположный. Следовательно, фактически связь с показателями бега на 100, 1000 м, «челночным» бегом следует понимать не как с временным значением прохождения дистанции, а как с проявлением способности.

The first-year girls have some differences in the structure of the correlation galaxy from the sample of boys. In particular, for girls there are no significant connections between strength and the manifestation of the level of OI, although a statistically significant connection with strength endurance(table 2). Also, girls have established correlations between speed-strength and speed abilities with the level of overall performance. In general, it can be noted that, as in the sample

boys, in girls, regardless of the strength of the correlation between motor abilities and OP for all studied characteristics, connections with a minus sign are observed. The identified features indicate a discrepancy in time between periods of intensive development of motor and intellectual abilities in the process of growing up, which is a manifestation of heterochrony in the development of various body systems.

Table 2 - Correlations between manifestations of motor abilities and the level of general intelligence (GI) among first-year female students_

Motor manifestations Level of students’ OP

Carpal dynamometry of the right hand - 121

Carpal dynamometry of the left hand -094

Deadlift dynamometry -091

Flexion - extension of the arms in a lying position -314*

Standing long jump -335*

Shuttle run 3 x 10 m -333*

100m sprint -349*

1000 m run - 123

The results obtained complement the data established in our previous studies, which revealed differences in the ratio of the development of motor and intellectual abilities of students.

Next, the severity of motivation for the implementation of motor activity of first-year students is considered, depending on the manifestation of physical activity. As a result, it was found that in both boys and girls, higher motivation for the implementation of physical activity was recorded in individuals with a lower level of OI, but higher manifestations of motor abilities, and vice versa. Thus, in boys with a lower level of physical activity, the motivation to implement physical activity is higher than in students of the polar group in terms of the manifestation of physical activity (76.22 versus 69.44; P< 0,05) (рисунок). У девушек выявлена аналогичная картина, но со значительно более выраженным различием (73,85 против 65,33; Р < 0,01). 80

Boys Girls

□ 1- lower level of OI Ш2- average level of OI Ш3- high level of OI

Figure - Expression of motivation to implement physical activity among first-year students who differ in the level of general intelligence (GI) (points)

CONCLUSION

The results of the study showed that in both boys and girls, manifestations of motor abilities negatively correlate with the level of general intelligence. Moreover, if in boys statistically significant connections of general intelligence were identified with strength, strength endurance and speed-strength ability, then in girls - with strength endurance, speed-strength and speed abilities. In general, the general negative direction of correlations between motor and intellectual abilities in both samples indicates the manifestation of heterochrony in the development of certain body systems in adolescence. The latter determines the fact that in some students the development of motor abilities dominates, in others - intellectual abilities. Stable and pronounced differences in the ratio of motor development

and intellectual abilities, established on samples of different ages, allow us to talk about the manifestation of individual characteristics of age-related development.

Analysis of the severity of motivation to implement physical activity among first-year students with different levels of physical activity confirmed our assumptions. In both boys and girls, higher motivation was found in those with a lower level of OI, and vice versa. Consequently, taking into account the correlations reflected in Tables 1 and 2, it can be stated that students with advanced development of motor abilities and a relatively lower level of general intelligence also have a higher motivation to implement motor activity. On the contrary, in individuals with a delay in the development of motor abilities, but with a higher level of general intelligence, the motivation in question is expressed lower at a statistically significant level.

When interpreting the presented data, it is important to emphasize that they were obtained in the course of a confirmatory experimental study. Consequently, the recorded individual characteristics of age-related development, expressed in the ratio of the development of motor and intellectual abilities, along with the manifestation of motivation to implement motor activity, were formed in students only in the course of performing various types of activities (including physical education). At the same time, activities and external developmental influences have different effects on the development of students’ abilities due to the severity of their prerequisites (inclinations) and individual psychological characteristics. Accordingly, unified requirements and developmental influences that are the same for everyone (in particular, during the implementation of the traditional system of physical education) have different developmental effects due to the innate prerequisites (inclinations) that students have, as well as other “internal” development factors.

The established differences in the severity of motivation to implement physical activity look quite logical, since students with advanced development of motor abilities compared to their peers with a lag in physical fitness obviously have more opportunities for self-realization and self-affirmation in the field of physical education and sports. On the other hand, there is reason to believe that the need for physical activity in such students manifests itself at a higher level. This is indirectly confirmed by the recorded differences in the manifestation of the typological properties of the nervous system in students who differ in the ratio of the development of motor and intellectual abilities. Individuals with a higher level of physical fitness, but lower general intelligence, have a strong nervous system and a predominance of excitation in terms of internal balance. As shown by E.P. Ilyin, this typological complex is associated with a higher need for physical activity.

Considering the above, it becomes obvious that the traditional system of physical education does not fully solve the problems of developing physical fitness and creating motivation for physical activity equally for all students. The results obtained in the study confirm the high need in practice to change the approach to organizing physical education of the younger generation in order to increase the effectiveness of the latter and the need to form sustainable motivation for physical activity and independent physical exercise.

The study was carried out with the financial support of the Russian Humanitarian Fund, project No. 16-16-55007 and the Government of the Omsk Region

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Contact Information: [email protected]

The article was received by the editor on February 17, 2017

FEATURES OF PROVIDING THE EDUCATIONAL PROCESS IN SWIMMING WITH CHILDREN OF SENIOR PRESCHOOL AGE IN YOUTH AND FITNESS SCHOOL

Olga Yuryevna Savelyeva, Candidate of Pedagogical Sciences, Associate Professor, Moscow City Pedagogical University, Moscow; Vladimir Yurievich Karpov, Doctor of Pedagogical Sciences, Professor, Russian State Social University, Moscow; Failya Ravilyevna Sibgatulina, Candidate of Pedagogical Sciences, Professor, Moscow State Transport University of Emperor Nicholas II; Roman Valerievich Kozyakov, Candidate of Psychological Sciences, Associate Professor, Russian State Social University, Moscow

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Teaching children to swim is a popular physical education and health service provided by a wide network of fitness clubs in Russia. The system for organizing such classes and the readiness of fitness club instructors to conduct them remains highly confidential information today. The article makes an attempt to determine the features of teaching preschoolers swimming in fitness clubs and compare the data obtained with the content and activities of youth sports school coaches in this direction.

Key words: swimming, fitness club, senior preschool age, swimming skills, game material, group classes.

FEATURES OF EDUCATIONAL PROCESS PROVIDING IN SWIMMING WITH PRESCHOOL AGE CHILDREN AT THE YOUTH SPORT SCHOOLS AND FITNESSCLUBS

Olga Yurievna Savelieva, the candidate of pedagogical science, senior lecturer, Moscow State Pedagogical University, Moscow; Vladimir Yurievich Karpov, the doctor of pedagogical sciences, professor, Russian State Social University, Moscow; Failia Ravilievna Sibgatulina, candidate of pedagogical science, professor, Moscow State University of Railway Engineering, Moscow; Roman Valerievich Kozyakov, the candidate of pedagogical science, senior lecturer,

Russian State Social University, Moscow

Teaching children to swim nowadays is a popular sports and health-saving service provided by a wide network of fitness-clubs in Russia. Unfortunately, the system of organization of such activities and willingness of trainers" staff for conducting them, nowadays, remains very confidential information. The article attempts to define the characteristics of preschool children learning to swim in the fitness-clubs, comparing these data with the content and activity of the sports school coaches work in this direction.

Keywords: swimming, fitness-club, senior preschool age, swimming skills, playing material, group lessons.

In Moscow, the State Program “Moscow Sports” has been developed and operates, designed for 2012-2018, the task of which is to optimize the system of physical education for children and youth. One of the significant means of physical education for children is swimming - the most popular sport, a vital skill that has a high healing effect.

Until recently, mass swimming training for children and adolescents was carried out in preschool educational institutions, secondary schools, sports and recreation centers and sports and fitness groups.

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General characteristics and age-related characteristics of the development of motor qualities. Age-related characteristics of physical activity Message on the topic age-related characteristics of physical activity

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