The connection between mental and physical education

In terms of the tasks of mental education in the process of physical education, the following is provided:

Enrichment with special knowledge related to the field of physical culture and sports; systematic expansion and deepening of them, the formation on this basis of a meaningful attitude towards physical education and sports activities, promoting the formation of a scientific worldview;

Development of cognitive abilities, qualities of the mind, promotion of creative manifestations of the individual, including self-knowledge and self-education through the means of physical culture and sports.

The implementation of these tasks in the process of physical education is associated, first of all, with physical education, and the pedagogical basis is didactic principles, tools and methods.

Mastering them in a specific application, i.e. in unity with practical skills and abilities, constitutes the main educational line in physical education. This line should be closely connected with the education of cognitive activity and qualities of the mind, such as curiosity and inquisitiveness, dynamism, flexibility and subtlety of mental operations (thought acuity), for which there are considerable opportunities in the process of physical education.

Transferring knowledge directly within the framework of physical exercises, the teacher uses unique methods, the features of which are determined by the specifics of physical education (laconic explanation, instruction, accompanying explanations during the performance of motor tasks, prompt analysis of the results of their implementation, etc.). It gives dynamism cognitive activity trainees.

Many defectologists pointed out the connection between physical and mental education (A.S. Samylichev 1, A.A. Dmitriev 2, N.A. Kozlenko, etc.). Thus, A.S. Samylichev conducted research to determine the relationship between the development of mental performance and physical qualities in auxiliary school students. As a result, it was found that in the vast majority of cases there is a direct dependence of the studied indicators - children with higher mental performance are characterized by better development of physical qualities, and vice versa. That is, by increasing the level of development of physical qualities in mentally retarded children in the process of physical education with the help of targeted individually dosed exercises, we will thereby indirectly influence their development mental abilities, which is one of the most important tasks of correctional educational work in a auxiliary school. So, the development of mental performance and the level of physical qualities in mentally retarded children are in a certain relationship, which is proof of the existence of a connection between the physical and mental aspects of education. Physical and mental education are two complementary aspects of the educational process in schools for both normal and mentally retarded children.

Unity of labor and physical education

Labor education is, in fact, not so much a separate part of education as the main applied direction of all aspects of education. The labor orientation of the physical education system in our country is clearly expressed in its goals, objectives, and fundamental principles. The role of physical education in labor education and the main lines of their relationship are characterized by the following provisions:

1. Physical education has general preparatory and directly applied significance for labor activity. The importance of physical education for work is determined, first of all, by the objective unity of the body’s functions. No matter how different the individual types of useful labor or productive activity may be, from the physiological side these are, in any case, functions of the human body, and each such function, whatever the content, is essentially a waste of the human brain, muscles, sense organs and etc. Physical education, providing an increase in the functional capabilities of the body, thereby creates the most important prerequisites for high performance for all types of work that require similar functional capabilities.

This is the basis, in particular, for the effect of professionally applied physical training. If physical education develops motor skills and abilities that are directly applicable in the chosen work activity, then it is, in this case, essentially one of the forms of practical labor education.

At the same time, physical education also has a broader significance for working life. By comprehensively developing physical abilities and creating a rich supply of various motor skills and abilities, it guarantees general physical fitness as a prerequisite for high productivity in any type of work.

2. The path to physical perfection is a path of many years of hard work to transform oneself, one’s “nature”; it goes through overcoming increasing loads, often very heavy ones, requiring maximum self-mobilization. In such voluntary everyday work, an attitude towards work in general is developed, especially when the physical is inextricably linked with the moral and other types of education. Then it is one of the main factors in instilling industriousness, forming the habit of working with full dedication and developing creative abilities.

3. In the physical education movement of our country, a large place is given to the voluntary and free participation of physical education groups in social work and socially useful matters related to specific labor operations.

4.Labor education in the process of physical exercise is also facilitated by the systematic fulfillment of practical duties for self-service and group maintenance (preparing and cleaning training areas, equipment, caring for sports equipment, equipment, etc.).

It is important that the system for performing such duties is connected with satisfying not only personal needs, but also the needs of the team. Thanks to this, those involved not only learn the basic techniques of everyday work, but at the same time become accustomed to responsibility, conscious discipline, organization, coordination of actions in a joint task, and also acquire the ability to lead and obey, enjoying a well-established, albeit everyday, but necessary and useful work for the team.

So, we see that physical and labor education are inextricably linked. The connection between physical and labor education of mentally retarded children was pointed out by such defectologists as D.I. Azbukin (1943) 1, A.N. Graborov (1961), G.M. Dulnev and others.

Physical education plays an important role in preparing auxiliary school students for work. Physical education promotes comprehensive physical development and health promotion, corrects deficiencies in mental and physical development, develops correct skills in vital movements and expands motor capabilities by correcting motor skills, and develops readiness to master new skills.

Graduates of the VIII type school must find a job after graduation. The problem of social and labor adaptation of type VIII school graduates is currently one of the most important special problems in defectology. How successfully a mentally retarded schoolchild masters a working profession depends on his further social position and, consequently, successful adaptation to independent life. In this regard, significant attention is paid to the physical education of schoolchildren, which makes it possible to identify and develop the interests and inclinations of students, their potential capabilities.

So, from all of the above we can conclude that moral, aesthetic, mental, labor and physical education are interconnected, complementary aspects of the educational process in a auxiliary school.

Child development is an important stage in the formation of a self-sufficient personality. Exactly at early age(before puberty), basic life skills are formed, fundamental knowledge about the surrounding reality is laid, and new information is most quickly absorbed.

Intellectual development of a child: concept

Psychologists and teachers debate in specialized literature about the essence of intellectual development. There is an opinion that this is a certain sum of skills and knowledge or the ability to assimilate this knowledge and skills and find solutions in non-standard situations. In any case, the intellectual and cognitive development of a child cannot be clearly determined in advance: the pace can be accelerated, slowed down, partially or completely stopped at some stage (depending on the circumstances).

A multifaceted and complex process associated with the development of different aspects of personality is important part general development, preparing the child for school and later life in general. The child’s intellectual and physical development occurs as a result of exposure to environmental conditions and circumstances. The leading role in this process (especially with regard to preschool and younger children) school age) is given to systematic education.

Intellectual education of a child

Pedagogical impact on the younger generation with the aim of developing intelligence is called intellectual education. This is a systematic and purposeful process that involves mastering the socio-historical experience accumulated by older generations, represented in skills and abilities, knowledge, norms and rules, and assessments.

Children include a whole system of various methods, means, and the creation of optimal conditions. Depending on the age, the child goes through several stages. For example, at the end of the first year of life, most babies are characterized by visual-effective thinking, because they have not yet mastered active speech. At this age, the child becomes familiar with the environment through tactile exploration. various items.

Sequence of development stages

Each previous stage of a child’s development creates the foundation for the next. As you master new skills, old ones are not forgotten or cease to be used. That is, if a child has already learned, for example, to tie his own shoelaces, then he cannot “forget” this action (except in cases of serious illnesses and injuries that affect the functioning of the brain), and any refusals can be perceived by parents as whims.

Components of intellectual development

Intellectual and moral development children is achieved through various pedagogical and educational methods. A significant role in this process is played by the family (the desire and ability of parents to take care of the child, a favorable atmosphere) and the school (training classes, different kinds activities, communication with peers and interaction in society).

Parents, educators and teachers, as well as all other persons involved in the process of learning and development, need to encourage the child’s activity and desire to learn new things. Collaborative activities are very productive. You need to choose an activity that is interesting for both (child and adult), an entertaining intellectual task, and try to solve it.

An important aspect intellectual development of children preschool age and primary school is creativity. But a prerequisite is that the child should enjoy the process of learning and creativity. If tasks are performed with the goal of earning some kind of reward, out of fear of being punished, or out of obedience, then this has nothing to do with the development of intellectual abilities.

Play is one of the most important activities for a child. It is through the process of playing that one can instill interest in learning, creative and cognitive activities, and reveal artistic abilities. Usually, the game develops the ability to concentrate attention longer and act actively. Thematic games require imagination, observation and develop memory, and modeling and drawing are useful for development fine motor skills and feelings of beauty.

Emotional development of a child up to one and a half years old

The intellectual development of a child from birth to three years is built on the emotional perception of the world around him. Information is absorbed only through emotional images. This shapes the child's future behavior. At this age, it is necessary to strive to maintain a friendly atmosphere in the family, which has a positive effect on the growing baby.

A leap in physical and mental development occurs at the age of 1.5-2 years. At this time, the child learns to speak, learns the meaning of many words, and can communicate with others. The child can build pyramids and towers from cubes, handles a spoon well and can independently drink from a mug, dress and undress, learn to tie shoelaces, fasten buttons and zippers. The character changes noticeably.

Logical model of information absorption

From one and a half to five years a new stage begins, the level of intellectual development of the child increases. Basic life skills are actively formed, the ability to assimilate musical tones appears, artistic images, logical thinking develops. Strongly stimulate the child's development Mind games, for example, logic problems, constructors and puzzles. This age is great for mastering a variety of creative activities, active reading of books and learning a foreign language. The child absorbs knowledge, strives to develop and quickly perceives new information.

Speech model of development of a preschool child

In the intellectual development of preschool children (4-5 years old), an important stage is the moment when the child begins to perceive and remember information spoken out loud. Practice proves that a preschooler can learn a foreign language much faster than an adult. Therefore, many parents make the most of this fruitful time to direct the baby’s energy in a useful direction.

Useful activities include reading books, talking about the world around you (the “why” period is not over yet), and memorizing short poems. Parents need to maintain constant contact with the child, find answers to all questions and select useful options for spending time (preferably together). Emotional support and praise for achievements also remain relevant.

Between three and six years old, it is advisable to use puzzles, solve intellectual puzzles independently or together with the child. The intellectual development of a child is not limited to teaching specific skills (reading, writing, counting), because the modern generation needs to have a well-trained semantic memory, developed logical thinking and stable attention for successful studies and future life. These are complex mental functions that need to begin to be formed in older preschool age.

Tasks of mental education of preschool children

In the process of intellectual development of preschool children, several pedagogical goals are achieved, among which the following should be listed:

• development of mental abilities;
• formation of a general understanding of the norms and rules governing social relations (interaction between children, children and adults);
• development of complex mental processes (speech, perception, thinking, sensations, memory, imagination);
• formation of ideas about the surrounding world;
• development of practical skills;
• formation in various ways mental activity;
• development of competent, correct and structured speech;
• development of mental activity;
• formation of sensory perception.

Models of development of preschool children

The characteristics of a child’s intellectual development are individual, but many years teaching experience researchers (educators, teachers and psychologists) allowed us to identify the main models. There are emotional, speech and logical models of development.

Children who develop primarily according to an emotional model are usually more susceptible to criticism, need approval and support, and are successful in the humanities and creative activities. The logical model presupposes the ability to solve logical problems, determines the disposition to the exact sciences and receptivity to musical works. The speech pattern of development determines a child’s ability to remember information well by ear. Such children love to read books and talk on given topics, do well in the humanities, learn foreign languages, and memorize poetry.

In order to raise a developed personality prepared for later life, it is important for parents to take an active part in the process of the child’s intellectual development, without placing all responsibility on the educational institution, teachers and caregivers, or other persons (grandparents). A necessary condition is a comprehensive impact on the consciousness of the younger generation, which can be carried out during the game, joint developmental activities or simply productive communication.

Piaget's theory of intellectual development

The Swiss philosopher and biologist believed that the thinking of an adult differs from the thinking of a child in being more logical, therefore it is the development of logical thinking that needs to be given significant attention. Jean Piaget at different times identified different stages of intellectual development, but most often the classification included four successive stages: the sensorimotor stage, the pre-operational stage, the stage of concrete operations and formal operations.

During the sensorimotor and preoperative stages, children’s judgments are categorical, singular, and not connected by a logical chain. The central feature of the period is egocentrism, which should not be confused with egoism. Already from the age of seven, the child begins to actively develop conceptual thinking. Only at the age of twelve or a little older does the formal operations stage begin, which is characterized by the ability to think combinatorially.

Children with intellectual disabilities

The corresponding medical term “mental retardation” in pedagogy is the concept of “intellectual disability”. A special educational system has been created for children with intellectual disabilities; there are separate schools and orphanages, but in some cases today inclusive education is used (joint with children without intellectual disabilities).

Typical manifestations of a reduced level of functioning of mental processes aimed at understanding the surrounding world and consistent development are deficiencies in mnemonic activity, a decrease in verbal-logical thinking, difficulties in understanding and perception, the predominance of visual-figurative thinking over abstract-logical thinking, an insufficient amount of knowledge and volume of ideas for a certain age.

Causes of deficiency

Intellectual disability is a consequence of a combination of organic and social factors. In the first case, we are talking about the peculiarities of the functioning of individual brain structures caused by damage, trauma, congenital or acquired diseases. The group of secondary causes is special conditions of development (domestic violence, conflicts, neglect, parental alcoholism, neglect of the child).

Teaching a special child

Targeted development a child with intellectual disability is more important than the education of his normally developing peer. This is due to the fact that children with disabilities have less ability to independently perceive, retain and subsequently use the information received. But to achieve success, it is not just any training that is important, but special organized training, which is aimed at developing positive personality traits, provides the range of necessary practical skills and abilities, basic knowledge necessary for existence in the modern world, and provides for the correction of existing shortcomings.

At the present stage of development of our society, the general social significance of physical culture and sports is increasing, their role in the formation of a comprehensive developed personality, combining physical and intellectual perfection, spiritual wealth and moral purity. Today, it is necessary to use physical education not only as a means of physical development, but also as a factor that helps improve mental performance and maintain neuropsychic health.

The course of mental processes is the result of the joint activity of various body systems. Since the normal performance of all physiological functions is possible only with good health and physical fitness, they naturally largely determine success in mental activity.

As a result of physical exercise, cerebral circulation improves, mental processes are activated, ensuring the perception, processing and reproduction of information. Impulses sent along the nerves from muscle and tendon receptors stimulate brain activity and help the cerebral cortex maintain the desired tone. The tense posture of a thoughtful person, a tense face, pursed lips during any mental activity indicate that the person involuntarily tenses his muscles in order to more successfully complete the task assigned to him.

Physical exercise and physical activity contribute to the development of the necessary muscle tone, thereby increasing mental performance. In cases where the intensity and volume of mental work does not exceed a certain level (characteristic of a given person) and when periods of intense mental activity alternate with rest, the brain systems respond to this activity with positive changes, characterized by improved circulatory conditions, increased lability of the visual analyzer, greater clarity compensatory reactions, etc.

With prolonged intensity of mental activity, the brain is unable to process nervous excitement, which begins to be distributed to the muscles. They become like a place for the brain to relax. Active muscle tension, performed in this case, relieves the muscles from excessive tension and extinguishes nervous excitement.

The great minds of mankind skillfully used various forms of physical activity in their lives. The ancient Greek legislator Solon said that every person should cultivate the mind of a sage in the body of an athlete, and the French doctor Tissot believed that “learned” people need to engage in physical exercise every day. K.D. Ushinsky emphasized that rest after mental labor is not “doing nothing,” but physical labor. A well-known teacher noted the need to alternate mental and physical activity.

An outstanding doctor and teacher, founder of physical education in Russia P.F. Lesgaft wrote that the discrepancy between a weak body and the development of mental activity will inevitably have a negative impact on a person: “Such a violation in the harmony and functions of the body does not go unpunished, it inevitably entails the powerlessness of external manifestations: there may be thought and understanding, but there will not be proper energy for consistent testing of ideas and persistent implementation and application of them in practice."

One can cite a number of other statements about the benefits of movements that affect a person’s mental development.

Thus, the famous philosopher and writer R. Descartes wrote: “Watch your body if you want your mind to work correctly.” I.V. Goethe noted: “Everything that is most valuable in the field of thinking, the best ways of expressing thoughts, comes to my mind when I walk,” and K.E. Tsiolkovsky wrote: “After walking and swimming, I feel that I am younger, and most importantly, that with bodily movements I have massaged and refreshed my brain.”

Thus, we can say that the best minds of humanity, philosophers, writers, teachers and doctors of the past, at an “intuitive” level, emphasized the importance of physical development for a person’s mental performance.

The problem of the mutual influence of muscular and mental work has constantly attracted a large number of researchers. Already at the beginning of the 20th century, the Russian psychiatrist V.M. Bekhterev experimentally proved that light muscular work has a beneficial effect on mental activity, while heavy work, on the contrary, depresses it. The French scientist Feret came to a similar conclusion. He carried out a number of experiments in which physical work on an ergograph was combined with mental work. Solving easy arithmetic problems increased muscle performance, while solving difficult ones decreased it. On the other hand, lifting a light load improved mental performance, while lifting a heavy load worsened it.

The development of physical culture and sports has opened a new stage in the study of this issue. The ability to dose the load and simulate the varied nature of muscle work increased the objectivity of the data obtained and introduced a certain system into the research being carried out. In the 20s and 30s in our country, a number of researchers have studied the direct effect of various physical exercises on the processes of memory, attention, perception, reaction time, tremor, etc. The data obtained indicate an undoubted and significant impact of physical culture and sports on mental processes and that the resulting changes persist for a fairly long period of time (18-20 hours after exercise).

In further numerous studies of the influence of physical activity and sports on the mental performance and academic performance of students, as well as the influence of active recreation (in the form of physical exercise) on subsequent performance and productivity, there is evidence that correctly dosed physical exercise has a significant positive effect on various mental processes.

Thus, in a number of works by G.D. Gorbunov studied changes in mental processes (attention, memory, operational thinking and speed of information processing) after swimming lessons. The results obtained indicate that under the influence of short-term physical activity of maximum intensity, a statistically significant improvement in mental processes occurs in all indicators, reaching the highest level 2-2.5 hours after the load. Then there was a tendency to return to the original level. Short-term physical activity of maximum intensity had the most significant positive effect on qualitative indicators of memory and attention. It turned out that passive rest is not enough to restore the functionality of cortical cells. After physical exertion, mental fatigue decreased.

Research into the question of optimal physical activity, which has a positive or negative effect on human mental processes, provides various information. So, A.Ts. Puni investigated the influence of physical activity on the “sense of time,” attention, and memory. The results indicate changes in mental processes depending on the nature and magnitude of the load.

In most cases (among athletes), after intense physical stress, the volume of memory and attention decreased. Unusual physical activity has a varied effect: a positive, albeit short-term, effect on operational thinking and information search, reaction time and concentration remain unchanged, and memory deteriorates. Physical activity, adaptation to which is close to completion, has an adverse effect only on mnemonic processes, especially on memory capacity. Short-term loads have a positive effect on perceptual processes.

As shown in a number of studies, systematically high physical activity in the mode school day students, directly increasing the functional activity of the muscular system, has a positive effect on their mental sphere, which scientifically confirms the effectiveness of targeted influence through the motor system on the central nervous system and its mental functions. At the same time, the optimal use of students’ physical activity contributes to an increase in the level of mental performance during the academic year; increasing the duration of the period of high performance; reducing the periods of its reduction and development; increasing resistance to academic loads; accelerated recovery of performance; ensuring sufficiently high emotional and volitional resistance of students to the stress factors of examination periods; improving academic performance, successful fulfillment of educational requirements, etc.

Many researchers have dealt with the influence of physical activity in order to achieve favorable mental activity in schoolchildren. So, N.B. Istanbulova studied the relationship between the development of motor qualities (dexterity-speed and accuracy) and mental processes in primary schoolchildren. Her research showed that in the experimental group, where special agility exercises were additionally included in each lesson, positive changes were found not only in the dynamics of agility, but also in the dynamics of mental indicators.

Research by N.V. Doronina, L.K. Fedyakina, O.A. Doronin, testify to the unity of motor and mental development of children, to the possibilities of purposefully influencing the development of mental processes by using special physical exercises in physical education lessons aimed at developing coordination abilities and vice versa.

Other studies conclusively show that increased physical activity progressively changes not only their state of physical fitness, but also the productivity of mental activity.

In the work of E.D. Kholmskaya, I.V. Efimova, G.S. Mikienko, E.B. Sirotkina shows that there is a connection between the ability for voluntary regulation, the level of motor activity and the ability for voluntary control of intellectual activity.

It was also revealed that there is a close relationship between intellectual and psychomotor development. Psychomotor development is closely related to the development of students’ cognitive processes and, first of all, to the development of such mental operations as analysis, generalization, comparison, and differentiation. In fact, high-quality performance of a particular motor action with given parameters requires, first of all, a clear, differentiated reflection of it in consciousness and the formation on this basis of an adequate image of movement. This is possible when the processes of analysis and synthesis have a level of development that makes the necessary degree of dismemberment of perception possible. The process of analyzing the acquired motor structure consists of its increasing mental division into individual elements, establishing relationships and transitions between them and integrating the results of this analysis in the form of a whole, but internally dissected.

In the light of these studies, we discovered information from G. Ivanova and A. Belenko on the development of biotechnical systems for the study and self-development of motor activity and thinking of children from 4 to 7 years old. Their works conclusively show that the greatest effect in upbringing and education is achieved by integrating motor and cognitive activities, since they complement each other.

The team of authors under the leadership of prof. Yu.T. Cherkesov created a new “artificial motive-controlled influencing environment” for the associated interdependent development of a person’s physical and intellectual abilities on a motivational and health-improving basis.

The essence of a new approach to solving the problem of harmonious development of a person is to use his motivational interest in any kind of activity to organize the pedagogical process in the conditions of using computerized systems for controlling physical and intellectual influence and interaction.

In this regard, physical education, no less than other school subjects, provides opportunities for the development of students’ cognitive processes by improving the performance and assimilation of new motor actions.

Thus, in the domestic literature, three groups of data can be distinguished regarding the influence of physical exercise on a person’s mental [intellectual] processes.

The first group includes physiological and psychophysiological data. They indicate that after physical activity, cerebral hemodynamics significantly improve. In addition, it has been found that systematic physical activity has a positive effect on the functional state of the central nervous system. This group of data shows that physical exercise creates a favorable physiological background in the central nervous system, which helps to increase the efficiency of mental activity.

A group of researchers found that as a result of physical exercise, mental processes are activated, ensuring the perception, processing and reproduction of information, increasing mental performance - memory capacity increases, stability of attention increases, mental and psychomotor processes accelerate. This group of data also includes the results of studying the dynamic characteristics of intellectual activity in connection with the level of motor activity. Subjects with high physical activity found a more highly developed ability to voluntarily accelerate the pace of performing intellectual operations and uniformity of intellectual activity compared to subjects with low motor activity.

Finally, the third group of data is related to increased success educational activities students under the influence of constant classes physical culture. Research from this group indicates that schoolchildren and students who are constantly involved in physical education have higher overall academic performance than their peers who are characterized by less physical activity.

Thus, all three groups of studies consistently indicate that organized and purposeful motor activity creates favorable conditions for the occurrence of mental processes and thereby contributes to successful learning activities.

However, if the physiological aspect of the effects of physical exercise is quite clear, then the idea of ​​the psychological mechanism of such an effect still requires further development.

N.P. Lokalova examines the structure of the psychological mechanism of the influence of physical exercise on human cognitive activity and identifies two hierarchical levels in it: a more superficial and a deeper one. Performing physical exercises has as a by-product the activation of the surface level in the structure of the psychological mechanism associated with an increase in the activity of various cognitive (memory, attention, thinking) and psychomotor processes. The influence of physical exercise on this level can be quite easily identified by studying the parameters of mental processes before and after physical activity. The second, deeper level in the structure of the psychological mechanism is directly related to higher cortical processes aimed at analyzing and synthesizing perceived stimuli. It is this analyzing level that plays a decisive role in the influence of physical exercise on the development of cognitive processes.

In confirmation of the above, one can cite the words of the founder of the scientific system of physical education in Russia P.F. Lesgaft, who believed that in order to be physically educated, it is not enough to engage in physical labor all your life. It is absolutely necessary to have a sufficiently developed system of mental processes, which allows you not only to finely control and manage your movements, but also gives the opportunity for creative manifestation in motor activity. And this is possible when the subject has mastered the techniques of analyzing his muscle sensations and controlling the performance of motor actions. The presentation of P.F. is of fundamental importance. Lesgaft that for the development of motor activity it is necessary to use the same techniques as for mental development, namely techniques for differentiating sensations by time and degree of manifestation and comparing them. It follows from this that motor development in its psychological aspect is closely related to a certain level of mental development, manifested in the degree of development of analysis and comparison.

All of the above gives reason to conclude that physical activity plays an important role in creating favorable conditions for the implementation of human mental activity as a factor in stimulating the intellectual sphere of the individual.

However, we are interested in the following question: how is all the advanced experience of accumulated experimental research actually put into practice within educational institutions?

Currently, in Russian psychology, pedagogy, and the theory of physical culture, three main approaches to managing the intellectual development of children in the process of physical education and sports training have emerged.

Natural intellectualization of physical education lessons and training sessions, based on the implementation of the principle of consciousness and activity when teaching motor actions and developing physical qualities.

This approach, in particular, involves the use of such methodological techniques as correct wording tasks, “focus of attention”, performing exercises as described, setting for mental pronunciation, feeling movements, analyzing the implementation of exercises according to the scheme, setting for self-control and self-assessment of the performance of motor actions, etc.

“Forcible” intellectualization, which consists in saturating lessons and activities with material from general education school disciplines, as well as in the active establishment of interdisciplinary connections.

Specific intellectualization based on accounting age characteristics relationships between physical qualities and intellectual processes of children. Purposeful development at each age of the so-called leading physical qualities (for example, agility, speed, jumping ability in younger schoolchildren, strength and speed-strength qualities in adolescents) allows us to achieve positive changes in the development of intellectual processes of students and young athletes with the help of specific means of physical education and sports

In recent years, another approach has been emerging, based on the use of psychotechnical exercises and games to develop the intelligence of students and the formation of sports-important intellectual properties of children.

The most interesting for us is the second approach, since it is less implemented in the practice of modern schools than the other two.

An integrated lesson has significant educational, developmental and educational potential, which is realized under certain didactic conditions. And this, undoubtedly, must be used when implementing the tasks of the educational process. However, if you integrate general theoretical courses, which is basically what developmental education does, then this does not raise unnecessary questions for anyone. But how to integrate human motor and cognitive activities?

As noted by G.M. Zyuzin, life itself has given physical education as a general educational subject a place on a par with physics, mathematics, and the Russian language. But, unfortunately, in the domestic literature there is little coverage of the issue of interdisciplinary connections between physical education and other school subjects.

A fairly in-depth analysis of the literature on domestic and foreign education systems that use integral connections between motor and cognitive human activity is given in the work of S.V. Menkova.

Thus, there is information about the mutual connection in the teaching of physical education with human anatomy and physiology, with physics; some forms of connection between physical culture and a foreign language are assumed.

There is evidence in the literature about the activation of mental activity during physical education classes in kindergarten, about the relationship between the mental and physical education of preschool children in classes at a family club.

Attempts to apply broad educational motives characteristic of several subjects to the teaching of physical education should not lead to physical education becoming an auxiliary discipline subordinate to other school subjects. On the contrary, a physical education lesson should receive an educational focus that allows students to more fully and deeply comprehend what they are studying. program material in various academic disciplines. But a physical education teacher should not act alone when solving a complex educational tasks, but in collaboration with their colleagues.

All of the above facts indicate that interest in studying the problem of the mutual influence of muscular and mental work has aroused and continues to arouse the interest of many scientists of different specialties. The meaning of all these studies can be boiled down to the following: physical activity, physical education and sports, active recreation have a beneficial effect on the psychophysiological and mental sphere of a person, on increasing mental and physical performance. In other words, we can say that “movement is the path not only to health, but also to intelligence.”

Introduction

For the modern educational system, the problem of mental education is extremely important and relevant. One of the leading experts in the field of mental education of preschool children, N.N. Poddyakov rightly emphasizes that at the present stage it is necessary to give children the key to understanding reality. In the works of domestic and foreign scientists, preschool childhood is defined as a period optimal for mental development and education. This was the opinion of the teachers who created the first systems of preschool education - A. Froebel, M. Montessori. but in the studies of A.P. Usova, A.V. Zaporozhets, L.A. Venger, N.N. Poddyakov revealed that the mental development capabilities of preschool children are much higher than previously thought.

Mental development is a set of qualitative and quantitative changes that occur in mental processes due to age and under the influence of the environment, as well as specially organized educational and training influences and the child’s own experience. .

So why do people achieve different levels of mental development?

and on what conditions does this process depend? Long-term studies have made it possible to deduce the general pattern of development of human mental capabilities from biological factors and dependence on internal and external conditions. Biological factors that primarily affect the mental development of a child are: the structure of the brain, the state of the analyzers, changes in nervous activity, the formation of conditioned connections, hereditary fund of inclinations. Internal conditions include the physiological and psychological properties of the organism. And external conditions are a person’s environment, the environment in which he lives and develops.

In general, the problem of the development of mental abilities is extremely important, complex and multifaceted. The relevance of the chosen topic arises from the factor of the need for the child’s mental development, depending on the environment and the environment of upbringing. And at the moment it is very relevant.

Goal of the work– reveal the importance of physical development and the external environment for the mental development of the child.

1. Consider the essence of the concepts “physical development” and “external environment”.

2. Determine the importance of physical development and the external environment for the development of a child’s mental development.

3. Determine the impact of physical exercise on the mental development of children.

4. Get acquainted with literature that reveals the importance of physical development and the external environment for the mental development of a child.

Chapter I. The influence of physical development on the mental development of children.

General information.

The positive influence of physical development on mental development was known in China, back in the time of Confucius, in ancient Greece, India, and Japan. In the monasteries of Tibet and Shaolin, physical exercises and labor were taught at the same level as theoretical disciplines. At the end of the 19th century, Baden-Powel created a perfect system for educating the younger generation in the form of the scout movement, which was adopted by all civilized countries of the world, including Russia before and after the revolution. “Many researchers note poor health and retarded physical development as one of the possible factors of “mental weakness.” (A. Binet). Recent research by American neurobiologist Lorenz Katz and molecular biologist Fred Geig has proven that in the brains of people of all ages, under the influence of certain conditions, new interneuron connections can arise and new nerve cells can appear. One of these conditions is physical activity. In physically active individuals, along with nerve cells, new blood vessels were also found in the brain. This is regarded as follows: under the influence of physical activity, the blood supply to the brain improves, and accordingly its nutrition, which stimulates the formation of new interneuron connections and new nerve cells. In the USA, a new system has already been developed - “neurobics” - a set of special exercises for training the brain. It is noteworthy that the above changes are most pronounced in the hippocampus, a small brain formation that processes incoming information. Research by Lawrence Katz and Fred Geig confirms the close connection between mental development and physical development.

Swedish scientists have established a direct relationship between physical condition man and his mental abilities. The IQ of people who play sports or exercise is noticeably higher than that of those who lead a passive lifestyle. At the same time, numerous studies by L.S. Vygotsky, J. Piaget, A. Vallon, M.M. Koltsova and others indicate the primary role of movements in the development of a child’s mental functions. Research by G.A. Kadantseva - 1993, I.K. Spirina - 2000, A.S. Dvorkin, Yu.K. Chernyshenko - 1997, V. A. Balandin - 2000; 2001 and others, it was established that there is a close connection between indicators of physical fitness and the level of development of cognitive processes in preschool children. In the works of N.I. Dvorkina -2002, V.A. Pegov -2000. The presence of reliable connections between individual indicators of mental and physical qualities was revealed. The positive effect of active motor activity on the state of mental performance was established by N.T. Terekhova in 1989, A.V. Zaporozhets in 1980, and A.P. Erastova in 1989. At the same time, research by N. Sladkova -1998, O.V. Reshetnyak and T.A. Bannikova -2002. show that mental retardation leads to retardation in the development of physical qualities.

Thus, scientists have established the existence of a close connection between indicators of physical fitness and the level of development of cognitive processes in children and have scientifically proven the positive effect of active motor activity on the state of mental performance

1.2. Physical development and physical education of children.

One of the most important indicators of a child’s health is his physical development. Physical development means a complex of morphological and functional properties of the organism, characterizing size, shape, structural and mechanical qualities and harmonious development human body, as well as its stock physical strength. These are patterns of age-related development that determine the level of health and functioning of all systems in the body.

Physical development- the dynamic process of growth (increase in body length and weight, development of organs and body systems, and so on) and biological maturation of a child in a certain period of childhood. At each age, a person grows according to certain laws, and deviations from the norms indicate existing health problems. Physical development is influenced by the neuropsychic, intellectual state, a complex of medical-social, natural-climatic, organizational and socio-biological factors. Throughout a person’s life, changes occur in the functional properties of the body: body length and weight; lung capacity; circle chest; endurance and flexibility; agility and strength. Strengthening the body occurs either spontaneously (naturally due to age) or purposefully, for which a special program of physical development is created. This includes exercise, healthy eating, correct mode rest and work

Monitoring the physical development of the population in Russia is a mandatory component of the state system of medical monitoring of people's health. It is systematic and extends to various groups of the population.

The foundations of physical development are laid in childhood. And, monitoring of physical development parameters begins in the neonatal period, periodic examinations of children and adults continue at various age periods development

What is physical development and why does a person need sports? Its importance in a person’s life is difficult to overestimate, so love for this activity should be instilled from childhood. Parents can compensate for the harmful effects of the environment, poor nutrition and psycho-emotional stress with sports. In addition, special exercises will help correct disorders in the physical development of children, in particular problems with the musculoskeletal system and flat feet. Training also helps: gain missing muscle mass; reduce weight; fight curvature of the spine; correct posture; increase endurance and strength; develop flexibility.

What is physical development and education? It consists of a set of health-improving exercises and measures that affect the strengthening of body and spirit. The main task of education is health improvement, the formation of economical movements, the accumulation of motor experience by a person from early childhood and its transfer to life. Aspects of physical education: feasible loads; outdoor games; proper daily routine, balanced nutrition; personal hygiene and hardening. Why is physical education necessary for a child? The results of physical activity can be noticeable immediately and after some time. Education has a positive effect on the child’s body, developing his natural abilities, so that in the future he can more easily endure stressful situations and changes in environment: personal qualities develop, character is strengthened; a positive attitude towards life is formed, active people always feel happier; a negative attitude towards bad habits is formed.

The main factor in maintaining health, human life expectancy, and physical performance is healthy image life in its broadest interpretation. Preserving and maintaining health at the proper level is the most important task of every state. It especially needs healthy offspring. But the future of our planet depends only on us, on the state of our health. The demographic policy of the state in the broadest sense of this concept depends on this. M.V. Lomonosov said: “What matters will we talk about today? We will talk about the most important thing - the health of the Russian people. In its preservation and propagation lies the power and wealth of the entire state, and not a vain vastness without inhabitants.” These words can naturally be applied to any state and its people.

Physical exercises and their influence on the mental development of children.

The influence of physical education on the development of a child’s mind is colossal. Without it, the child’s development is not harmonious. There is a pattern: the more a child develops the ability to control his body, the faster and better he assimilates theoretical knowledge; the more symmetrical, varied and accurate the movements, the more evenly both hemispheres of the brain develop. The main feature of a child’s body is that it grows and develops, and these processes can only take place successfully with regular physical activity. Authors Boyko V.V. and Kirillova A.V. indicate that the main means of physical education is motor activity in physical education classes, it is through it that the child learns about the world around him, as a result of which his mental processes develop: thinking, attention, will, independence etc. The more diverse movements a child masters, the wider the opportunities for the formation of cognitive processes, the more fully his development is realized. Koroleva T.A. notes that as a result of physical activity, mental processes are activated, blood circulation in the brain and the functioning of the central nervous system are improved, all this leads to increased mental abilities. .

Physical exercise undoubtedly has a very good effect on the mental development of a child. When children play outdoor games or engage in physical exercise, they not only strengthen their muscles, but also become smarter. Physical exercise has many positive effects on the brain not only of adults, but also of children. According to research, than younger child, the more effective this positive effect is. Not everyone knows how physical activity affects a child’s mental activity. Starodubtseva I.V. describes a series of exercises that have a direct effect on intellectual development preschoolers in physical education classes. These exercises combine two components: a motor action and an exercise aimed at developing intelligence, which is implemented in the form didactic game.
Physical exercise has a positive effect on intellectual abilities children: cerebral circulation improves, mental processes are activated, the functional state of the central nervous system improves, and a person’s mental performance increases.

Positive effects of exercise on a child's brain:

· Exercise increases blood flow to the brain. Blood delivers oxygen and glucose, which are necessary for increased concentration and mental development. Physical exercises promote the implementation of these processes at a natural level, without overloading the child. A 2007 study showed that if a child constantly engages in sports for three months, this allows for a 30% increase in blood flow to the part of the brain that is responsible for memory and learning.

· Exercise creates new brain cells in a part of the brain called the dentate gyrus, which is responsible for memory. Scientists say that exercise stimulates nerve growth. People who engage in sports on a regular basis develop short-term memory, have a quick response time and have a high level of creativity.

· Research has proven that exercise builds basal levels of neurothyroid factor in the brain. This factor promotes the branching of nerve cells in the brain, their connection and the interaction of these cells with each other in new neural pathways that make your child open to learning and more active in the pursuit of knowledge.

· Psychologists have found that a physically fit child excels in a series of cognitive tasks, and MRIs show a significantly larger nucleus basalt, which is a key part of the brain responsible for supporting attention, checking performance, and the ability to decisively coordinate actions and thoughts.

· Independent studies have found that the baby's brain, which leads active image life, has a hippocampus that is larger in size than the hippocampus of a child who does not play sports. The hippocampus and nucleus basalis influence the structure and function of the brain.

· Physical exercises develop the child's learning abilities. In 2007, German researchers found that people learned 20% more vocabulary words after exercising.

· Physical exercise develops creativity. A 2007 experiment showed that running for 35 minutes on a treadmill with your heart rate raised to 120 beats per minute improved cognitive performance, brainstorming efficiency, creativity performance, and originality of thought.

· Activities that include balancing and jumping strengthen the vestibular system, which builds spatial awareness and mental alertness. This helps build a foundation for reading and other academic abilities.

· Exercise reduces the effects of stress by keeping brain activity in balance and promoting balance between the chemical and electrical systems of the organs. This effect is very similar to the effect of antidepressants.

· Scientists have established a link between winning sports and academic performance through research among children primary classes. Research has shown that children who took part in sports activities were more confident in their abilities and learned teamwork and leadership. 81% of women who succeeded in business actively took part in sports competitions while in school.

· Swedish scientists have proven that cardio training is inseparable from the acquisition of knowledge in childhood. Aerobic exercise promotes the production of special growth hormone and protein, which stimulate brain function.

Thus, it should be emphasized that the development of children’s mental activity is possible only with regular physical activity. At the beginning of the last century, V.A. Sukhomlinsky noted that “learning lag is only the result of poor health.” Developing this idea, we can conclude that good health– the key to successful learning. Consequently, physical education and sports, while improving health, contribute to the physical, emotional, intellectual and mental development of the child.

The relationship between physical education and mental education is manifested directly and indirectly.

The direct connection lies in the direct impact of physical education on the level of development of mental abilities of those involved due to the emergence during classes of cognitive situations related to the study and improvement of movement techniques, increasing their economization and accuracy, as well as problem situations of varying complexity that require acceptance independent decisions, active actions and a creative approach to solving assigned problems.

The indirect connection is that improving health and increasing the overall vital activity of the body leads to greater productivity in mental activity.

The relationship between physical development and mental performance of children has been the subject of many experimental studies conducted both in our country and abroad.

In studies conducted over three years in Varna (Bulgaria), the effect of swimming on health, the level of development of motor skills and changes in the attention of children as an indicator of their mental performance was studied. The general mental performance of schoolchildren was determined using a psychological test, by taking into account the number of processed signs per unit of time before and after swimming lessons. Children in the experimental groups, whose physical education program was characterized by an increased content of activities in the pool, exercises and games, found an average of 3 more letters in the figured text than children in the control group, and subsequently they outperformed their peers in grades 1 and 2. The incidence in the experimental groups with increased physical activity was on average 4 times lower than in the control groups. A significant positive effect was also found on the level of development of motor qualities.

Research by O.L. Bondarchuk showed that swimming contributes to the formation of voluntary mnemonic activity and leads to a significant increase in the volume of short-term memory in children. When more than 300 schoolchildren were examined, it was revealed that their short-term memory is capable of retaining no more than 8-10 words. After using a special program in the swimming pool, the volume of voluntary short-term memory of children in the experimental group increased by 4-6 units, which was significantly higher than when working with children who did not visit the pool.

A relationship has been established between the cognitive and motor activity of children aged 7-9 years. According to research by G.A. Kadantseva (1993) the closest connection with tests characterizing cognitive activity are speed, coordination and speed-strength abilities. This is probably explained by the fact that the development of any motor quality is connected, on the one hand, with the improvement of mental activity (improvement of mental functions: memory, attention, perception, without which practical activity is impossible), and, on the other hand, with the development of the mechanisms of the central nervous system, among which the main role is played by the maturation of the cortical part of the motor analyzer and the formation of its connections with other parts of the brain.

Research conducted over two years among students in grades 2 to 4 showed that school swimmers are distinguished by more harmonious physical development. 72.4% of boys and 67.8% of girls in sports classes are harmoniously developed and, respectively, 57.2% and 52.4% in non-sports classes. Students in sports classes have higher absolute values ​​of body length and weight, chest circumference, VC, MPC, and higher indicators of deadlift and manual dynamometry. They have a lower pulse rate at rest, a shorter recovery time after a functional test, better performance speed of visual-motor reaction when distinguishing colors. Schoolchildren in sports classes have a higher resistance to colds and viral diseases. In regular classes, 5.8% are often ill; in sports classes there are no such people. A comprehensive assessment of health status found that students in sports classes belong to groups I and II. health (there were no third grade students). In regular classes to the 1st grade. 18.7% of schoolchildren belonged to, and 9.3% belonged to III.

Swimming lessons have a positive effect not only on the development of special physical and functional abilities, but also on the general development of adolescents. This is expressed in the progressive improvement of all indicators of physical, psychomotor and intellectual development, as well as in the formation and maintenance of positive relationships between indicators of psychomotor and intellectual development. Compared to schoolchildren of the same age who do not go in for sports, young swimmers are more high level development of complex psychomotor functions (speed and accuracy of complex coordination actions) and thought processes.

Thus, when teaching children to swim, we are talking not only about the development of special motor qualities, but about the formation in their process of the mental, sensory and emotional sphere of the child, about the positive impact of psychomotor development on the intelligence of schoolchildren.