A p Matveeva physical culture. Theory and methodology of physical culture. Matveev L.P. Description of the value guidelines of the subject, course
Physical education lessons. 5-7 grades. Guidelines. Matveev A.P.
2nd ed. - M.: 2017. - 151 p.
This manual was developed in accordance with the requirements of the Federal State Educational Standard for Basic General Education and the manual “Physical Culture. Work programs. Subject line of textbooks by A.P. Matveev. grades 5–9.” The purpose of the manual is to provide information and methodological assistance to primary school physical education teachers to facilitate preparation for lessons, as well as to determine ways to successfully solve learning problems. The manual will help teachers conduct physical education lessons in an interesting and meaningful way.
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CONTENT
PREFACE 4
CHAPTER 1. SCIENTIFIC AND ORGANIZATIONAL FOUNDATIONS OF THE EDUCATIONAL PROCESS OF STUDENTS OF 5-7 CLASSES 6
1.1. Structure and content of the work program “Physical culture. Grades 5-9" A. P. Matveeva 6
1.2. Age characteristics of the body of students in grades 5-7 9
1.2.1. Age-related features of teaching motor actions to students in grades 5-7 10
1.2.2. Age-related features of the development of physical qualities of students in grades 5-7 12
1.3. Forms of organization of the educational process 15
1.4. Checking and assessing the performance of students in grades 5-7 in physical education lessons 19
1.5. Assessing the performance of students in grades 5-7 in the subject “Physical Education” using planned results 27
CHAPTER 2. STUDYING THE SUBJECT “PHYSICAL EDUCATION” IN GRADES 5-7 36
2.1. Personal, meta-subject and subject results of mastering an academic subject 36
2.2. Contents of the subject 40
2.3. Example work program 43
CHAPTER 3. SAMPLES OF LESSON PLANNING PROGRAM MATERIAL 107
3.1. Lesson planning of educational material for 5th grade students 109
3.2. Lesson planning of educational material for 6th grade students 121
3.3. Lesson planning of educational material for 7th grade students 135
CONCLUSION 151
This manual was created to help physical education teachers working on the subject line of A.P. Matveev’s textbooks. In its subject content, this manual maintains continuity with the manual “Lessons of Physical Culture. Guidelines. 1-4 grades."
The basis of this manual is made up of methodological recommendations for working with A.P. Matveev’s program “Physical Culture. grades 5-9”, developed in accordance with the Federal State Educational Standard (FSES) for basic general education and focusing on the implementation of its targets and fundamental requirements.
The manual consists of two sections. The first section provides content of a scientific and organizational nature, introducing teachers to modern ideas about the development of the fundamentals of school physical education, new data on the age characteristics of students, methodological approaches and educational technologies that provide a noticeable improvement in the quality of teaching the subject “Physical Education”. This manual is addressed to physical education teachers who are ready to actively participate in the implementation of modern ideas and approaches in organizing their own educational process, and to consciously develop original programs and methodological recommendations for working with them.
The requirements of the second generation standard, an approximate program of primary general education and the main provisions of the Concept of the content of education for schoolchildren in the field of physical education (A.P. Matveev, 2001). When creating the program, we took into account the needs of modern Russian society for a physically strong and capable younger generation, capable of actively participating in various forms of a healthy lifestyle, using the values of physical culture for self-education, self-development and self-realization. The program reflected the objectively established realities of modern sociocultural development of society, the operating conditions of educational institutions, the demands of teachers and methodologists about the need to update the content of education, and introduce new methods and technologies into the educational process.
Purpose The physical education curriculum is to form the foundations of a healthy lifestyle in primary school students, develop interest and creative independence in conducting various forms of physical education. The implementation of this goal is ensured by the content of the academic subject of the discipline “Physical Culture”, which is the physical education (motor) activity of a person, focused on strengthening and maintaining health, developing physical qualities and abilities, acquiring certain knowledge, motor skills and abilities.
The implementation of the goal of the curriculum correlates with the solution of the following educational tasks:
– strengthening the health of schoolchildren through the development of physical qualities and increasing the functionality of the body’s life-support systems;
– improving vital skills and abilities through teaching outdoor games, physical exercises and technical actions from basic sports;
– formation of general ideas about physical culture, its importance in human life, its role in promoting health, physical development and physical fitness;
– development of interest in independent physical exercise, outdoor games, forms of active recreation and leisure;
– training in the simplest ways of monitoring physical activity, individual indicators of physical development and physical fitness.
The basic result of education in the field of physical education in primary school is that students master the basics of physical education activities with a general developmental focus. Mastering the subject of this activity contributes not only to the active development of the physical nature of those involved, but also to the formation of their mental and social personality traits, which largely determine the formation and subsequent formation of a person’s universal abilities (competencies). The universality of competencies is determined primarily by their widespread demand for each person, the objective need for performing various types of activities that go beyond the scope of physical education.
The number of universal competencies that are formed in primary school in the process of students mastering the subject of physical education with a general developmental focus includes:
– the ability to organize one’s own activities, choose and use means to achieve its goals;
– the ability to actively participate in collective activities, interact with peers in achieving common goals;
– the ability to convey information in an accessible, emotionally vivid form in the process of communication and interaction with peers and adults.
Place of the subject in the curriculum
The work program of basic primary education in physical education is compiled in accordance with the number of hours specified in the Basic Plan of educational institutions of general education. The subject “Physical Education” is studied in primary school for at least 405 hours, of which in the first grade - 99 hours, and from grades II to IV - 102 hours annually.
Value guidelines for the content of the academic subject
The content of the educational subject “Physical Culture” is aimed at educating highly moral, creative, competent and successful citizens of Russia, capable of active self-realization in social and professional activities, skillfully using the values of physical culture to strengthen and long-term preservation of their own health, optimization of work activity and organization of a healthy image life.
Personal, meta-subject and subject-specific results of mastering an academic subject
Upon completion of the “Physical Education” course in primary school, certain results should be achieved.
Personal results:
– formation of a sense of pride in one’s homeland, formation of the values of a multinational Russian society;
– formation of a respectful attitude towards other opinions, history and culture of other peoples;
– development of motives for educational activities and the formation of personal meaning of learning;
– development of independence and personal responsibility for one’s actions based on ideas about moral standards, social justice and freedom;
– formation of aesthetic needs, values and feelings;
– development of ethical qualities, goodwill and emotional and moral responsiveness, understanding and empathy for the feelings of other people;
– development of skills of cooperation with adults and peers, the ability not to create conflicts and find ways out of controversial situations;
– formation of an attitude towards a safe, healthy lifestyle;
Meta-subject results:
– mastering the ability to accept and maintain the goals and objectives of educational activities, searching for means of its implementation;
– developing the ability to plan, control and evaluate educational activities in accordance with the task and the conditions for its implementation; determine the most effective ways to achieve results;
– developing the ability to understand the reasons for the success/failure of educational activities and the ability to act constructively even in situations of failure;
– defining a common goal and ways to achieve it; the ability to negotiate the distribution of functions and roles in joint activities; exercise mutual control in joint activities, adequately assess one’s own behavior and the behavior of others;
– willingness to constructively resolve conflicts by taking into account the interests of the parties and cooperation;
– mastery of basic subject and interdisciplinary concepts that reflect essential connections and relationships between objects and processes.
Subject results:
– formation of initial ideas about the importance of physical culture for strengthening human health (physical, social and psychological), about its positive impact on human development (physical, intellectual, emotional, social), about physical culture and health as factors of successful study and socialization;
– mastering the skills to organize health-saving life activities (daily routine, morning exercises, recreational activities, outdoor games, etc.);
– developing the skill of systematically monitoring one’s physical condition, the amount of physical activity, health monitoring data (body length and weight, etc.), indicators of basic physical qualities (strength, speed, endurance, coordination, flexibility)
– interaction with peers according to the rules of outdoor games and competitions;
– performing the simplest acrobatic and gymnastic combinations at a high quality level, characterizing the signs of technical performance;
– performing technical actions from basic sports, using them in gaming and competitive activities.
Planned results
At the end of primary school, students should be able to:
– plan physical exercises during the day, use physical education means in spending your rest and leisure time;
– present the facts of the history of the development of physical culture, characterize its role and significance in human life;
– use physical education as a means of promoting health, physical development and physical fitness of a person;
– measure (know) individual indicators of physical development (length and weight of the body) and the development of basic physical qualities;
– provide all possible assistance and moral support to peers when completing educational tasks, show a friendly and respectful attitude when explaining errors and how to eliminate them;
– organize and conduct outdoor games and elementary competitions with peers, carry out their objective judging;
– comply with safety requirements for places where physical education classes are held;
– organize and conduct physical education classes with different target orientations, select physical exercises for them and perform them with a given load dosage;
– characterize physical activity by heart rate;
– perform simple acrobatic and gymnastic combinations at a high quality level;
– perform technical actions from basic sports, apply them in gaming and competitive activities;
– perform vital motor skills and abilities in a variety of ways, under various conditions.
THEMATIC PLANNING
| 1 | 2 | 3 |
| IClass(68/99 h) |
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| Knowledge about physical culture Physical Culture.
Physical culture as a system of various forms of physical exercise to improve human health | Physical Culture. What is physical culture
Physical culture as a system of various physical exercises, hardening, outdoor and sports games, tourism. The connection between physical education andhealth, | Disclose concept « Physical Culture". Characterize main forms of exercise (for example, morning exercises, hardening, physical education lessons, classes in sports sections, games during recreation, hiking trips) |
| physical development and physical fitness. | Disclose the positive impact of physical education on improving health, improving physical development and physical fitness |
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| How did exercise come about? Main content lines. The connection between physical exercise and the vital modes of movement of ancient man. The importance of physical fitness for the life of ancient man. What is taught in lessons physical culture Main content lines.
Sports included in the school curriculum: gymnastics, athletics, sports games (basketball, volleyball, football), cross-country skiing, swimming. | Tell about the main methods of movement of ancient people, explain the importance of running, jumping and climbing in their life. Call sports included in the school curriculum Define types of sports according to their characteristic technical actions |
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| Walking, running, jumping, climbing, crawling, skiing, swimming as vital methods of human movement | Who moves how? How animals move Main content lines.
Variety of movements in the animal world. Methods of movement performed using different parts of the body. | Call main methods of animal movement. Determine What parts of the body are used to move? |
| How does a person move?
Vital methods of human movement (walking, running, climbing, etc.) | Find common and distinctive features in the movements of humans and animals Explain using examples of the importance of running, jumping, climbing, swimming, skiing for the life of every person. |
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| Methods of physical activity(5 hours) Independent games and entertainment
.
| Outdoor games. Clothes for games and walks. Main content lines The importance of choosing the right clothes for physical education. Selection of clothing depending on weather conditions. | Tell about the correct selection of clothes for games and walks in the fresh air, depending on weather conditions. |
| Outdoor games. Main content lines.
Outdoor games, their importance for physical development. Independent organization and conduct of games, distribution into teams using simple counters. | Explain the benefits of outdoor games. Use outdoor games for organizing active recreation and leisure. Choose for conducting outdoor games for the driver and team captain. Distributed on commands using counters. |
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| Independent studies . Creating a daily routine. Performing simple hardening procedures, sets of exercises for the formation of correct posture and development of the trunk muscles, development of basic physical qualities; conducting health-improving activities during the day (morning exercises, physical education sessions) | Daily regime. What is a daily routine Main content lines.
Daily routine as a plan of the main activities scheduled for the day. Drawing up an individual daily routine based on a sample. | Disclose the importance of daily routine for human life. Highlight main affairs, determine their sequence and timing during the day. Compose individual daily routine using the sample. |
| Morning work-out. Main content lines. Morning exercises and its importance for the human body. Main parts of the human body. Morning exercises. | Disclose the importance of morning exercises, its positive effect on the human body Call the main parts of the human body that are involved in physical exercise. |
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| Call exercises included in the morning exercise complex. Fulfill morning exercises. |
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| Physical education minute Main content lines.
Physical education and its importance for the human body. Exercises included in the physical education complex. | Tell about the importance of physical education, its positive effect on the body. Fulfill exercises included in physical education complexes (sitting on a chair; standing still, etc.). |
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| Personal hygiene Main content lines.
Personal hygiene, its basic procedures. The connection between personal hygiene and human health | Tell about personal hygiene, its basic procedures and importance for human health. |
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| Posture. What is posture Main content lines.
Posture. The main signs of correct and incorrect posture | Define posture, as the usual position of the body when a person stands, sits or moves. Call the main signs of correct and incorrect posture. |
|
| Exercises for posture. Main content lines.
Exercises to develop correct posture. They are different from other physical exercises. Exercises with objects on the head (standing against a wall and while moving). Exercises to strengthen the muscles of the trunk (without objects and with objects). | Call physical exercises to form correct posture. Define purpose of each group of exercises. Call rules for performing exercises to form correct posture. Demonstrate correct exercises to develop posture. |
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| Ski race. Skiing; descents | Traveling on skis. Basic skier stance. Main content lines.
Technique for performing the basic skier's stance on the spot and when descending from a gentle slope. | Describe technique for performing the main stance, explain, in what cases it is used by skiers. Demonstrate technique for performing the basic skier's stance when moving and descending from small gentle slopes |
| Stepping step. Main content lines.
Imitation exercises for mastering the technique of stepping and sliding steps. Skiing at a walking pace without poles | Demonstrate walking technique on skis. Fulfill |
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| Sliding step. Main content lines.
Skiing at a sliding step without poles | Demonstrate skiing technique with a sliding step. Fulfill a learned way of skiing in the context of play activities. |
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| Skier's clothing. Main content lines. Rules for choosing clothes for ski training. Possible injuries during ski training and the main causes of their occurrence Skier commands. | Right choose clothes and shoes for skiing depending on weather conditions. Dress for ski training, taking into account the rules and safety requirements. |
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| Main content lines. Organizers: “Skis on your shoulder!”; “Skis at hand!”; “Ski to your feet!”; “Get on your skis!” Moving in a column with skis on the shoulder and with skis at hand | commands while standing still and while moving. Move on skis in a column in compliance with disciplinary rules. |
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| Organizing teams and techniques . Combat actions in ranks and columns; execution of drill commands | Drill exercises. Constructions Main content lines.
Drill commands: “Stand in one line!”; “Be equal!”; "Right!"; "Left!"; “Attention!”; “Step by step!”; “Stay where you are!” Line formations: one in a column, two in a column, two ranks. The importance of drill exercises for physical education. Rules for performing drill exercises. | Characterize drill exercises as joint actions of students necessary to prevent injuries in physical education lessons. Explain And demonstrate technique for executing drill commands. Call methods of construction and distinguish them among themselves. Call rules for performing drill exercises. |
| Initial provisions. Main content lines.
Basic starting positions (stands, stops, sit-ups, squats, lying positions). The importance of starting positions for performing physical exercises. | Characterize starting positions are different body postures from which you begin to perform exercises. Call main starting points. Fulfill basic starting positions (stands, stops, sit-ups and squats, etc.) |
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| Walking and running as vital modes of human movement | Main methods of transportation. Easy ways to get around Main content lines.
Walking and running are the most common methods of human movement. Common features and differences in technology | Find differences in the technique of walking and running from other methods of human movement (for example, jumping, somersaults, etc.) Define common signs and differences in walking and running techniques. |
| performing walking and running. | ||
| Difficult ways to travel. How to change movement speed Main content lines.
Difficult ways of walking and running (eg, sideways, backwards). Reasons causing difficulties in performing various modes of movement. Changing walking and running speed. | Fulfill complex modes of movement (walking or running backwards, walking or running sideways). Define reasons for difficulties in performing complex modes of movement. Explain the ability to change the speed of movement when running and walking due to the frequency of steps. Demonstrate change in speed of movement when running and walking. |
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| Conducting health-improving activities during the day (morning exercises). | How to create a morning exercise routine. Main content lines.
The correct sequence of morning exercises. Independent compilation of a set of morning exercises. | Explain the importance of physical exercise included in morning exercises. Define sequence of exercises when independently compiling a complex of morning exercises. Compose on one's own a set of morning exercises. Compose and regularly update an individual complex of morning exercises from previously learned exercises according to the model. |
| Independent games and entertainment. Organization and conduct of outdoor games (on sports grounds and in gyms) | Outdoor games. Main content lines.
Rules and game actions of outdoor games for general physical development (“Tag”, “Hunters and Ducks”, “Burners”), for improving skiing technique (“Who will ride further”, “Hunters and deer”, “Counter relay”), to consolidate skills in complex modes of movement (“Troika”, “Fish”, “Crayfish”, “Cockfight”), to develop basic physical qualities (“Don’t fall into the swamp”, “Wolf in the moat”, “Shot into the sky” , “Tag-tagging”, “Owl”, “Don’t stumble”, “Throw - catch”, “Penguins with a ball”, “Who is faster”). | Call rules of outdoor games and fulfill them during gaming activities. Fulfill game actions in the conditions of educational and gaming activities . Ready sites for outdoor games in accordance with their rules. manifest courage, will, determination, activity and initiative when solving variable problems that arise during the game. Simulate game situations. Regulate emotions during gaming activities, be able to manage them. Communicate And to interact with peers in a play environment |
| Development of positive personality traits and consolidation of the rules of interaction in gaming conditions | activities. |
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| Physical improvement (61/95 h) Physical education and health activities
.
Complexes of physical exercises for morning exercises | Main content lines.
Morning exercises performed in a certain sequence: stretching, to enhance breathing, for the muscles of the arms, torso, back, abdomen, legs, jumping exercises, exercises to restore breathing. | Demonstrate technique for performing morning exercises, determine the direction of their impact. Fulfill morning exercise complexes, observe execution sequence exercises and a given dosage. |
| Sets of exercises for morning exercises No. 1, 2, 3. | ||
| Physical education complexes | Main content lines. Physical education exercises while sitting on a chair, standing near a table, for fingers. The correct sequence of exercises in physical training complexes and their optimal dosage | Fulfill sets of exercises for physical education to prevent fatigue of large (torso) and small (fingers) muscle groups. |
| Exercises for the prevention and correction of postural disorders | Main content lines. Exercises with objects on the head and their purpose. Exercises to strengthen the muscles of the torso with an object on the head, standing against a wall; with an object on the head in motion; without objects; with objects. Their purpose | Fulfill exercises included in the complexes of exercises for the prevention and correction of posture. Observe sequence in their implementation and a given dosage |
| Sports and recreational activities. Gymnastics with the basics of acrobatics. Organizing teams and techniques. Combat actions in ranks and columns; execution of drill commands | Main content lines. Organizing commands performed while standing still and while moving: “At ease!”, “Equal!”, “Attention!”, “Step march!”, “On the spot!”, “Group, stand!”. Formation in a line and column according to landmarks. Changing from a line to a column and back using ledges. Jump turns according to commands: “Jump to the left!”, “Jump to the right!” | Fulfill organizing teams at the direction of the teacher. Observe discipline and clarity to interact with comrades when performing drill exercises (for example, when forming a line and changing from a line to a column; when moving in formation, etc.). |
| Acrobatic exercises. Stands, squats, tuck exercises, rolls | Main content lines. The main types of gymnastic stances: main stance; hand position on the belt; stand with legs apart; kneeling stand. Technique for performing them correctly. The main types of gymnastic emphasis: crouching emphasis; lying position; emphasis while kneeling; emphasis in sitting on the heels. Technique for their correct implementation. The main types of sedov: sedov legs apart; sit with the angle of the arm forward; sit at the angle of your hands behind your head. Technique for their implementation. The main types of squats: squat with arms on the belt, squat with arms to the sides, squat with arms up, squat with arms forward, squat with arms behind the head. Technique for their implementation. The main types of lying positions: on the stomach, on the back, on the left side, on the right side. Teach the technique of performing them. Technique for performing a tuck roll on your back. Technique for performing tucks from a standing position and tucks from a supine position. | Call main types of racks, stops, sedov, etc. Demonstrate technique of performing learned stances, squats, push-ups, squats, supine positions, back rolls, tucks from a standing and supine position. Fulfill fragments of acrobatic combinations made up of well-mastered acrobatic exercises. For example: transition from a supine position to a prone position and back; tuck in a supine position and roll forward and backward in a tuck; from a tucked position, transition to a supine position (with help); from a squat, roll back with grouping and back (with help). |
| Acrobatic combinations | Main content lines. Fragments of acrobatic combinations made up of well-mastered acrobatic exercises. | Fulfill acrobatic combinations of previously well-mastered applied exercises in educational and gaming settings. |
| Applied gymnastic exercises. Moving along a gymnastic wall. | Main content lines. Technique for performing climbing on a gymnastic wall in a horizontal direction to the right and left sides. Technique for climbing a gymnastic wall in a vertical direction up and down. | Demonstrate technique of performing learned methods of climbing a gymnastic wall. |
| Overcoming an obstacle course with elements of climbing, climbing and crawling | Main content lines. Techniques for overcoming obstacle courses, including: crawling on your side, back, on your belly; climbing a gymnastic wall; jumping over a floor gymnastic beam and a gymnastic bench; jumping onto a pile of mats with subsequent jumping; walking and running in simple and complex ways. | Demonstrate technique of exercises learned to overcome artificial obstacle courses. Confident overcome obstacle courses in standard, game and competitive conditions. |
| Techniques for overcoming obstacle courses that include mastered motor actions | ||
| Athletics. Running exercises: with high hip lifts, jumping and acceleration, with changing direction of movement | Main content lines. Technique for running with high hip lifts; running with the transition to alternate jumps on the right and left legs; running with acceleration; running with changing direction of movement (snake and in circles) | Demonstrate technique of performing learned running exercises under standard conditions (not changing). Fulfill learned running exercises in gaming and competitive activities. |
| Jumping exercises: jumping on one leg and on two legs in place and moving forward | Main content lines. Technique for performing jumps: in place (on one and two, with turns to the right and left); with forward and backward movement (one and two pushes); left and right side (two pushes); in length and height from a standstill (two pushes) | Demonstrate technique of performing learned jumping exercises under standard conditions. |
| Ski race. Skiing | Main content lines Technique for performing the main stance when moving and skiing from small gentle slopes. Stepping step technique. Sliding technique step. | Demonstrate the basic stance of the skier. Demonstrate technique of performing a sliding step in the process of passing the training distance. Demonstrate technique of performing learned methods skiing in conditions |
| gaming activity. |
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| Outdoor and sports games . Based on gymnastics with the basics of acrobatics: game tasks using drill exercises, exercises to develop attention, strength, dexterity and coordination of movements | Main content lines. Game tasks using drill exercises such as: “Stand up - disperse”; "Change of places." | Participate in outdoor games. manifest interest and desire demonstrate their physical capabilities and abilities, the technique of performing mastered motor actions. |
| Outdoor games: “At the Bear in the Forest”, “Crayfish”, “Troika”, “Cock Fight”, “Owl”, “Tag-Tag”, “Climbers”, “Snake”, “Don’t Drop the Bag”, “Parsley on bench”, “Walk silently”, “Through a cold stream”, etc.. | manifest resourcefulness in solving gaming problems that arise during outdoor games. manifest goodwill, restraint and respect for opponents and players of one’s team during gaming activities |
|
| jumping, running, throwing and throwing; exercises to develop coordination, endurance and speed | Main content lines. Outdoor games:« Don’t stumble”, “Tag”, “Wolf in the Moat”, “Who is faster”, “Burners”, “Fish”, “Tag in the swamp”, “Penguins with a ball”, “Quickly to your places”, “To your flags” , “Exactly on target”, “The third wheel”, etc. | manifest positive personality traits during gaming activities (courage, will, determination, activity and initiative). |
| Based on ski training: relay races in skiing; exercises to develop endurance and coordination of movements | Main content lines. Outdoor games: “Hunters and deer”, “Counter relay race”, “Day and night”, “Hit the gate”, “Who can ride the longest”, “In tow”, etc. | |
| Based on sports games. Football: hitting a stationary and rolling ball | Main content lines. Strike with the inside of the foot (“cheek”) at a stationary ball from a standing position. Hit the stationary ball with the inside of the foot (“cheek”) with one or two running steps. Passing the ball in pairs and threes (at a distance of 2-3 m). | Demonstrate learned techniques for playing football Fulfill learned technical techniques for playing football in standard and variable (game) conditions.x |
| Basketball: passing and catching the ball | Main content lines. Passing and catching with both hands while standing in place of a low flying ball. Passing and catching a ball flying at chest level with both hands. Throwing the ball with both hands from below while standing still. | Characterize And demonstrate basketball techniques Fulfill learned technical techniques for playing basketball in standard and variable (game) conditions. |
| Outdoor games of different nations | Main content lines. National games. Reflection in them of the traditions and cultural values of their people. | Be interested culture of their people, take care of their traditions, rituals, forms of behavior and relationships. Accept active participation in national games, turn on in competitive activities in national sports. |
| General developmental physical exercises. Based on gymnastics with the basics of acrobatics: development of flexibility, coordination of movements, formation of posture, development of strength abilities | Main content lines. Gymnastic exercises for the development of major muscle groups and physical qualities. Their correct independent implementation by students. | Fulfill general developmental exercises at home to develop basic physical qualities. Reproduce the required (specified according to the model) dosage of physical activity. |
| Based on athletics: development of coordination, speed, endurance, strength abilities | Main content lines. Athletics exercises to develop major muscle groups and physical qualities. Their correct independent implementation by students. | |
| Based on cross-country skiing: development of coordination, endurance | Main content lines . Ski training exercises to develop major muscle groups and physical qualities. Their correct independent implementation by students. | |
| Develop physical qualities through physical exercises from basic sports. | Demonstrate gains in results in indicators of the development of basic physical qualities. |
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MUNICIPAL BUDGETARY EDUCATIONAL INSTITUTION
MUNICIPAL FORMATION CITY OF KRASNODAR
SECONDARY SCHOOL No. 47
APPROVED
by decision of the pedagogical council
Chairman _______ T.V. Legostaeva
WORKING PROGRAMM
By physical culture
Education level (grade) primary general education (grades 1-4)
Number of hours 405
Teacher Ryabukhina Svetlana Vasilievna
The program is developed based on: author's program: Physical culture. Work programs. Subject line of textbooks by A.P. Matveeva. 1-4 grades. Manual for teachers of general education organizations, 3rd edition, Moscow, “Prosveshchenie”, 2014. Approved by the pedagogical council, protocol No. 1 of 08/31/2015.
1. EXPLANATORY NOTE
This work program was developed on the basis of the author’s program for educational institutions by A.P. Matveev “Physical education: program for grades 1 – 4.” – M.: Education, 2014, in accordance with the requirements of the Federal State Standard of Primary General Education, the Federal Law “On Education” dated December 29, 2012 No. 273-FZ, an approximate program of primary general education; main educational program of primary general education MBOU Secondary School No. 47.
In the Federal Law “On Physical Culture and Sports” of December 4, 2007. No. 329-F3 noted that the organization of physical education and education in educational institutions includes the conduct of compulsory physical education classes within the framework of basic educational programs to the extent established by state educational standards, as well as additional (optional) physical exercise and sports classes within additional educational programs.
Physical education is a compulsory course in general education institutions. The subject “Physical Education” is the basis of physical education of schoolchildren. In combination with other forms of education - physical education and health activities during the school day and the second half of the day (gymnastics before classes, physical education minutes, physical exercises and games during extended breaks and in extended day groups), extracurricular work in physical education (general physical training groups , sports sections), physical culture and sports events (days of health and sports, outdoor games and competitions, sports festivals, sports competitions, tourist rallies and hikes) - the formation of the physical culture of the individual is achieved. It includes motivation and the need for systematic physical education and sports, mastery of the main types of physical education and sports activities, and versatile physical fitness.
In the Federal Law “On Physical Culture and Sports” of December 4, 2007. No. 329-F3 it is noted that the organization of physical education and education in educational institutions includes the conduct of compulsory physical education classes within the framework of basic educational programs to the extent established by state educational standards, as well as additional (optional) physical exercise and sports classes within additional educational programs.
This program was created taking into account the fact that the physical education system, combining classroom and extracurricular forms of physical exercise and sports, should create the most favorable conditions for the disclosure and development of not only the physical, but also the spiritual abilities of the child, his self-determination.
The goal of school physical education is the formation of a well-rounded physically developed personality who is able to actively use the values of physical education to strengthen and long-term preserve one’s own health, optimize work activity and organize active recreation.
The implementation of the goals of the curriculum correlates with the solution of the following educational tasks:
promoting health, improving posture, preventing flat feet, promoting harmonious physical, moral and social development, successful learning;
formation of initial self-regulation skills through physical education;
mastering the school of movements;
development of coordination (accuracy of reproduction and differentiation of spatial, temporal and power parameters of movements, balance, rhythm, speed and accuracy of response to signals, coordination of movements, orientation in space) and conditioning (speed, speed-strength, endurance and flexibility) abilities;
formation of basic knowledge about personal hygiene, daily routine, the effect of physical exercise on health, performance and the development of physical (coordination and conditioning) abilities;
developing ideas about the main sports, equipment and equipment, and compliance with safety rules during classes;
formation of an attitude towards maintaining and strengthening health, healthy and safe lifestyle skills;
introduction to independent physical exercises, outdoor games, using them in free time based on the formation of interests in certain types of physical activity and identifying a predisposition to certain sports;
instilling discipline, a friendly attitude towards comrades, honesty, responsiveness, courage during physical exercises, promoting the development of mental processes (idea, memory, thinking, etc.) during motor activity.
Taking into account the above-mentioned objectives of educating primary school students in the field of physical education, the main principles, ideas and approaches in the formation of this program were the following: democratization and humanization of the pedagogical process, pedagogy of cooperation, activity approach, intensification and optimization, expansion of interdisciplinary connections.
The principle of democratization in the pedagogical process is expressed in providing each and every student with equal access to the basics of physical education, maximizing the development of children’s abilities, building teaching based on the use of broad and flexible methods and means of teaching for the development of children with different levels of their motor and mental abilities, changing the essence of pedagogical relationships, the transition from subordination to cooperation.
The principle of humanizing the pedagogical process is to take into account the individual abilities of each child and teacher. It is built in accordance with the personal experience and level of achievement of schoolchildren, their interests and inclinations. Teachers are required to provide children with program material of different levels in complexity and subjective difficulty of mastering.
The implementation of the principles of democratization and humanization in the pedagogical process is possible on the basis of cooperation pedagogy - the idea of joint developmental activities of children and adults, during which they are connected by mutual understanding and penetration into each other’s spiritual world, by a joint desire to analyze the progress and results of this activity.
The activity-based approach is to focus the student not only on mastering ready-made knowledge and skills, but also on mastering the methods of physical education, health and sports activities, and on developing the child’s cognitive powers and creative potential. This is a departure from verbal methods and forms of transmitting ready-made information, students’ passivity in the classroom to the active acquisition of knowledge, skills and abilities implemented in various types of physical education, health and sports activities.
Intensification and optimization consists of increasing the focus of training and strengthening the motivation for physical education and sports, the use of active and creative methods and forms of training (problem-based, research, associated development of conditioning and coordination abilities, accentuated and comprehensive development of coordination abilities, software-algorithmic methods, group and individual forms of training, circuit training, etc.); in the development of educational work skills; widespread use of computers and other new technical means.
The teacher implements the task of forming a holistic worldview of students, comprehensively revealing the relationship and interdependence of the studied phenomena and processes in the field of physical education on the basis of expanding interdisciplinary connections from the field of different subjects: literature, history, mathematics, anatomy, physiology, psychology, etc.
GENERAL CHARACTERISTICS OF THE COURSE
The subject of teaching physical education in primary school is human motor activity with a general developmental focus. In the process of mastering this activity, health is strengthened, physical qualities are improved, certain motor actions are mastered, thinking, creativity and independence are actively developed.
The most important requirement for conducting a modern lesson in physical education is to ensure a differentiated and individual approach to students, taking into account the state of health, gender, physical development, motor readiness, characteristics of the development of mental properties and qualities, and compliance with hygiene standards.
3. PLACE OF THE COURSE IN THE CURRICULUM
The course “Physical Education” is studied from grades 1 to 4 at the rate of 3 hours per week (405 hours in total): in grade 1 - 99 hours, in grade 2 - 102 hours, in grade 3 - 102 hours, in grade 4 - 102 hours. The third hour for teaching the subject “Physical Education” was introduced by order of the Ministry of Education and Science dated August 30, 2010. No. 889. The order stated: “The third hour of the academic subject “Physical Education” should be used to increase motor activity and develop the physical qualities of students, to introduce modern systems of physical education.” The work program is designed for 405 hours for four years of study (3 hours per week).
4. DESCRIPTION OF THE VALUES OF THE CONTENT
SUBJECT
The value of life - recognition of human life as the greatest value, which is realized through careful treatment of other people and nature.
The value of nature is based on the universal human value of life, on the awareness of oneself as part of the natural world - part of living and inanimate nature. Love for nature is a caring attitude towards it as a human habitat and survival, as well as experiencing a sense of beauty, harmony, its perfection, preserving and increasing its wealth.
The value of a person as a rational being striving for goodness and self-improvement, the importance and necessity of maintaining a healthy lifestyle in the unity of its components: physical, mental and social-moral health.
The value of good– a person’s focus on developing and preserving life, through compassion and mercy as a manifestation of the highest human ability – love.
The value of truth– this is the value of scientific knowledge as part of the culture of humanity, reason, understanding of the essence of being, the universe.
The value of family as the first and most significant social and educational environment for the development of a child, ensuring the continuity of the cultural traditions of the peoples of Russia from generation to generation and thereby the viability of Russian society.
The value of labor and creativity as a natural condition of human life, a state of normal human existence.
The value of freedom as the freedom of a person to choose his thoughts and actions, but freedom naturally limited by the norms, rules, laws of society, of which a person is always a member in his entire social essence.
Social value solidarity as recognition of human rights and freedoms, possessing feelings of justice, mercy, honor, dignity in relation to oneself and to other people.
The Value of Citizenship– a person’s awareness of himself as a member of society, a people, a representative of a country and state.
The value of patriotism- one of the manifestations of a person’s spiritual maturity, expressed in love for Russia, the people, the small homeland, in the conscious desire to serve the Fatherland.
The value of humanity– a person’s awareness of himself as part of a world society, the existence and progress of which requires peace, cooperation of peoples and respect for the diversity of their cultures.
Personal, meta-subject and subject results of mastering the course
In accordance with the requirements for the results of mastering the basic educational program of primary general education of the Federal State Educational Standard, this work program for grades 1-4 is aimed at achieving personal, meta-subject and subject results in physical education by students.
Personal results
developing a sense of pride in one’s Motherland, the Russian people and the history of Russia, awareness of one’s ethnicity and nationality;
developing a respectful attitude towards the culture of other peoples;
development of motives for educational activities and the personal meaning of learning, acceptance and mastery of the social role of the teacher;
development of ethical feelings, goodwill and emotional and moral responsiveness, understanding and empathy for the feelings of other people;
developing skills of cooperation with peers and adults in different social situations, the ability not to create conflicts and find ways out of controversial situations;
development of independence and personal responsibility for one’s actions based on ideas about moral standards, social justice and freedom;
formation of aesthetic needs, values and feelings;
formation of an attitude towards a safe, healthy lifestyle.
Meta-subject results
mastering the ability to accept and maintain the goals and objectives of educational activities, searching for means of its implementation;
developing the ability to plan, control and evaluate educational activities in accordance with the task and the conditions for its implementation; determine the most effective ways to achieve results;
defining a common goal and ways to achieve it; the ability to negotiate the distribution of functions and roles in joint activities; exercise mutual control in joint activities, adequately assess one’s own behavior and the behavior of others;
willingness to constructively resolve conflicts by taking into account the interests of the parties and cooperation;
mastering basic information about the essence and characteristics of objects, processes and phenomena of reality in accordance with the content of a specific educational subject;
mastery of basic subject and interdisciplinary concepts that reflect essential connections and relationships between objects and processes.
Subject results
Formation of initial ideas about the importance of physical culture for strengthening human health (physical, social and mental), about its positive impact on human development (physical, intellectual, emotional, social), about physical culture and health as factors of successful study and socialization;
mastering the skills to organize health-saving activities (daily routine, morning exercises, recreational activities, outdoor games, etc.);
developing the skill of systematically monitoring one’s physical condition, the amount of physical activity, health monitoring data (height, body weight, etc.), indicators of the development of basic physical qualities (strength, speed, endurance, coordination, flexibility).
Knowledge about physical culture
Physical Culture. Physical culture as a system of various forms of physical exercise to improve human health. Walking, running, jumping, climbing, crawling, skiing, swimming are vital methods of human movement.
Rules for preventing injuries during physical exercise: organization of training places, selection of clothing, shoes and equipment.
From the history of physical culture. History of the development of physical culture and the first competitions. The connection between physical culture and labor and military activities.
Physical exercise. Physical exercises, their influence on physical development and the development of physical qualities. Physical training and its connection with the development of basic physical qualities. Characteristics of basic physical qualities: strength, speed, endurance, flexibility and balance.
Physical activity and its effect on increasing heart rate.
Independent studies. Creating a daily routine. Performing the simplest hardening procedures, sets of exercises for the formation of correct posture and development of the trunk muscles, development of basic physical qualities; conducting health-improving activities during the day (morning exercises, physical education sessions).
Independent observations of physical development and physical fitness. Measuring body length and weight, posture and physical qualities. Measuring heart rate during exercise.
Independent games and entertainment. Organization and conduct of outdoor games (on sports grounds and in gyms).
Physical improvement
Physical education and health activities
Complexes of physical exercises for morning exercises, physical education sessions, classes for the prevention and correction of postural disorders.
Sets of exercises for the development of physical qualities.
Sets of breathing exercises. Gymnastics for the eyes.
Sports and recreational activities
Gymnastics with the basics of acrobatics. Organizing teams and techniques. Combat actions in ranks and columns; execution of drill commands.
Acrobatic exercises . Stops; gray hairs; group exercises; riffles; shoulder blade stand; somersaults forward and backward; gymnastic bridge.
Acrobatic combinations. For example: 1) bridge from a supine position, lower to the starting position, flip to a prone position, jump with support on your hands in a crouching position; 2) forward somersault at point-blank crouching, somersault back at point-blank crouching, from point-blank crouching, somersault back to point-blank on the knees with support on the hands, jumping to point-blank crouching, somersault forward.
Exercises on a low gymnastic bar: hangs, swings.
Gymnastic combination. For example, from a hanging while standing, squatting with a push with both legs, swinging over, bending your legs, into a hanging from behind, bent, lowering back into a hanging while standing and the reverse movement through a hanging from behind, bending with your legs moving forward.
Vault: running jump over a gymnastics goat.
Applied gymnastic exercises. Jumping rope. Moving along a gymnastic wall. Overcoming an obstacle course with elements of climbing and climbing, crawling, moving along an inclined gymnastic bench.
Athletics exercises. Running exercises: with high hip lifts, jumping and acceleration, with changing direction of movement, from different starting positions; shuttle run; high start followed by acceleration.
Jumping exercises: on one leg and two legs in place and with advancement; in length and height; jumping and jumping;
Throws: a large ball (1 kg) at a distance in different ways.
Throwing: a small ball at a vertical target and at a distance.
Cross training. Long running at a steady pace, cross-country running, steeplechase running.
Outdoor games. Based on the material of gymnastics with the basics of acrobatics: game tasks using drill exercises, exercises for attention, strength, dexterity and coordination.
Based on athletics: jumping, running, throwing and throwing; Exercises for coordination, endurance and speed.
Based on ski training: relay races in skiing, endurance and coordination exercises.
Based on sports games.
Football: kicking a stationary and rolling ball; stopping the ball; dribbling; outdoor games based on football.
Basketball: special movements without the ball; dribbling; throwing the ball into the basket; outdoor games based on basketball.
Volleyball: tossing the ball; ball delivery; receiving and passing the ball; outdoor games based on volleyball material.
6. THEMATIC PLANNING
The total number of hours for studying sections of the program is distributed as follows:
| Type of software material | Number of hours |
||||
| 1 class | 2nd grade | 3rd grade | 4th grade |
||
| 1 | Knowledge about physical culture | During the lesson |
|||
| 2 | Methods of physical activity | During the lesson |
|||
| 3 | Physical improvement | ||||
| Athletics exercises | |||||
| Gymnastics with basics of acrobatics | |||||
| Outdoor games | |||||
| Sport games | |||||
| Cross training | |||||
| General developmental exercises | During the lesson |
||||
| Total | 99 | 102 | 102 | 102 |
|
7. EDUCATIONAL AND METHODOLOGICAL AND MATERIAL AND TECHNICAL
PROVIDING EDUCATIONAL ACTIVITIES
| № p/p | Name of objects and means of material and technical equipment | Required amount | Note |
| Library collection (printed products) |
|||
| Federal State Standard of Primary General Education in Physical Culture | The physical education standard, sample programs, and original work programs are included in the mandatory software and methodological support for the physical education classroom (gym) |
||
| Author's program: Physical culture. Work programs subject line of textbooks A.P. Matveeva. 1-4 grades. Manual for teachers of general education organizations, 3rd edition, Moscow, “Prosveshchenie”, 2014 | |||
| Work programs for physical culture | |||
| Physical Culture. 1st grade: textbook for general education institutions. Matveev A.P. - M.: Education, 2011 Physical Culture. 2nd grade: textbook for educational institutions. Matveev A.P. - M.: Education, 2014 Physical Culture. Grades 3-4: textbook for educational institutions. Matveev A.P. - M.: Education, 2011 | |||
| Educational, scientific, popular science literature on physical culture, sports, Olympic movement | As part of the library collection |
||
| Methodological publications on physical education for teachers | monthly | Methodological manuals and recommendations, magazine “Physical Education at School” |
|
| Screen and sound aids |
|||
| Audio recordings | For conducting gymnastics complexes, teaching dance movements; holding sports competitions and physical education festivals |
||
| Technical training aids |
|||
| Laser printer | |||
| Copy machine | May be included in the material and technical equipment of an educational institution |
||
| Educational-practical and educational-laboratory equipment |
|||
| Gymnastic wall | |||
| Gymnastic floor balance beam | |||
| Gymnastics beam high | |||
| Gymnastic goat | |||
| Gymnastic horse | |||
| Gymnastic crossbar | |||
| Climbing rope with fastening mechanism | |||
| Gymnastic swing bridge | |||
| Rigid gymnastic bench | |||
| Dumbbells | |||
| Gymnastic mats | |||
| Medicine ball (1 kg, 2 kg) | |||
| Small ball (tennis) | |||
| Gymnastic jump rope | |||
| Gymnastic hoop | |||
| Athletics |
|||
| High jump bar | |||
| High jump rack | |||
| Numbers | |||
| Outdoor and sports games |
|||
| Set of basketball backboards with rings and net | |||
| Basketball backboards with rings and net | |||
| Net for carrying and storing balls | |||
| Universal volleyball stands | |||
| Volleyball net | |||
| Volleyballs | |||
| Flip board | |||
| Mini-football goal | |||
| Mini football goal net | |||
| Soccer balls | |||
| Hand ball gate | |||
| Hand balls | |||
| Tourist tents (triple) | |||
| Tourist backpacks | |||
| Tourist bivouac set | |||
| First aid supplies |
|||
| Medical kit | |||
| Additional inventory |
|||
| Classroom board with magnetic surface | Mobile board |
||
| Gyms (offices) |
|||
| Sports hall | With changing rooms for boys and girls (lockers, soft gymnastic benches, mats), showers for boys and girls, toilets for boys and girls |
||
| Recreation areas | To carry out dynamic breaks (changes) |
||
| Teacher's office | Includes desk, chairs, safe, bookcases (shelves), wardrobe |
||
| Utility room for storing inventory and equipment | Includes shelving, containers |
||
| School stadium (ground) |
|||
| Athletics track | |||
| Long jump sector | |||
| High jump sector | |||
| Playing field for football (mini-football) | |||
| Gymnastics town | |||
| Obstacle course | |||
8. PLANNED RESULTS OF STUDYING THE TRAINING COURSE
At the end of primary school, students should be able to:
Plan physical exercises during the day, use physical education means in spending your rest and leisure time;
State the facts of the history of the development of physical culture, characterize its role and significance in human life;
Use physical activity as a means of promoting health, physical development and physical fitness of a person;
Measure (know) individual indicators of physical development (length of body weight) and the development of basic physical qualities;
Provide all possible assistance and moral support to peers when completing educational tasks, show a friendly attitude when explaining errors and how to eliminate them;
Organize and conduct outdoor games and elementary competitions with peers. Carry out their objective judging;
Comply with safety requirements for places where physical education classes are held;
Organize and conduct physical education classes with different target orientations, select physical exercises for them and perform them with a given load dosage;
Characterize physical activity by heart rate;
Perform simple acrobatic and gymnastic combinations at a high quality level;
Perform technical actions from basic sports. Apply them in gaming and competitive activities;
Perform vital motor skills and abilities in a variety of ways, under a variety of conditions.
CONSISTENTLY CONSISTENT
Minutes of the meeting Deputy Director for HR
methodological association ____________ I.V. Salnikova
S.V. Ryabukhin
M.: 1991. - 543 p.
General methods and means of developing physical qualities, teaching new motor actions, features of planning and control of physical education and sports training, aspects of professional applied physical training are outlined. The textbook is written in accordance with the current official program of the general discipline of the curriculum for higher educational institutions of physical education - the theory of physical culture and sports. The textbook contains material on two main sections of this discipline: the first introduces the integrative theory of physical culture, and the second reveals the general conceptual and scientific-applied foundations of physical education as the main process of pedagogically oriented functioning of physical culture in society. The textbook is designed for bachelor's level of education, but can also be used to deepen knowledge in accordance with the requirements of the next level of higher education.
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TABLE OF CONTENTS
Preface 3
Part one
GENERAL FUNDAMENTALS OF THEORY AND METHODS OF PHYSICAL EDUCATION
Section I. General characteristics of physical education: focus, means, methods, principles
Chapter I. Purposefulness of physical education 7
1. Pedagogical nature and specific focus of the physical education process
2. The essence of the tasks solved in physical education and the forms of their specific formulation 11
2.1. Purpose and main objectives in physical education
2.1.1. Social origins of the goals pursued in physical education -
2.1.2. Main tasks: 14
2.2. Aspects and forms of specification of tasks solved in the process of physical education 21
Chapter II. Means and methods in physical education 28
1. Specific means and methods, -
1.1. Physical exercises as a means of physical education. -
1.1.1. Original definition; content and form of physical exercise
1.1.2. Exercise technique 33
1.1.2.1. General concept of the technique of motor actions. -
1.1.2.2. Some characteristics and rules of technical performance of physical exercises 35
1.1.3. Effects of exercise 44
1.1.4. Classification of physical exercises 48
1.2. Load and rest as interrelated components of the exercise process. 50
1.2.1. Load during exercise
1.2.2. The role and types of rest intervals during exercise. 58
1.3. Specific methods of physical education 63
1.3.1. Strictly regulated exercise methods
1.3.2. Game and competitive methods 73
2. General pedagogical and other means and methods in physical education 77
2.1. Methods of verbal (speech) influence 78
2.2. Methods of ideomotor and psychoregulatory exercises... 79
2.3. Means and methods for ensuring visibility of language
2.4. Hardware and methodological support 81
2.5. The role of natural environmental and hygienic factors in physical education 83
Chapter III. Principles governing physical education activities 85
1. The importance of general principles in orienting the practice of physical education 85
2. Basic requirements for the implementation of general methodological principles in physical education 86
3. Principles expressing specific patterns of constructing physical education 96
3.1. Continuity of the process of physical education and systematic alternation of loads and rest in it
3.2. Gradual increase in developmental training influences and adaptive balancing of their dynamics 101
3.3. Cyclic construction of a system of classes 105
3.4. Age adequacy of physical education directions U9
Section II. Main aspects of the content and methodology of physical education
Chapter IV. Basics of learning motor actions 114
1. Direction and structure of the learning process in physical education -
1.1. Motor skills and abilities as a result of learning; patterns of their formation -
1.2. Target settings in teaching motor actions.... 123
1.3. Prerequisites and general order of constructing the learning process. 126
2. Features of training stages: 130
2.1. The first stage (initial learning of the action) -
2.1.1. Problems to be solved -
2.1.2. Typical tools and methods -
2.1.3. Defining features of the technique 132
2.2. Second stage (in-depth learning of the action) " 139
2.2.1. Problems to be solved -
2.2.2. Typical means and methods 140
2.2.3. Defining features of the technique 142
2.3. Third stage (resulting development of the action): 146
2.3.1. Problems to be solved -
2.3.2. Typical tools and methods 147
2.3.3. Defining features of the technique, 148
2.4. The problem of restructuring a motor skill 156
Chapter V. Education of motor coordination abilities 158
1. Object and tasks -
1.1. The complex nature of the abilities that determine the quality of coordination of movements -
1.2. Problems solved in the process of educating motor-coordinating and some related abilities 163
2. Means and distinctive features of the technique 165
2.1. Means and fundamentals of methods for developing motor-coordinating abilities -
2.2. Some sections of the methodology for developing coordination and related abilities 170
2.2.1. Ways to develop the ability to maintain balance. . -
2.2.2. Ways to cultivate the ability for rational muscle relaxation 173
2.2.3. Ways to develop the ability to accurately observe and regulate the spatial parameters of movements 177
Chapter VI. Developing strength and speed abilities 181
1. Developing strength abilities -
1.1. Strength abilities and tasks in their education. -
1.1.1. About the indicators and essence of strength abilities -
1.1.2. Problems solved in the process of developing strength abilities 185
1.2. Means and defining features of the technique 190
1.2.1. Means and fundamentals of methods for developing one’s own strength abilities -
1.2.1.1. Means 190
1.2.1.2. Basics of the technique 196
1.2.2. Features of means and methods of training speed-strength abilities 206
1.3. To the general characteristics of the process 211
2. Developing speed abilities 213
2.1. Speed abilities and tasks for their education -
2.2. Means and defining features of the technique. 219
2.2.1. Features of means and methods of training speed as the ability for emergency motor reactions. ... -
2.2.2. Features of means and methods of training speed, which determines the speed characteristics of movements. . 223
2.3. To the general characteristics of the process 229
Chapter VII. Endurance training 230
1. Endurance and tasks for its education -
1.1. Essence, indicators and types of endurance -
1.2. Problems solved in the process of training endurance.... 236
2. Means and distinctive features of the technique 242
2.1. Means and methods of developing general endurance -
2.1.1. Facilities -
2.1.2. Methods 246
2.2. Features of means and methods of training specific endurance 252
2.2.1. Features of the funds -
2.2.2. Features of the technique 253
2.3. A combination of various aspects of endurance training; lesson system 260
Chapter VIII. Directed influence in the process of physical education on posture, flexibility and some properties (components) of the physique. 262
1. Education of posture -
1.1. Object and tasks -
1.2. Means and features of the technique 268
2. Targeted impact on body flexibility 273
2.1. Object and tasks -
2.2. Means and features of the technique 279
3. Some aspects of regulation of muscle and “passive” body weight 283
3.1. Objectives and criteria." -
3.2. Preferred means and methods 287
3.2.1. Features of exercises that stimulate muscle growth; typical features of the technique. . " -
3.2.2. Preferred types and modes of using exercises to eliminate excess body weight 293
Chapter IX. The connection between various types of education in the process of physical education 298
1. Decisive factors in the directional formation of personality -
1.1. The general orientation and complexity of educational influences -
1.2. The leading role of the educator and the activity of the educated.... 300
1.3. The educational role of the physical education team 302
2. General lines of education and their specification in the process of physical education 303
2.1. Moral, ideological, political and labor education... -
2.2. Intellectual and aesthetic education 311
2.3. Education of will and self-education in physical education. . 315
Section III. Forms of lesson structure, planning and control in physical education
Chapter X. Forms of lesson construction 322
1. Diversity and common features of forms of constructing classes -
2. Lesson forms of classes 327
2.1. The primary importance of lesson forms in the pedagogically oriented organization of classes 327
2.2. Logic and methodology for constructing a lesson 329
2.3. Lesson Analysis 343
3. Features of individual (non-school) forms of classes in physical education practice. . 347
3.1. Small forms 348
3.2. Large forms of amateur training and physical education-recreational activities 353
3.3. Competitive forms of organizing classes in physical education 356
Chapter XI. Planning and control in physical education 359
1. Planning and control as tools for optimal construction of the physical education process -
2. Planning 361
2.1. Prerequisites for planning
2.2. Scope and subject aspects of planning 363
2.3. Features of forms and methods of long-term, stage-by-stage and short-term planning 370
2.3.1. Forms and methods of long-term planning
2.3.2. Stage planning 379
2.3.3. Short-term (operational-current) planning 390
3. Control 396
3.1. General features of control in the process of physical education... -
3.2. Features of operational-current, cyclic and stage control 411
Part two
THEORETICAL AND METHODOLOGICAL ASPECTS OF SPORTS AND PROFESSIONAL APPLIED PHYSICAL CULTURE
Section I. Sports, sports training
Chapter XII. Sport in the system of social phenomena 425
1. Specification of concepts related to sports
2. Variety of sports 427
3. Factors and trends in the development of sports achievements 429
V4. Social functions of sport and the main directions of the sports movement 433
to 4.1. The essence of the functions of sports, their ambiguity and dependence on operating conditions -
4.2. Unity and features of various directions (sections) of the sports movement 439
Chapter XIII. Sports training 442
1. The specific focus of sports training and its place in the system of physical education -
2. Means, methods and main sections of the content of sports training 446
2.1. Means and methods
2.2. The main sections of the athlete’s preparation during the training process 450
3. Specifics of the laws of sports training 455
4. Construction of sports training (structure of the training process) 464
4.1. Structure of small training cycles (microcycles) .... 465
4.2. Structure of average training cycles (mesocycles) 469
4.3. Structure of multi-month training cycles 474
4.3.1. Basics of periodization of sports training
4.3.2. Features of training at different periods of the macrocycle 477
4.4. Sports training as a long-term process 487
Section II. Professionally applied forms of physical culture
Chapter XIV. Vocational applied physical training (PPPP); 492
1. The need for professionally applied physical training; problems solved in it 493
2. Tools and methodological foundations for constructing PPP 501
2.1. Features of the composition of PPFP products -
2.2. The main features of the methodology and form of constructing classes in PPPP 504
Chapter XV. Physical culture in the system of rational labor organization 509
1. Social significance and objectives of the targeted use of physical culture in the system of scientific organization of labor (SLO) -
2. Place and features of various forms of physical culture in the NOT 512 system
2.1. Physical culture within the framework of the labor process 514
2.2. Physical culture in production outside the labor process 520
2.3. Connections between industrial and related forms of physical culture. . 522
Application. . . 524
Subject index 532
