FEDERAL AGENCY FOR EDUCATION
URYUPINSKY BRANCH
SEI HPE "VOLGOGRAD STATE UNIVERSITY"
Chair physical education
, candidate of military sciences
Educational-methodical complex by discipline
Physical Culture
Academic Council of the Faculty Department physical education
Protocol No. _____ Protocol No. _____
"___" ________ 200__ "___" _________ 200__
Faculty Dean_________ department_________________
, Candidate of Military Sciences, Associate Professor
Training and metodology complex discipline Physical culture
compiled in accordance with the requirements of the State Educational Standard of Higher Professional Education.
The discipline is included in the federal component of the cycle of general humanitarian and socio-economic disciplines of specialization and is mandatory for study.
· Control questions for each topic.
INTRODUCTION
Physical culture in higher educational institutions is presented as an academic discipline and the most important component of the integral development of the individual. Being integral part general culture and professional training of the student during the entire period of study, physical culture is an obligatory section in the humanitarian component of education, the significance of which is manifested through the harmonization of spiritual and physical forces, the formation of such human values as health, physical and mental well-being, physical perfection.
Based on the State educational standards of higher professional education of the second generation in curricula universities in all areas and specialties provide for the allocation of 408 hours for the discipline "Physical Education" in the compulsory course for the entire period of study with the final certification.
The purpose of preparing this teaching materials is to assist students and teachers of the branch in planning and conducting practical exercises in the main, special and sports departments
Revealing issues related to the planning of training sessions, training in the technique of performing exercise, the features of the content of the educational process in physical education were taken into account present stage that would contribute to the formation of the needs of students in regular classes physical exercises and sports, the desire for physical improvement and self-education.
Practical material, first of all, is intended for groups that use sports such as athletics, basketball, volleyball, general physical training.
Organization and management of physical education
The purpose of physical education in the branch is to promote the training of harmoniously developed, highly qualified specialists.
In the process of studying at a university in the course of physical education, the solution of the following tasks is provided:
Education in students of high moral, strong-willed and physical qualities readiness for highly productive work;
Preserving and strengthening the health of students, promoting the correct formation and comprehensive development of the body, maintaining high performance throughout the entire period of study;
Comprehensive physical training of students;
Professionally applied physical training of students, taking into account the peculiarities of their future labor activity;
Acquisition by students of the necessary knowledge on the basics of the theory, methodology and organization of physical education and sports training, preparation for work as public instructors, coaches and judges;
Improving the sports skills of students - athletes;
To educate students in the need to regularly engage in physical culture and sports.
The learning process is organized depending on the state of health, level physical development and readiness of students, their sports qualifications, as well as taking into account the conditions and nature of the work of their future professional activities.
One of the main tasks of higher educational institutions is the physical training of students.
Direct responsibility for setting up and conducting the educational process of physical education of students in accordance with the curriculum and the state program is assigned to the department of physical education of the university. Mass recreational, physical culture and sports work is carried out by the sports club together with the department and public organizations.
Medical examination and monitoring of the state of health of students during the academic year is carried out by a polyclinic or health center of the university.
Forms of physical education of students
Physical education is carried out throughout the entire period of students' education and is carried out in various forms that are interconnected, complement each other and represent a single process of students' physical education.
Training sessions are the main form of physical education. They are planned in the curricula for all specialties, and their implementation is provided by teachers of the Department of Physical Education.
Self-study contributes to a better assimilation of educational material, allows you to increase the total time of physical exercises, accelerates the process of physical improvement, is one of the ways to introduce physical culture and sports into the life and leisure of students. Together with training sessions, properly organized independent sessions provide optimal continuity and effectiveness of physical education.
These classes can be held outside school hours on the instructions of teachers or in sections.
Physical exercises in the daily routine are aimed at strengthening the health of increasing mental and physical performance, improving the conditions of educational work, life and rest of students, increasing the time budget for physical education.
Mass recreational, physical culture and sports events are aimed at the wide involvement of student youth in regular physical education and sports, health promotion, improvement of physical and sports preparedness students. They are organized in their free time from studies, on weekends and holidays, in health-improving and sports camps. These events are held on the basis of a broad initiative and amateur performance of students, with the methodological guidance of the Department of Physical Education and the active participation of the trade union organization of the branch.
Software construction of a physical education course
The educational material of the program provides for solving the problems of physical education of students and consists of theoretical and practical sections.
The practical section of the program contains educational material for all educational departments, which is aimed at solving specific problems of students' physical training. The content of the classes of all educational departments includes sections:
Athletics,
Sport games,
General physical training
Along with educational material for all educational departments, the program includes material for special education department and sports improvement.
The program determines the features of training in each educational department, taking into account the direction of their work.
Organization and content of the educational process in educational departments
The main principle in determining the content of work in different educational departments is a differentiated approach to the educational process.
Its essence lies in the fact that educational material is formed for each educational department, taking into account gender, level of physical development, physical and sports and technical readiness of students.
The educational process in the departments is carried out in accordance with the scientific and methodological foundations of physical education.
program material for academic year distributed taking into account climatic conditions and educational sports base. Classes are organized in cycles, each of which, in its content, should be prepared for the next cycle.
To conduct practical classes in physical education at each course, three educational departments are created: preparatory and basic, sports improvement and special.
Each department has features of acquisition of specific tasks.
The basis for solving these problems is the system of organizational forms and teaching methods.
This system combines the traditional methodological principles and techniques of physical training with the latest methods of organizing the transfer and assimilation of material, provides for a clear regulation of the ratio of the volume and intensity of physical activity, the sequence of training, alternation various kinds and forms of study.
The first criterion distribution of students by academic departments are the results of their medical examination, which is carried out in each course at the beginning of the academic year.
After passing the examination, the doctor determines the state of health, the physical development of each student and distributes it to one of the medical groups: basic, preparatory or special.
The second criterion is the level of physical and sports and technical readiness, which is determined in the first lessons after checking the state of physical and sports and technical readiness according to control exercises and standards of the program for physical education.
As a result of a medical examination and control checks of physical and sports and technical readiness, students assigned to the main and preparatory medical groups for health reasons, the level of physical development and readiness are enrolled in the preparatory educational department.
The distribution by study groups of this department is carried out taking into account gender and level physical fitness.
The size of each study group in this department should be 12-15 people.
In the preparatory educational department, the educational process is aimed at the versatile physical training of students and at developing their interest in sports. Preparatory students medical group are engaged separately from students of the main medical group.
In the methodology of conducting classes in these groups, it is very important to take into account the principle of gradualness in increasing the requirements for mastering motor skills and abilities, developing physical qualities and dosing physical activity. The content of practical classes in this department consists of program material that is mandatory for educational departments, professional and applied physical training, as well as various means aimed at mastering sports skills and instilling students' interest in sports.
Theoretical classes are aimed at acquiring knowledge by students on the basics of the theory, methodology and organization of physical education, at forming students' consciousness and conviction in the need to regularly engage in physical culture and sports.
Educational groups of the department of sports improvement. They enroll students of the main medical group who have completed the control exercises and standards necessary for enrollment in the appropriate group of the department of sports improvement.
Students are enrolled in a special educational department, assigned according to the medical examination to a special medical group.
The study groups of this department are completed taking into account the gender, the nature of the disease and the functional capabilities of the students' organism.
The size of the Study Group is from 8 to 15 people per teacher.
The educational process in physical education in a special educational department is mainly aimed at:
Health promotion;
Hardening of the body;
Increasing the level of physical performance;
Possible elimination of functional deviations in physical development;
Elimination of residual effects after past illnesses;
Acquisition of professional and applied skills necessary and accessible to students.
Classes for students enrolled in this department are mandatory and are held for the entire period of study at the university in the amount of 4 hours a week.
The program of the course of this department includes theory, practical program material, mandatory for all educational departments, professional and applied physical training, as well as special means to eliminate deviations in the state of health and physical development. In theoretical classes, special attention is paid to the issues of medical control, self-control and methods of physical education, taking into account deviations in the state of health of students. General and professional-applied physical training is carried out taking into account the functional capabilities of students.
The main thing in this preparation is mastering the technique of applied exercises, establishing the functional insufficiency of organs and systems, and increasing the body's working capacity. Of great importance in the training sessions of this department is the implementation of the principles of systematicity, accessibility and individualization, a strict dosage of the load and its gradual increase. Despite the health-improving and educational orientation of classes in a special department, they should not be limited to medicinal purposes. Teachers should strive to ensure that the students of this department acquire sufficient versatile and special physical fitness, improve their physical development and, as a result, be transferred to the preparatory educational department.
Educational groups of all educational departments are assigned to teachers of physical education for the entire period of study. If the students of the special and preparatory educational departments have improved their health status, physical development and fitness during the training sessions, then they are transferred to the next medical group or educational department on the basis of the doctor’s opinion and the decision of the department at the end of the academic year (or semester). If as a result of illness or other objective reasons there is a deterioration in the state of health, then students are transferred to a special medical group at any time of the academic year.
Student credit requirements and responsibilities
The program provides for the delivery of physical education tests by students. The test is carried out in the form of an interview of the teacher with each student. During the interview, the degree of mastery of the theoretical program material by the student is determined. Students who have fully completed the practical section of the curriculum, i.e., who have completed all the planned practical control exercises and standards, are allowed to pass.
Control exercises and standards for physical fitness of students can be performed in conditions sports competitions.
The terms and procedure for fulfilling the control requirements, exercises and standards are determined by the educational department of the university together with the Department of Physical Education for the entire academic year and are brought to the attention of students.
Students who regularly attend training sessions and received the necessary training.
A mark on the completion of the physical education test is entered in the student's record book at the end of each semester.
In the process of passing the course of physical education, each student must:
Systematically attend physical education classes (theoretical and practical) on the days and hours provided for by the curriculum;
To improve their physical fitness and fulfill the requirements and norms and improve sportsmanship;
Perform control exercises and standards, pass physical education tests on time;
Observe a rational mode of study, rest and nutrition;
Regularly engage in hygienic gymnastics, independently engage in physical exercises and sports, using the advice of a teacher;
Actively participate in mass recreation, sports and sports events in study group, on the course, faculty, university;
To undergo a medical examination in a timely manner, to exercise self-control over the state of health, physical development, physical and sports training;
Have a neat fit sport suit and sports shoes appropriate for the type of activity.
Load type
The nature of the impact of physical training on the body depends on the type of exercise, the structure of the motor act. In health training, there are three main types of exercises with different chosen directions:
1type - cyclic exercises aerobic orientation, contributing to the development of general endurance;
Type 2 - cyclic exercises of mixed aerobic-anaerobic orientation, developing general and special (speed) endurance;
Type 3 - acyclic exercises that increase strength endurance.
The main type of load used in wellness physical education, - aerobic cyclic exercises. The most accessible and effective of them is health jogging.
In the case of using other cyclic exercises, the same dosage principles remain. training load. According to the degree of impact on the body in health-improving physical culture (as well as in sports), there are threshold, optimal, peak loads, as well as overload. However, these concepts regarding physical culture have a slightly different physiological meaning.
Threshold load is a load that exceeds the level of habitual motor activity, the minimum value of the training load that gives the necessary healing effect: compensation for missing energy costs, increasing the body's functional capabilities and reducing risk factors. From the point of view of compensating for the missing energy costs, the threshold is such a duration of load, such a volume of running that correspond to an energy consumption of at least 2000 kcal per week. Such energy consumption is provided by running for about 3 hours (3 times a week for 1 hour), or 30 km of running at average speed 10 km / h, since when running in aerobic mode, approximately 1 kcal / kg is consumed per 1 km (0.98 for women and 1.08 kcal / kg for men).
The optimal load is a load of such volume and intensity that gives the maximum healing effect for a given individual. The zone of optimal loads is limited from below by the threshold level, and from above by the maximum loads.
Optimal loads provide an increase in aerobic capacity, overall endurance and performance, i.e., the level of physical condition and health. The maximum length of the training distance in a health-improving run should not exceed 20 km, since from that moment on, as a result of the depletion of muscle glycogen, fats are actively included in the energy supply, which requires additional oxygen consumption and leads to the accumulation of toxic products in the blood.
Load intensity
The intensity of the load depends on the running speed and is determined by heart rate or as a percentage of the IPC.
Depending on the nature of the energy supply, all cyclic exercises are done into four zones of the training regime:
1. Anaerobic mode - the running speed is above the critical one (the content of lactic acid in the blood reaches 15 - 25 mmol / l.) It is not used in health training.
2. Mixed aerobic - anaerobic regime- speed between the levels of ANNO and IPC (from 5 to 15 mmol / l.) Periodically, it can be used by well-trained runners to develop special (speed) endurance in preparation for competitions.
3. Aerobic regime - the speed between the aerobic threshold and the level of ANNO (2.0 - 4.0 mmol / l). It is used to develop and maintain the level of general endurance.
4. Recovery mode - lower speed aerobic threshold, lactate less than 2 mmol/l. It is used as a method of rehabilitation after illnesses.
Apart from health training, physical education classes should include training in the basics of psychoregulation, hardening and massage, as well as competent self-control and regular medical supervision. Only an integrated approach to the problems of mass physical education can ensure the effectiveness of classes for a radical improvement in health, and hence physical qualities.
5. As a result of physical education, the student must:
History and development of sports;
Theory and methods of conducting physical education classes;
1.2 The tasks of studying the discipline "Physical culture"
As a result of training and education, students should know:
The essence and structure of the system of physical culture in the Russian Federation, the management and organization of sports events in the branch;
The main provisions of the governing documents on physical culture and sports in the branch, as well as regulatory requirements for physical fitness;
- the technique of performing physical exercises provided for by the program, the methodology for their learning and improvement;
- basic principles and methods of independent physical training;
Basics healthy lifestyle and lifestyle, the requirements of personal and public hygiene and features of self-control over their physical condition;
Features of the method of using physical exercises in order to improve health and improve the functional systems of the human body.
Be able to:
Perform program exercises and standards for physical culture;
To assist in refereeing sports competitions and fulfill the requirements for the title of sports referee;
To apply in practice all forms and means of organizing and conducting sports and health services, the need for regular exercise, promoting a healthy lifestyle, increasing one's level of physical fitness;
Conduct independent physical training and apply methods of self-control over your physical condition.
Familiarize:
With the basic concepts of the system of physical education in the country;
methodical
instructions
control
Athletics
General physical training
Sport games
Athletics
I- semester
I– semester
II- semester
II- semester
Section 3 Educational materials disciplines.
3.1. Laboratory works
table 2
3.2. Practical (seminar) classes
Table 3
|
Lesson number |
The topic of the practical lesson |
Volume, hour |
|
I- well | ||
|
Training in running technique and starting run. | ||
|
Consolidation of running technique with low start and starting run. | ||
|
Teaching running technique short distances. Running in a straight line and turn. | ||
|
Improving the technique of running for short distances (30m, 60m, 100m). Running in a straight line and turn. | ||
|
Running technique training in a straight line and a turn | ||
|
Training in sprinting technique and finishing. | ||
|
Short distance running technique training and finishing. | ||
|
Training in the technique of running for medium distances (800, 1500m.). | ||
|
Improving the technique of running at medium distances (800, 1500m.). | ||
|
Accounting for the technique of running at medium distances (m.) Rules of the competition. | ||
|
Technique training relay race and passing the baton. | ||
|
Relay running technique training and baton passing. | ||
|
Relay race 4x100m; 4x400m. Competition rules. | ||
|
Teaching running technique long distances(2,500; 3000m). | ||
|
Run 60m, 100m. Run 500m., 1500m. | ||
|
II- well Determining the level of physical fitness of students through testing. Safety briefing. | ||
|
Running in a straight line and a turn (30.60, 100m.) | ||
|
Training of running technique in a straight line and turn. | ||
|
Accounting for the technique of running 100m. Competition Rules | ||
|
Learning the technique of long jump (run-up and repulsion) by bending the legs and bending | ||
|
Improving the technique of the long jump (run-up and repulsion) by bending the legs and bending | ||
|
Accounting for long jump technique Competition rules. | ||
|
Training and consolidation of high jump technique. | ||
|
Improving the technique of the high jump using the "scissors" method. | ||
|
Accounting for the high jump technique in the studied way. Competition rules. | ||
|
Long-distance running technique and tactics training. | ||
|
Improving the technique of running for long distances (2,500; 3000m.). | ||
|
Accounting for long-distance running techniques (2,500; 3000m.). Competition rules. | ||
|
Training in the technique of throwing a grenade at a distance. Grenade throwing safety briefing | ||
|
Improving the technique of throwing grenades at a distance. | ||
|
Accounting for the technique of throwing grenades. | ||
|
Training in the technique of shot put with a jump. | ||
|
Long jump with a running start. Throwing a grenade. | ||
|
III- well Determining the level of physical fitness of students through testing. Safety briefing. | ||
|
Improving running technique from a low and high start. | ||
|
Improving the technique of running along the turn. | ||
|
Control lesson: Run 60m., 100m. Relay race 4x100. | ||
|
Teaching the technique of long jump using the “bending”, “scissors” method (young men). | ||
|
Control lesson: Running long jump | ||
|
Improving the technique of running for long distances (2,500; 3000m.). | ||
|
Running 2,500; 3000m. | ||
|
IV- well Determining the level of physical fitness of students through testing. Safety briefing. | ||
|
Improving the technique of the triple long jump with a running start. | ||
|
Training and consolidation of the technique of the triple long jump with a run. | ||
|
Control lesson: Triple long jump with a running start. | ||
|
Training and strengthening the shot put technique. | ||
|
Control lesson: Shot put | ||
|
Improving the technique of shuttle running. | ||
|
shuttle run Shot put Triple jump | ||
|
I- well Development of endurance through circuit training. Safety briefing. | ||
|
Development of strength and endurance: pull up; Push-ups with weights. | ||
|
Development of strength and endurance: Bar exercises. | ||
|
Floor exercise | ||
|
Development of speed qualities: Rope exercises for time. | ||
|
Development of flexibility with the help of special gymnastic exercises. | ||
|
Development of the strength of the arms, torso, abdominal muscles, legs with the help of outdoor switchgear No. 1 on the Swedish wall. | ||
|
Development of speed-strength qualities: stuffed ball; Rope. | ||
|
Development of strength and endurance of the legs: Squats with dumbbells; Jumping up with weights; Forward lunges with weights. | ||
|
General physical training by means of the outdoor switchgear complex No. 2 on the Swedish wall. | ||
|
Development of strength and endurance for all muscle groups with the help of simulators. | ||
|
Development moral and volitional qualities through exercises: Walking in a semi-squat; Walking in full squat. | ||
|
Development of jumping ability and speed: Shuttle run; Relays. | ||
|
Development of jumping ability: Jump over horse, goat | ||
|
The development of speed, strength. Relay races and outdoor games. | ||
|
Throwing a stuffed ball; Long jump from a place; Jumping rope. | ||
|
II- well Development of speed abilities: Shuttle run. Safety briefing. | ||
|
Development coordination abilities: Acrobatic exercises. | ||
|
Control lesson Shuttle run; Somersault (long forward, backward, together) Stand (on the head, on the hands, on the shoulder blades) | ||
|
Development power abilities through physical exercise. Methodical complex | ||
|
Development of speed-strength abilities through physical exercises | ||
|
Control lesson: Flexion and extension of the arms in the lying position; Multi-jumps. | ||
|
Development of speed endurance with the help of "fartlek". | ||
|
Development of flexibility through gymnastic exercises. | ||
|
Control lesson: Running on Cooper; Jumping rope. | ||
|
Development of strength with the help of simulators. | ||
|
Developing strength endurance through weight training | ||
|
Control lesson: Pull-ups on the crossbar; Press exercise; | ||
|
Developing jumping ability through exercise | ||
|
Development of coordination and jumping ability: Vault over a horse and a goat by the studied methods. | ||
|
Vault; Acrobatics. | ||
|
III- well Improving speed and jumping ability (vault). Safety briefing. | ||
|
Improving flexibility (acrobatics). | ||
|
Strength Improvement (exercises with weights). | ||
|
Improving strength endurance with the help of simulators. | ||
|
Improving coordination abilities through physical exercises | ||
|
Improvement of speed-strength qualities according to the educational-methodical complex. | ||
|
Push-ups on parallel bars; Combination on uneven bars. | ||
|
Improving strength endurance with barbells and dumbbells. | ||
|
Control lesson: Angle (boys); Press (girls); jump rope | ||
|
Improvement of speed-strength qualities (vault). | ||
|
Improving the qualities of endurance with the help of various types of running. | ||
|
Control lesson: Vault in all studied ways. | ||
|
Circular training according to the educational and methodological complex. | ||
|
Somersault on parallel bars; | ||
|
I- well Training in the technique of movements and racks in volleyball. educational game. Safety briefing. | ||
|
Training and strengthening the technique of movements and stances in volleyball. Educational game. | ||
|
Teaching the technique of passing in / ball from above with two hands. Educational game. | ||
|
Training and fixing the technique of passing to / ball with two hands. Educational game. | ||
|
Teaching the technique of receiving and passing to / from the ball from below with two hands. Educational game. | ||
|
Training and consolidation of receiving and passing to / from the ball from below with two hands. Educational game. | ||
|
Control lesson: Passing in / the ball from above with two hands; Passing in / ball from below with two hands. | ||
|
Learning the technique of moving stops and turns in basketball. Educational game. | ||
|
Training and strengthening the technique of moving stops and turns in basketball. Educational game. | ||
|
Teaching the technique of passing and catching a ball with two hands from the chest. Educational game. | ||
|
Training and fixing the technique of passing and catching a b / ball. Educational game. | ||
|
Teaching the technique of throwing a b / ball into the basket with two hands from above and from the chest. Educational game. | ||
|
Training and fixing the technique of throwing a b / ball into the basket with two hands from above and from the chest. Educational game. | ||
|
Dribbling, stopping, turning, passing the ball; free throws basketball ball in a learned way. | ||
|
II- well Training in the technique of passing in / the ball (upper in the racks, upper in the jump). Educational game. Safety briefing. | ||
|
Training and fixing the transfer and reception of the ball in a learned way. Educational game. | ||
|
Teaching the technique of transferring the ball from zone to zone. Educational game. | ||
|
Training and fixing the transfer to / ball from zone to zone in a learned way. Educational game. | ||
|
Training in the technique of the lower side and lower straight feed. Educational game. | ||
|
Training and fixing the serve in volleyball in a learned way. Educational game. | ||
|
Control lesson: Transmission over the grid in pairs; Submission in a learned way. | ||
|
Teaching the technique of passing the b / ball with one hand (from the shoulder, from above with a “hook”, from below, from the side). Educational game. | ||
|
Training and strengthening the technique of passing a basketball with one hand in a learned way. Educational game. | ||
|
Teaching the technique of throwing a b / ball into the basket with one hand (from the shoulder, in a jump, “hook”). Educational game. | ||
|
Training and strengthening the technique of throwing a basketball with one hand in a learned way. Educational game. | ||
|
Training in the technique of interception, pulling out, covering and knocking out a ball. Educational game. | ||
|
Training and fixing the technique of interception, pulling out, knocking out and covering a ball. Educational game. | ||
|
Throwing into the basket with one hand in a learned way; Point throw. | ||
|
III- well Improving the technique of passing and receiving in / ball from above and below with two hands. Educational game. Safety briefing. | ||
|
Training in the technique of an attacking blow in volleyball. Educational game. | ||
|
Improving the technique of an attacking strike in volleyball. Educational game. | ||
|
Improving the technique of the top straight serve in volleyball. Educational game. | ||
|
Improving the technique of possession of a basketball. Movements, stops, jumps, feints, throws, barriers. Educational game. | ||
|
Training and consolidation of offensive tactics in basketball. Educational game. | ||
|
Serve top straight in volleyball; Throwing a basketball into the basket with two steps. | ||
|
IV- well Training and consolidation of attacking strikes and serves in volleyball. Educational game. Safety briefing. | ||
|
Improving the technique of playing volleyball. Reception, transmission, submission, blocking. Educational game. | ||
|
Improvement of protective actions. Choosing a place, receiving the ball from the serve, single blocking. Educational game. | ||
|
Improving the technique of playing in the attack. Throwing a b / ball into the basket, finishing a b / ball, screens, feints. Educational game. | ||
|
Improving defensive actions and tactics of the game in basketball. Educational game. | ||
|
Training and consolidation of defense and attack tactics. Educational game. | ||
|
Attacking shots in volleyball; Basketball combination according to the educational and methodological complex. | ||
|
I- well Teaching grenade throwing techniques. Safety briefing. | ||
|
Improving the technique of throwing grenades from 5 steps of the run. | ||
|
Control lesson: Throwing a grenade for a result. | ||
|
Improving the technique of the long jump with a run-up in the studied way. | ||
|
Training in the technique of shot put from a place. | ||
|
Training and strengthening the shot put technique. Long jump with a running start. | ||
|
Improving the shot put technique in a learned way. | ||
|
Control lesson: Shot put; Long jump with a running start. | ||
|
Improving running technique from a low start. | ||
|
Improving sprint technique. | ||
|
Control lesson: Running from a low start (60m, 100m.). | ||
|
Training and consolidation of running tactics for medium distances. | ||
|
Improving the technique of running at medium distances. | ||
|
March - throw. | ||
|
Control lesson: Running 800m, 1500m. | ||
|
Learning the technique of high jump using the "scissors" method. | ||
|
Training and consolidation of the high jump technique in the studied way. | ||
|
Improving high jump technique. | ||
|
Shot put; Long jump with a running start; 100m run. | ||
|
II- well Training of running technique from a low start, starting acceleration, distance running, finishing. Safety briefing. | ||
|
Improving the technique of relay race. | ||
|
Control lesson: Relay race 4x100; | ||
|
Teaching the technique of the long jump using the "scissors" and "bending over" methods. | ||
|
Training and consolidation of the long jump technique in the studied way. | ||
|
Control lesson: Long jump for the result. | ||
|
Training and consolidation of the technique of shot put sideways from the jump. | ||
|
Improving the technique of throwing the shot sideways from the jump. | ||
|
Control lesson: Shot put sideways from the jump. | ||
|
Training and strengthening the high jump technique using the “scissors”, “fosbury flop” method. | ||
|
Improving the technique of the high jump by the method of "scissors", "fosbury flop". | ||
|
Control lesson: High jump in the studied ways. | ||
|
Training and consolidation of running technique for medium distances. | ||
|
Training and strengthening the technique of long-distance running. | ||
|
Improving running technique for medium and long distances. | ||
|
Cooper test | ||
|
Control lesson: Run 2000m., 3000m. | ||
|
Training and consolidation of shuttle running technique. | ||
|
Control lesson: Shuttle run 10x10. | ||
|
Long jump; Run 2000m., 3000m. | ||
|
III- well Short distance running training. Safety briefing. | ||
|
Improving sprint technique. | ||
|
Grenade throwing practice. | ||
|
Improving the technique of throwing grenades. | ||
|
Control lesson: Run 100m.; Throwing a grenade. | ||
|
Training in the technique of a triple jump from a running start. | ||
|
Training and consolidation of the technique of a triple jump from a running start. | ||
|
Training and strengthening the shot put technique. | ||
|
Improving the shot put technique. | ||
|
Triple jump from a running start to the result; Shot put; Run 400m., 500m. | ||
|
IV- well Training in running technique for medium and long distances. Safety briefing. | ||
|
Improving running technique for medium and long distances. | ||
|
Improving the relay race technique (4x400m.). | ||
|
Improving technique for short distances. | ||
|
Control lesson: Run 100m.; Run 2000m., 3000m. | ||
|
Shot put technique training. | ||
|
Improving the shot put technique. | ||
|
Running triple jump training. | ||
|
Improving the technique of a triple jump from a running start. | ||
|
Shot put; Triple jump from a running start; Shuttle run 10x10. |
3.3 Organization of independent work of students
On the example of the gymnastics section, we present a convenient form of presentation of the material, which makes it easy to plan work.
Main focus
Main focus
On the development and improvement of hangs and stops
To master vaults
Boys: hanging bent over and arched; hanging pull-ups; raising straight legs in the hang. Girls: mixed hangs; hanging pull-up
Boys: dismount by turning; Girls: dismount by jump at point-blank range on the lower pole; dismount with turn; waving bends; hanging lying down; hanging crouching
Boys: lifting with a coup at point-blank push with two; hanging movement; backward swing dismount. Girls: with a swing of one and a push of the other, a coup lift in emphasis on the lower pole
Boys: from hanging on the knees through a handstand, lowering into an emphasis crouching; lifting with a swing back to a gray leg apart; lift the veil out. Girls: from an emphasis on the lower pole, lowering forward into a hanging crouching; from the hang, crouching on the lower pole with a swing of one and a push of the other in the vis, bending over with support on the upper pole; hanging lying on the lower pole; sitting sideways on the lower pole, dismount
Boys: lifting with a coup at close range with a swing and force; lifting with a swing forward into a gray leg apart. Girls: hanging bent over on the lower pole with legs resting on the upper one; transition to emphasis on the lower pole
Jump at close range crouching; arched dismount (goat wide, height 80–100 cm)
Leg jump apart (goat wide, height 100–110 cm)
Boys: jump with legs bent (wide goat, height 100-115 cm) Girls: leg jump (goat wide, height 105-110 cm)
Boys: jump with legs bent (goat in length, height 110–115 cm). Girls: side jump with a 90° turn (horse wide, height 110 cm)
Boys: jump with legs bent (goat long, height 115 cm). Girls: side jump (horse wide, height 110 cm)
Teaching materials on physical culture in the system of textbooks "Algorithm of success"
EMC "PHYSICAL CULTURE"The kit was prepared by the scientific team
Institute of Age Physiology
Russian Academy of Education (RAO)
and the Institute for the Content of Teaching Methods (ISMO RAO)
AUTHOR'S TEAM:
Petrova Tatyana Vladimirovna - Associate Professor of Moscow State Pedagogical University, Researcher
employee of the Institute for the Content of Teaching Methods (ISMO
RAO)
Kopylov Yury Anatolyevich – Ph.D. Institute of age
physiology of the Russian Academy of Education (IVF
RAO)
Polyanskaya Nina Vasilievna - Ph.D. (IVF RAO)
The foundation in the development of teaching materials for physical culture was
long-term research of the Institute of Age Physiology
about the features of the functioning and development of the body of children
and adolescents depending on a combination of different conditions. Distinctive features of the UMC
physical education for elementary school Features of the content of the textbook on
physical education for basic school SECTIONS OF THE TEXTBOOK FOR GRADE 5-7
Methodological apparatus of the textbook
aimed at alleviating
perception of new material
(updating questions
along the way)
to facilitate the acquisition of knowledge
(questions and assignments for chapters,
containing theoretical material).
Presentation style
focused on motivation
studying the subject by students. METHODOLOGICAL
TOOLKIT
BENEFITS
on
physical
physical culture
cultureIC
IC "VENTANA-GRAF"
"VENTANA-GRAF"
contains
contains recommendations
recommendations on
on
the specifics of working with handicapped children
building an individual trajectory
physical development of students in the classroom
lesson planning
taking into account the formation of UUD in accordance
with the requirements of the Federal State Educational Standard
application of modern educational
technology in physical education classes
and in extracurricular activities EMC "PHYSICAL CULTURE"
AUTHOR of the line EMC "PHYSICAL CULTURE" grades 1-11
Pogadaev Grigory Ivanovich - candidate of pedagogical sciences
(1996), Honorary Worker of General Education of the Russian Federation,
honored teacher Russian Federation(2003)
corresponding member of the International Academy of Sciences
teacher education (since 2005)
The composition of the UMC:
work programs (grades 1-4), (grades 5-9), (grades 10-11)
with application on CD
textbooks 1-2, 3-4, 5-6, 7-9, 10-11 grades
EFU
teaching aids for the teacher (grades 1-4), (grades 5-9),
(grade 10-11) Distinctive features of the UMC
Structurally, the course consists of three training sections:
theoretical
practical
control appraisal,
providing knowledge about the physical
culture, mastering the ways of motor activity and
physical improvement.
UMK combines the traditional approach to the methodology
physical education with modern requirements
GEF, the implementation of which is very well disclosed
in this particular line.
The only UMC in FP, developed by the same theme
the same author from grades 1 to 11, which reflects his
integrity,
consistency
And
unconditional
continuity. Textbooks recommended
and included in the federal list
Course for grades 1-4
intended
for implementation
the following tasks: At the stage of basic general education UMK
is aimed at solving the following problems
development of basic physical qualities and abilities
schoolchildren, strengthening their health and expanding
functionality of the body;
formation of a culture of movements among students,
enrichment of their motor experience with physical
exercises with general developmental and corrective
orientation;
the acquisition by students of skills in physical culture and health
And
sports and recreation
activities, independent organization of classes
physical exercises;
education in schoolchildren of sustainable interests and
positive emotional and value attitude to
physical culture and sports activities
orientation. Completes the line of teaching materials for high school
?.?. ????????
Tutorial Recommended
Ministry of Education and Science of the Russian Federation
and included in the federal list The line of teaching materials "Physical culture, grades 1-4".
T.S. Lissitskaya, L.A. Novikov
UMK line:
programs;
methodical manuals;
textbooks;
Sports diary;
EFU
IN gym, on sports
playground, in the yard, on the ski track, in
basin
Assistance in the implementation of sports
interests
Your sports achievements
Auto-training aimed at
relieving mental stress
Training of attention and memory
Organization of free leisure
Educational kit Physical Culture for students in grades 1-11 edited by V. I. Lyakha
Structure of teaching materials for physical culture
- Work programs: Physical culture 1-4 grades
- textbooks :
- "My friend physical education" for grades 1-4;
- "Physical culture" for grades 5-7;
- 8-9 and 10-11 grades; Methodical manuals for teachers:
- 5-7 classes;
- 8-9 grades
- 10-11 grades;
aim school physical education is the formation of a versatile physically developed personality, able to actively use the values of physical culture to strengthen and maintain their own health for a long time, optimize labor activity and organize outdoor activities.
- Explanatory note
- General characteristics of the course
- Place of the course in the curriculum
- Personal, metasubject and subject
- course results,
- Course content
- Thematic planning
- Educational and methodical
- and course logistics
- Attachment 1. Extracurricular work Appendix 2 Sports-mass
- and sporting events
A complex approach
The program contains material interrelated parts:
- physical education lessons;
- Extracurricular work;
Physical culture and sports events.
Personal results of mastering the course
- the formation of a sense of pride in their homeland, the Russian people and the history of Russia, awareness of their ethnic and national identity;
- formation of a respectful attitude to the culture of other peoples;
- the development of motives for learning activities and the personal meaning of learning, the acceptance and development of the social role of the teacher;
- development of ethical feelings, goodwill and emotional and moral responsiveness, understanding and empathy with the feelings of other people; development of skills of cooperation with peers and adults in different social situations, the ability not to create conflicts and find ways out of contentious situations;
- development of independence and personal responsibility for one's actions on the basis of ideas about moral standards, social justice and freedom;
- the formation of aesthetic needs, values and feelings;
- formation of installation on a safe, healthy way of life.
Meta-subject results of the course development
- mastering the ability to accept and maintain the goals and objectives of educational activities, the search for means of its implementation;
- formation of 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 achieving results;
- definition common purpose and ways to achieve it; the ability to agree on the distribution of functions and roles in joint activities; exercise mutual control in joint activities, adequately assess their own behavior and the behavior of others;
- willingness to constructively resolve conflicts by taking into account the interests of the parties and cooperation;
- mastering the initial information about the essence and characteristics of objects, processes and phenomena of reality in accordance with the content of a particular academic subject;
- mastering the basic subject and interdisciplinary concepts that reflect the essential connections and relationships between objects and processes.
Subject results of mastering the course
- 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 life activity (daily routine, morning work-out, recreational activities, outdoor games, etc.);
- formation of the skill of systematic monitoring of one's physical condition, the magnitude of physical activity, health monitoring data (height, body weight, etc.), indicators of the development of basic physical qualities (strength, speed, endurance, coordination, flexibility).
PLACE OF THE COURSE IN THE CURRICULUM
- "Physical culture" is studied from grades 1 to 4 at the rate of 3 hours per week (total 405 hours):
- in the 1st class -99h;
- in the 2nd grade - 105 hours;
- in grade 3 -105 hours;
- in the 4th grade -105 h.
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 subject “Physical Education” should be used to increase motor activity and develop the physical qualities of students, the introduction modern systems physical education".
The work program is designed for 414 hours for four years of study (3 hours per week).
- From the presence of a sports base and its equipment
- From the level of training and specialization of physical education teachers
- From regional climatic and geographical conditions
- From national characteristics
- From the wishes of children and parents
Preference should be given to:
- physical exercise for air (ski training, cross, OFP, Athletics, outdoor games, football, hockey, rounders, figure skating and etc.)
- Corrective gymnastics; fitball gymnastics; elements of aerobics, stepaerobics, fitness, shaping, callanetics, stretching, athletic gymnastics, etc.
- Deep Learning traditional(basketball, volleyball, handball, football, badminton, tennis and table tennis), And new sports games (softball, streetball, floorball)
- National sports, games and dances
except work program physical education in grades 1-4 TMC contains textbooks and teaching aids for students of all ages
They are distributed
for children 1-4, 5-7, 8-9 and
10-11 grades
Textbook on physical culture for students in grades 1-4
- Well illustrated and available for younger students
- Helps parents to acquaint children with the basics of physical culture and a healthy lifestyle
- At the end of the textbook are guidelines for teachers
- Physical Culture: Proc. for students in grades 5-7. general education institutions / M.Ya. Vilensky, I.M. Turevsky, T.Yu.
Physical Culture: Proc. for students in grades 8-9 general education institutions / V.I. Lyakh, A.A. Zdanevich; ed. IN AND. Lyakha - M .: Education, 2007. - 208 p.
Physical culture: Proc. for students in grades 10-11 general education institutions / V.I. Lyakh, A.A. Zdanevich; ed. IN AND. Lyakha - M.: Enlightenment, 2007. - 240 p.
- The textbooks provide a good overview of the learning material. motor actions and development of physical qualities of students
- The problem of homework (self-study of schoolchildren) is successfully solved
- Textbooks for grades 8-9 and 10-11 contain the optimal amount of material on the theory of physical culture, its presentation is interesting and accessible to schoolchildren, which is important for preparing for exams in physical culture
- Physical education of students in grades 5-7: A guide for the teacher / V.I. Lyakh, G.B. Meikson, Yu.A. Kopylov and others; ed. V.I. Lyakh, G.B. Meikson. - M.: Enlightenment, 2002. - 192 p.
- Physical culture. Grades 8-9: A guide for the teacher / V.I. Lyakh, A.A. Zdanevich; ed. V.I. Lyakh. – M.: Enlightenment, 2007. – 112 p.
Teaching aids for physical education teachers
Methodology physical education of students in grades 10-11: A guide for the teacher / A.V. Berezin, A.A. Zdanevich, B.D. Ionov and others; ed. V.I. Lyakh. - M .: Education, 2002. - 125 p.
Physical Culture. 5-9 grades: Test control. Manual for the teacher / V.I. Lyakh. - 2007. - 144 p.
- In the manuals, teachers will find recommendations on lesson planning, anatomical, physiological and mental characteristics of children different ages and gender, recommendations for the development of motor skills and training in motor actions
- You should pay attention to the section "Control and evaluation of progress", which allows you to cope with the problem of unmarked assessment of schoolchildren in physical education lessons
Physical Education: Educational and Visual Aid for Primary School Students: Grades 1-4 (Folder)
Kolodnitsky G.A., Kuznetsov V.S.
Physical Education: Educational and Visual Aid for Primary School Students: Grades 1-4 (Folder)
- serves as an addition to the physical education textbook for elementary school
- made in the form of drawings illustrating the exercises studied in primary school, and a brief explanatory text to them
EMC FOR PHYSICAL EDUCATION
Note |
||
1 copy 34 pages |
||
Test requirements for the discipline "physical culture" for students of all specialties and areas of training | ||
Approximate topics of abstracts for students temporarily exempted from practical training in physical culture of all specialties and areas of training | ||
Control exercises and standards for physical culture for students of all specialties and areas of training | ||
Distribution of points in physical culture for students of all specialties and areas of training | ||
Base of test tasks for students of all specialties and areas of training | ||
Tasks of the IWS for all areas of training | ||
Literature supply maps |
Approximate topics of abstracts
for students temporarily exempted from practical classes
1. Characteristics of the disease. The influence of lifestyle on the disease. The impact of the disease on personal performance and well-being.
2. Types of motor activity prohibited in case of illness.
4. Hygiene products and disease prevention measures (work and rest schedule, diet, hardening, massage, etc.).
5. A set of physical exercises to relieve nervous tension.
6. Physical education pause of a mental worker. Purpose, frequency, focus (complex for 4 minutes).
7. Morning hygienic gymnastics knowledge worker. Purpose, intensity, focus (complex for 10 minutes).
8. Introductory gymnastics. Purpose, focus (complex for 5 minutes).
9. Kinesitherapy for illness. Complex No. 1 (description of exercises and dosage). Duration 45 min.
10. Kinesitherapy for illness. Complex No. 2 (description of exercises and dosage). Duration 45 min.
11. Kinesitherapy for illness. Complex No. 3 (description of exercises and dosage). Duration 45 min.
12. Kinesitherapy for illness. Complex No. 4 (description of exercises and dosage). Duration 45 min.
CREDIT REQUIREMENTS
FOR PHYSICAL EDUCATION
(for all specialties and areas of training)
1-8 SEMESTER
SCORE AT LEAST 61 POINTS (20 POINTS IN EACH MODULE).
CONTROL STANDARDS
PHYSICAL FITNESS
girls | |
Test Directional Characteristics | |
Test for speed-strength fitness, 100m run (sec) | |
strength test, | |
Test for general endurance, running 2000 m (min, sec) | |
Standing long jump (cm) | |
Squat on one leg, support on the wall (number of times on each leg) | |
Youths | |
Test for speed-strength fitness, 100 m run (sec) | |
Strength test, pull-ups on the bar (number) | |
Test for general endurance, running 3000 m (min, sec) | |
Standing long jump (cm) | |
CONTROL EXERCISES
2 MODULE (volleyball)
1. 10 passes with a rebound from the wall (distance 3 m, reception from below and from above);
2. 10 gears in pairs, reception from above and below (distance 4 m);
3. 10 passes in pairs over the net;
4. Serve (bottom) 4 out of 5 for girls and top serve 4 out of 5 for boys.
5. Transfers in triplets (one opposite two) - 30 sec.
6. Transfer in oncoming columns:
CONTROL EXERCISES
3 MODULE (volleyball)
1. Forward blow for girls: against the wall, distance 2 m from the wall (5 blows); for boys: in pairs over the net (3 out of 5);
2. In pairs from zone 6, transfer to zone 3, back pass over the net (girls: 3 out of 5; boys 5 out of 5);
3. Passing in fours. 3 circles.
4. Passing in threes: 3 laps * * *;
5. Submission for girls (bottom) 5 out of 5 and for boys : serve (top) 5 out of 5.
6. Gears back (3 gears).
CONTROL EXERCISES
4 MODULE (ski training)
1. Passing a distance of 3 km in 20 minutes - girls. Boys - 5 km - 27 min. 45 sec.;
2. Passing the training circle skating. Boys - 40 seconds, girls - 50 seconds;
3. U-turns and turns (on a 5-point system);
4. Passing the training circle without steps. Boys - 1 min. 30 seconds, girls - 2 minutes;
5. Passing a distance of 4 km without time - girls; 7 km - boys;
6. Passing a distance of 5 km without time - girls; 8 km - boys;
CONTROL EXERCISES
1. Dribbling, 2 steps, throwing into the ring (hitting), picking up the ball, dribbling to the opposite ring, 2 steps throwing into the ring. Boys - 20 seconds, girls - 35 seconds.
2. Passing the ball with 2 hands from the chest against the wall (distance 3 m) for 1 minute. Girls - 35. Boys - 45.
3. Passing 2 balls from the wall with a rebound from the floor in 1 minute. Girls - 30. Boys - 40.
4. Throws from under the ring in 1 minute. Girls - 15 hits. Boys - 20.
5. Dribbling in pairs, 2 passes with a ball throw (2 circles, throws by each student). Girls - 30 sec. Boys - 20 sec.
6. Free throw. Out of 10 - boys - 6 hits, girls - 4.
CONTROL EXERCISES
6 MODULE - CONTROL STANDARDS MODULE №1.
Control exercises can be changed in accordance with the principle of gradualness and accessibility, a differentiated approach to training. The number of control exercises and the type of physical activity do not change.
DISTRIBUTION OF POINTS FOR
PHYSICAL EDUCATION IN THE MODULE
3 course all specialties
|
activities | Point for 1 view | Number of species | |
Class attendance | |||
Control standards | |||
theoretical test | |||
Not limited | |||
Extra points |
|||
by honey. help | respectively honey. help |
||
according to the magazine | according to the magazine |
*for students of the preparatory medical group of all specialties, 2 points are awarded for each completed control standard, regardless of the result.
DISTRIBUTION OF POINTS FOR
PHYSICAL EDUCATION IN THE MODULE
1-8 SEMESTER
for students of all specialties and areas of training
special medical group
|
activities | Point for 1 view | Number of species | |
Class attendance | |||
theoretical test | |||
Participation in sports events (including visits to sections, holding physical education breaks) | Participation in internal events, training - 1 point; in urban areas - 2 points. 5 physical education minutes - 1 point. | Not limited | For a maximum score of at least 4 |
Extra points |
|||
Abstract (for 1 missed lesson due to illness) | by honey. help | respectively honey. help |
|
Making up missed classes for an unexcused reason | according to the magazine | according to the magazine |
DISTRIBUTION OF POINTS FOR
WITH LEARNING LOAD 3 HOURS A WEEK
|
activities | Points for 1 view | Number of species | |
Class attendance | |||
Control standards | 2 points (passed) 1 point - passed, but did not pass | ||
theoretical test | |||
Participation in sports events (including visits to sections, holding physical education breaks) | Participation in internal events, training - 1 point; in urban areas - 2 points. 5 physical education minutes - 1 point. | Not limited | For a maximum score of at least 1 |
Extra points |
|||
Abstract (for 1 missed lesson due to illness) | by honey. help | respectively honey. help |
|
Making up missed classes for an unexcused reason | according to the magazine | according to the magazine |
DISTRIBUTION OF POINTS FOR
PHYSICAL EDUCATION TRAINING DIRECTIONS
WITH LEARNING LOAD 4 HOURS A WEEK
|
activities | Points for 1 view | Number of species | |
Class attendance | |||
Control standards | 2 points (passed) 1 point - passed, but did not pass | ||
theoretical test | |||
Participation in sports events (including visits to sections, holding physical education breaks) | Participation in internal events, training - 1 point; in urban areas - 2 points. 5 physical education minutes - 1 point. | Not limited | For a maximum score of at least 3 |
Extra points |
|||
Abstract (for 1 missed lesson due to illness) | by honey. help | respectively honey. help |
|
Making up missed classes for an unexcused reason | according to the magazine | according to the magazine |
*for students of the preparatory medical group of all specialties and areas of training, 2 points are awarded for each completed control standard, regardless of the result.
DISTRIBUTION OF POINTS FOR
PHYSICAL EDUCATION TRAINING DIRECTIONS
WITH TRAINING LOAD 2 HOURS A WEEK
|
activities | Points for 1 view | Number of species | |
Class attendance | |||
Control standards | 2 points (passed) 1 point - passed, but did not pass | ||
theoretical test | |||
Participation in sports events (including visits to sections, holding physical education breaks) | Participation in internal events, training - 1 point; in urban areas - 2 points. 5 physical education minutes - 1 point. | Not limited | For a maximum score of at least 3 |
Extra points |
|||
Abstract (for 1 missed lesson due to illness) | by honey. help | respectively honey. help |
|
Making up missed classes for an unexcused reason | according to the magazine | according to the magazine |
*for students of the preparatory medical group of all specialties and areas of training, 2 points are awarded for each completed control standard, regardless of the result.
TASKS OF INDEPENDENT WORK OF STUDENTS
ALL TRAINING DIRECTIONS
CPC control form |
|||||
Physical culture in vocational training. Harmonious physical and socio-cultural development of the student's personality. Socio-biological bases of adaptation of the human body to physical and mental activity, environmental factors. | Measurement of body parameters, calculation of its proportionality. | Registering results in a portfolio |
|||
Definition problem areas physique, selection of physical exercises and hygiene factors for their correction | Description of the developed complexes and hygiene factors in the portfolio |
||||
Implementation of the developed complexes. Final measurement of anthropometric data. Analysis of the results, determination of the effectiveness of independent work. | Registration of the results of the final measurement and evaluation of the effectiveness of the SR in the portfolio. |
||||
Lifestyle and its reflection in professional activities General physical and sports training students in the educational process. | Measurement of own speed-strength, coordination abilities, endurance and flexibility. | Registering Ability Measurements in a Portfolio |
|||
Development of complexes of physical exercises aimed at improving motor abilities. | |||||
Methodical bases of independent physical exercises. Self-control during exercise. | Study of the state of the functional systems of the body. | Registration of research results in a portfolio |
|||
Development of complexes of physical exercises aimed at improving the functional systems of the body | Description of the developed complexes and hygienic factors in the portfolio. |
||||
Implementation of the developed complexes. Final measurement. Analysis of the results, determination of the effectiveness of independent work. | Registration of the results of the final measurement, evaluation of the effectiveness of the SR in the portfolio. |
||||
Professional-applied physical training of future specialists (PPFP). Industrial physical culture. Prevention of occupational diseases by means of physical culture. | Drawing up a professional profile. Definition of professionally significant psychophysical qualities. | Description of the professiogram in the portfolio. |
|||
Development of complexes of physical exercises, selection of sports aimed at the development of professionally significant psychophysical qualities and prevention prof. diseases | Description of the developed complexes and hygienic factors in the portfolio. |
||||
Implementation of the developed complexes. Analysis of the results, determination of the effectiveness of independent work. | Description of the corrected complexes of industrial gymnastics and means of prevention prof. diseases in the portfolio. |
STUDYING THE LEVEL OF DEVELOPMENT OF SPEED - POWER ABILITIES
|
for girls | 1 dimension |
||
Result | standard | Deviation |
|
Run 100m (sec) | |||
Raising (sitting down) and lowering the body from a prone position, legs are fixed, hands behind the head (number of times) | |||
Standing long jump (cm) | |||
Pull-ups in the hanging lying on the bar 90 cm high (number of times) | |||
|
for boys | 1 dimension |
||
Result | standard | Deviation |
|
Run 100m (sec) | |||
Standing long jump (cm) | |||
Bending the arms in emphasis on the uneven bars (number of times) | |||
Raising the legs in the hang on the crossbar to touch (number of times) |
8 MODULE
Program for increasing speed and strength abilities
Analyze and evaluate the results of measurements of speed abilities (running 100 m), strength abilities (pulling up, press, jumping in length from a place, squatting - girls, push-ups - boys) according to the criteria: high, medium, low.
3. Develop sets of physical exercises (at least 5 for each muscle group) to increase strength abilities in body parts, speed abilities.
1.Upper shoulder girdle- Grade ____
2. Torso - score _______________
3. Legs - score - ____________
4. Speed abilities- grade _______
9 MODULE
Implementation of the developed complexes. The final measurement of speed-strength abilities. Analysis of the results, determination of the effectiveness of independent work.
During the module, perform the complexes of physical exercises developed by you, observe the diet, use additional factors. Carry out a second measurement, enter the results in table 7 of the module. Compare indicators 7 and 9 of the module.
Determine the presence and magnitude of changes.
Indicator | Result | Dynamics |
|
Run 100m (sec) | |||
Pull-ups on the bar (number of times) | |||
Standing long jump (cm) | |||
Bending the arms in emphasis on the uneven bars (number of times) | |||
Lifting with a coup at close range by force on the crossbar (number of times) | |||
Raising the legs in the hang on the crossbar to touch (number of times) | |||
Raising (sitting down) and lowering the body from a prone position, legs are fixed, hands behind the head (number of times) | |||
Pull-ups in the hanging lying on the bar 90 cm high (number of times) | |||
Squat on one leg, support with a hand on the wall (number of times on each leg) |
10 MODULE
Measuring the level of development of flexibility and coordination abilities
PROTOCOL FOR MEASURING THE LEVEL OF DEVELOPMENT OF FLEXIBILITY AND COORDINATING ABILITIES
11 MODULE
Coordination and Flexibility Program
2. Specify what indicators you have below the average grades.
3. Develop sets of physical exercises to increase flexibility.
1. Flexibility of the spine - score __________
2. Mobility hip joints- grade _________
3. Mobility shoulder joints- grade - ____________
4. Coordinating ability - score _____
A set of physical exercises for ______
Duration of classes _____________________
12 MODULE
Implementation of the developed complexes. The final measurement of coordination abilities and flexibility. Analysis of the results, determination of the effectiveness of independent work.
During the module, perform the complexes of physical exercises developed by you after a thorough warm-up. Take a second measurement, enter the results in table 10 of the module. Compare the displays of 12 modules. Determine the presence and magnitude of changes.
13 MODULE
Studying the level of development of general endurance
2.Compare your own results with the standards.
3. Calculate the deviations with a plus sign (+) - excess, or minus (-) underperformance.
14 MODULE
General Endurance Program
2. Develop sets of physical exercises to increase overall endurance.
1. General Endurance - Score _______________
A set of physical exercises for ____________
Frequency (number of classes per week) _____________
Duration of classes _____________________
Description of the exercise (picture) and dosage
15 MODULE
Implementation of the developed complexes. The final measurement of overall endurance. Analysis of the results, determination of the effectiveness of independent work.
During the module, perform the complexes of physical exercises developed by you. Take a second measurement, enter the results in table 15 of the module. Compare the displays of 15 modules. Determine the presence and magnitude of changes.
16 MODULE
Drawing up a professiogram of a specialty
Make a professiogram of the specialty ______________
Compare the data of the professional chart with your own capabilities (evaluate them on a 5-point system)
17 MODULE
Development of complexes of physical exercises professionally - applied physical culture. Selection of sports. Development of complexes of introductory gymnastics, physical education minutes.
In accordance with the requirements of the profession, taking into account individual characteristics, compose 2 sets of professionally applied physical culture out of 10 exercises.
1 complex
Choose sports that are optimal for the development of professionally significant physical qualities and psychophysiological capabilities of the body.
Make a complex of introductory gymnastics
Make a complex of physical culture pause
18 MODULE
Development of complexes of physical exercises and hygiene procedures aimed at preventing colds and occupational diseases
Specify the occupational diseases that occur in employees of your specialty and the reasons for their occurrence.
A set of physical exercises aimed at preventing colds
Hygiene procedures aimed at preventing colds
Description |