Extracurricular work in physical education is carried out by pioneer houses, children's sports schools, children's tourist stations, parks, house management, and voluntary sports societies.
Palaces and houses of pioneers conduct occasional classes With children (games, gymnastics), organize winter activities And sport sections for those sports that are difficult to create V school (tennis, figure skating, swimming, gymnastics and etc.). They also hold demonstration physical training performances and celebrations, meetings with masters of sports. Qualified specialists are hired to manage this work.
A significant place in the work of palaces and houses of pioneers is occupied by the organization of methodological assistance to other out-of-school institutions that work with children. For this purpose, consultations, lectures and seminars are held.
Together with Komsomol organizations and public education authorities, palaces and houses of pioneers organize and conduct mass sporting events.
Particularly important work in physical education is carried out by children's sports schools, organized by public education authorities and voluntary sports societies. The main task of these schools is to improve the sports skills of schoolchildren. All work of children's sports schools should be organized so that young athletes do not break away from the team of their school and combine sports with high performance at school.
Children's sports schools organize student performances at holidays, matinees and pioneer gatherings and conduct instructional classes with school physical education activists and physical education leaders.
Children's sports schools as out-of-school institutions should work closely with secondary schools, and students of children's sports schools should be activists in their schools and assistants to teachers and pioneer leaders in carrying out extra-curricular work in physical education.
Cultural and recreation parks carry out significant work on the physical education of primary school students. Sports grounds and gymnastics camps have been created in the children's sectors of the parks. The toy libraries have accessories for individual and group games of children. Typically, in these parks, children have the opportunity not only to play and use various equipment, inventory and games, but also group activities, games, round dances, and dances are organized for them.
Extracurricular work on physical education among children is also carried out by house management. Parents, together with their children, with the assistance of house management workers, organize permanent sports grounds (in the summer they are landscaped and equipped for activities, games and entertainment, and in the winter they fill skating rinks and make snow slides). Voluntary sports societies, pioneer, Komsomol, trade union organizations, as well as schools can provide great assistance in this work.
Morning exercise classes can be organized at your place of residence; classes for groups, sections or teams in various sports; sports competitions (among children of one house, among teams of several houses of one house management, as well as competitions between teams of one house management and teams of another); house management teams to participate in regional and city competitions; hiking trips; collective ski trips, trips to the skating rink and ponds.
To manage physical education work at the place of residence, physical education councils can be elected, which should include the most active Komsomol members, athletes, pioneers, and parents.
The school should be the methodological center for work in the community. Parents with the necessary experience and knowledge, discharge athletes, and public instructors should be invited as leaders of sections, groups, and teams.
In summer big job with children is conducted at summer playgrounds and in pioneer camps (country and city).
Various physical education and sports events are held on summer grounds - daily and occasional. Daily activities include games, walks, air and sunbathing, swimming or showering; to occasional ones - excursions, hikes, preparation for physical education performances and sports competitions.
Physical education work on the summer playground takes leading place, since health-improving tasks in summer time are the main ones. This work should not be carried out in isolation, but in combination with all the diverse work.
Pioneer camp. Particularly favorable conditions for physical education among children are created in country pioneer camps, which are best shape organizing summer holidays for children.
Almost round-the-clock stay in the fresh air, strict adherence to the daily routine, balanced nutrition, physical labor, physical education work, collective amateur activities, games, singing, sun and air baths, bathing - this is an incomplete list of what helps to strengthen the health of children, strengthen their body and team unity.
The objectives of physical education and sports work in the Pioneer camp are as follows:
a) involve pioneers and schoolchildren in daily lessons
early gymnastics;
b) improve the skills acquired at school
in physical education lessons;
c) instill knowledge and skills that could not be given in advance
exercises in the hall or on a small sports ground, in particular
skills in swimming, games and exercises in the area;
d) increase interest schoolchildren to systematic classes
physical culture and sports;
e) promote the development of hygienic skills in them.
The relatively short period of stay of children in the Pioneer camp
The camp obliges all leaders to take special responsibility in preparing work in the camp.
Plan work must be prepared before departure 8 camp. Before the arrival of the first shift, a lot of preparatory work must be carried out at the camp under the guidance of a physical education instructor and a senior pioneer leader: places for gymnastics, outdoor and sports games, athletics have been selected and equipped, a place for swimming has been identified and equipped.
Even before leaving for the camp, it is necessary to know the composition of the pioneers going to the camp, their physical fitness, sports interests, and swimming ability.
The work plan for each shift (and there are two or three of them) necessarily provides for daily morning exercises (exercises), classes in units and squads for games, gymnastics, athletics and swimming, organization and conduct of camp sports days, walks, excursions, hikes and physical education events during the opening and closing of the pioneer camp.
The daily schedule includes daily air flights And sunbathing and swimming. These procedures are prescribed strictly individually by a doctor. During these procedures, the presence of a doctor or nurse is required.
The head of physical education in the work area provides for conversations with children about the importance of physical education and the achievements of Soviet athletes. For demonstration performances at the camp, it is advisable to invite masters of sports, athletes of the highest level, and students of children's sports schools. The VSD Council can provide significant assistance in this regard.
the trade union organization in charge of the pioneer camp.
Morning exercises It is carried out daily after getting up in specially designated areas for each detachment, and in rainy weather - in closed rooms (with open windows). Each pioneer must know his place so as not to waste unnecessary time on formation.
As a rule, children line up in links in a column, one at a time (the link is in front). Boys and girls study together. In each squad, charging is carried out separately; The team leaders supervise the exercises. Musical accompaniment is of great importance.
Complexes of morning exercises for various age groups are drawn up in advance, three for each shift. Exercise begins with walking, followed by six to seven exercises. The first exercise, usually of a “stretching” nature, is performed at a slow pace. This is followed by exercises in squats, bending and turning the body, swinging the arms and legs. At the end of the exercise, jumping, jogging or outdoor play are given. Classes end with walking in formation accompanied by music or a song. Exercises can be carried out without objects and with objects (see Appendix 3).
When performing exercises, special attention is paid to proper breathing.
Classes in units and detachments games, gymnastics, athletics and swimming are held three to four times a week. They are led by team leaders or physical education instructors. If there are older pioneers in the camp, then pioneer instructors can be assigned to teach younger ones, who must receive appropriate instructions from the head of physical education.
Games, gymnastics and athletics are conducted both in special classes to improve skills and abilities, and in preparation for performances and competitions.
Exercise classes at camp are somewhat different from classes at school. Here, more attention is paid to the formation of practical skills: walking and running along straight and winding paths, overcoming obstacles, performing additional tasks related to the use of terrain and sudden signals; jumping over natural obstacles (stream, dead wood, bushes). There are great opportunities in the camp for learning to climb on a rope or rope, resting your feet on a steep slope or tree trunk. In natural conditions, exercises are carried out in balance: on a log placed across a ditch, on stones across a stream.
When conducting games, preference is given to games on the ground. At the pioneer camp there is an opportunity to game form introduce children to alarms and compass.
Swimming lessons- one of the most important tasks of physical education work in a pioneer camp. For swimming lessons, boards are used, which are prepared in advance of leaving for the camp. Board length - 60-70 cm, width - 30-40 cm and thickness - b-8 cm, gloss should be smoothly planed and have rounded ends.
Swimming training should be carried out in reservoirs with clean water, with a gradually lowering dense bottom. The flow speed should not exceed 0.5 m/sec. The bottom of the reservoir should be free of snags, piles, sharp stones and other objects that could cause injury.
When choosing a place for swimming, you need to carefully examine the body of water and measure its depth. The area where training work will be carried out should be limited and well marked. It is best to fence this area with stakes driven into the bottom. Poles are attached to them on the surface of the water. The water depth here should not exceed 90 cm.
Swimming training areas must have a doctor or nurse, a boat with a man on duty and means for rescuing drowning people (lifebuoys, ropes, etc.).
The quality of water in swimming training areas must meet basic sanitary and hygienic requirements.
Swimming lessons for children of primary school age are held at a water temperature of at least +20° C. The duration of stay in the water during the first lessons is about 5 minutes, in subsequent lessons - up to 15 minutes. Swimming lessons must be taught by a physical education teacher or swimming instructors.
Typically, swimming lessons are held during hours reserved for recreational activities. In very warm weather, classes can be held twice a day.
One of the interesting forms of sports work in Pioneer camp is a friendly meeting with another camp. The program of such meetings may include competitions in outdoor and sports games, athletics, signaling, gymnastic performances, sports KVN, etc.
Spartakiad of the pioneer camp, As a rule, it is held in the second half of the next shift in the camp and ends with final competitions and performances at the final camp-wide physical education festival (two to three days before the closure of the camp).
The program of the camp sports day for junior pioneers includes competitions in athletics and games. First, competitions are held within units, then in units between units, and then between units. At the final physical education festival, a parade, mass gymnastic performances and final meetings of the best units and squads are held, the winners of the Spartakiad are identified,
The Spartakiad plan is developed in advance. before the start of the camp, and is finally approved five to six days after the next shift arrives at the camp, when the state of physical fitness of the arrivals is revealed.
The camp's pioneer activists, pioneer leaders, and educators participate in the Spartakiad. The general management of the Spartakiad is carried out by the head of the camp. The head of physical education is responsible for the preparation and conduct of competitions (see Appendix 4).
Walks, excursions, hikes. Each pioneer camp has great opportunities for organizing walks and excursions To hikes. Even before leaving for the pioneer camp, an organizer of tourist trips is appointed from among the pioneer leaders or educators. He must familiarize himself in detail with the surrounding area and outline preliminary routes for walks, excursions and hikes. Upon arrival at the camp, the planned routes are reviewed and clarified by teachers of geography, biology, history and approved by the head of the camp. Then a schematic map of the camp's surroundings is drawn up, indicating routes. It is hung in the pioneer room.
Short walks lasting 1.5-2 hours are conducted with students in grades I-II. The goal is to get acquainted with the surrounding area and attractions, pick flowers and berries, observe the life of the forest, etc. Walks are led by teachers or pioneer leaders. During walks, rest stops are arranged where children sing, play, and listen to stories from their elders.
In addition to walks, third grade students also have excursions lasting 3-4 hours. During the excursions, in addition to the above, collections and herbariums are collected, local orientation using a map and compass, and local games are organized.
In addition to walks and excursions, the pioneer camp can host one-day and two-day hiking trips. Only physically healthy and trained children are allowed to attend. In preparation for the trip, they participate in several excursions, each lasting 3-4 hours.
The route and schedule are developed taking into account the purpose set before the trip. The leader of the hike calculates the time needed to stay on the road, take a long break and rest (including meals), complete the main task of the hike, and carry out tasks and games.
A lot of preparatory work is done before the trip. The pioneers are divided into groups. Each group performs certain duties: cooking, making fires, providing first aid in case of accidents, etc. In addition, groups are allocated for collecting herbariums and collections, for making sketches along the way, describing the route traveled, etc.
During the preparation process, the leader of the hike conducts several classes with the participants, during which the rules of conduct on the hike are discussed and the responsibilities of the participants are clarified. A pioneer leader, a teacher, a physical education director, a doctor or a nurse go on a hike with a group of 20-25 people.
Holidays. In the pioneer camp, two general holidays are held in each shift. One holiday is dedicated to the opening and the second to the closing of the camp. The camp opens on the third or fourth day after the children arrive, and closes the day before departure.
For the holiday dedicated to the opening of the camp, preparations are made in advance. Two to three weeks before departure, the pioneer leader meets the children and invites them to prepare for performances at the festival. The children prepare (on the summer playground or at school) artistic and physical education performances. The program of physical education performances includes floor exercises and pyramids. In addition, a small group of pioneers is being prepared to organize and conduct mass games and dances.
At the celebration dedicated to the closing of the camp, in addition to floor exercises and pyramids, acrobatic exercises and the achievements of the best gymnasts and track and field athletes are demonstrated. Preparations for the holiday begin soon after the children arrive at the camp.
Daily routine in the pioneer camp. The entire organization of the work of the pioneer camp should contribute to the full use of the natural forces of nature to strengthen the health and harden the children’s bodies.
One of the decisive conditions for the beneficial effects of rest is the correct daily routine. It is established by the doctor and the camp director and must be strictly followed by everyone.
Sample daily routine at camp
Bed cleaning, toilet
Morning sunrise, flag raising
Breakfast.............................................
The work of detachments and units, public useful work. . .
Sun and air baths, swimming
Free time..........................
Dinner................................................. .....
Afternoon rest........................
Afternoon snack.........................................................
Work of clubs, physical education/cultural activities
activities, games, second bath,
individual lessons -^: 16 » 30 » -19 » 00 »
19 Order No. 6005. 289
Dinner................................................. ........ 19 o'clock. 00 min. -19 hours 30 minutes
Cultural work: cinema,
"Amateur artistic activity,
games................................................. ..... 19 » 30 » -21 » thirty "
Evening lineup, flag lowering 21 » 30" -21" 45"
Getting ready for bed........................ 21 a 45 » -22 » 00 »
Dream................................................. .......... 22 » 00 »
City Pioneer camp is organized for schoolchildren
and pioneers who stayed in the city for the summer.
Work in a city camp is structured in the same way as in the countryside
nom: mode, line, flag raising, planned work, two-or
Three meals a day. City camps are located in steam
kah, at stadiums, in schools.
The need to expand physical education and sports work, to improve its organization at the place of residence and study is one of the pressing problems of physical education at school. Of great importance here is the formation of schoolchildren’s desire for physical self-improvement.
The main directions of the comprehensive school reform reflect the issue of the need to organize daily physical education classes for all students in class and outside of school hours. The solution to this problem largely depends on the ability of students to use physical education means to improve their health, maintain high performance, and independent study skills.
In our city, the network of sports facilities is steadily expanding, and the number of qualified personnel is increasing. However, involving students only in specially organized sections or groups is not enough to cover the vast majority of schoolchildren with systematic physical exercise. Therefore, teaching students the ability to engage in physical exercise is of great importance. This is the reason for the allocation of the section “Skills and abilities of independent study” in the physical education program for grades 5–11, which helps to intensify work on introducing physical education and sports into the life of schoolchildren and increasing the physical activity of students.
It should be noted that teaching these skills not only contributes to the introduction of physical education into everyday life, but also develops the qualities of independence in young people. It is indisputable that people who have developed independence since childhood (this means personality quality) are more decisive in various life situations, do not wait for help from the outside, and know how to defend their opinion and their own position. This directly relates to this topic - the ability to independently engage in physical exercise.
Human activity exists in the form of action or the purpose of action. According to psychologist S.L. Rubinstein, a person’s voluntary action is the implementation of a goal, and before acting, one must realize the goal to achieve which the action is being taken.
However, no matter how significant the goal, awareness of the goal is not enough. In order to implement it, it is necessary to take into account the conditions in which the action must be improved.
Solving intermediate tasks on self-control
Activity is understood as a set of actions united by a common goal and performing a specific social function. A prerequisite for any activity is the presence of a need. It is the needs that direct and regulate specific activities. One of the main tasks of physical education at school is to develop in schoolchildren the need for personal physical improvement.
Achieving this goal is possible only by solving a number of intermediate tasks:
– instilling in schoolchildren a sustainable interest in physical education;
– developing their skills and abilities for independent study;
– promoting the introduction of physical education into the daily routine.
The first step on this path is to interest students. Moreover, in practical work, it is important for a teacher, when dealing with a contingent of students of different ages, to distinguish between direct interest (interest in the process of activity itself) and indirect interest (interest in the results of activity).
A junior schoolchild cares little about how his exercises today will affect his well-being and condition tomorrow. For him, the main thing is to receive immediate satisfaction of his needs. Therefore, in elementary school, the emotional content of exercises and their figurative explanation are of great importance. The teacher must gradually, gradually instill in the children skills and abilities that the students will subsequently consciously use to achieve more distant goals. This mental property of primary school students determines limitations in teaching them independent physical education.
For elementary school, types of classes are provided that contain only elements of independence. For example, homework: the teacher specifically indicates which exercises, how many times, at what time, and how to do them. The student just has to follow these recommendations and complete assignments at home (repetition of exercises is an element of independence).
Junior schoolchildren need to set goals that can be achieved in a relatively short period of time. The goals set must be emotionally charged, and achieving them must bring tangible, concrete results. When studying complex motor elements, they should be broken down into several simpler ones. Then the students’ activities, supported by visible changes, will be more effective.
It should also be taken into account that any task assigned to a student should acquire personal meaning for him. He must be interested in the results of his work and, most importantly, see these results not in the distant future, but now, today.
The main thing in instilling the habit of independent study in students is a clear explanation, explanation, and bringing to the students’ consciousness that they need to work long and hard to get tangible results.
So, in order to prepare students for independent physical exercises, it is necessary to give them a fairly wide range of knowledge, to develop skills and abilities, not limited to the content of the educational material of the program. First of all, students must master the motor skills that they will use during independent study.
These are, firstly, general developmental exercises. They are the content of morning exercises, dynamic pauses during the preparation of lessons, and are included in the content of independent classes on the development of basic motor qualities.
Second, strong walking and running skills. Every independent lesson begins and ends with them. It is important that students are able to walk and run correctly, change the speed and tempo of movement, step length, push-off force in exercises, skills and abilities in exercises associated with hanging and supports. These are primarily hanging pull-ups, point-blank flips, rope and pole climbing.
Preparing students for independent studies should begin with clear, laconic instructions to schoolchildren about the purpose and objectives of specific independent studies, gradually equipping them with knowledge about the self-training system, and instilling the need for technical and organizational skills. From the very first lessons, it is necessary to require students to comply with the dosage of time and load.
Another important point is for children to develop the simplest methods of self-control over their body’s reaction to stress. But the task of developing schoolchildren’s skills and abilities for independent study will not be effectively solved if children are focused only on the results of their activities. It is important that the teacher, with the help of assessments and various types of moral encouragement, transfers schoolchildren from focusing only on the result to focusing on the process, the method of activity.
What exactly should a teacher’s activities include in preparation for teaching schoolchildren the skills and abilities of independent study?
First, it is necessary to determine what to teach schoolchildren. What is meant? Take, for example, the program for 4th grade, it says: “Do morning exercises. Control over the amplitude and speed of movements.” In this regard, the teacher needs to clearly imagine what knowledge and skills the student must have in order to fulfill the requirements of the program.
Secondly, the teacher needs to decide at what time of the lesson it is more convenient to provide students with the information they need, when to teach the skills and abilities of independent study.
Thirdly, it is very important to outline ways of step-by-step monitoring of students’ mastery of the material “Skills and abilities of independent study.”
The teacher’s activities should proceed approximately according to the same pattern when completing this section. First, you should give schoolchildren the knowledge necessary to independently perform specific exercises, convince the children of the significance, importance and usefulness of these activities. Then it is necessary to convey to students knowledge about the process of independent activity itself.
A few words must be said about doing the exercises on your own. In order to independently perform exercises, such as morning exercises, or develop physical qualities, the student must be able to control his movements. This presents a certain difficulty: in the absence of external control and evaluation, he must be guided by his sensations, mainly by the muscular feeling, which Sechenov not without reason called the “dark muscular feeling.” If children are not specifically taught this, they experience great difficulty in distinguishing spatial, temporal and dynamic parameters of movement. How to teach them this?
First of all, students should pay attention to evaluating such positions, i.e., when the student has completed the exercise, the teacher should not rush to evaluate the correctness of the execution himself; the student should be asked to do this (thus focusing attention on this issue).
You can teach students to think when doing exercises and select exercises on their own by giving schoolchildren age-appropriate tasks. For example, schoolchildren do touching bends - you should ask the children what types of bends they know (side bends, back bends, bends with different hand positions), teach schoolchildren to select similar, typical exercises, develop creativity and a critical attitude. After all, independence is close to two personality traits: criticality and creativity.
It is important not only to teach students to reproduce any movements independently, but also to acquaint them with the basic principles and rules of independent practice. Only then, in accordance with the conditions in which they will study, will students be able to correctly select exercises and plan their knowledge.
When determining the complexity of a particular task, the teacher must take into account the individual characteristics of students, their inclinations, so that, on the one hand, the task is feasible and accessible to them, and on the other hand, it has a certain difficulty that requires a certain amount of effort to overcome.
Organization of independent activities
Very important points are issues of organizing independent activities. They are also multifaceted: from elementary ones - organizing independent exercises when doing morning exercises ( hygienic conditions, safety measures, preparation of equipment, etc.) - to such as organizing the conditions of the selected means, methods of implementation. You need to start learning this with simple elements, for example, when organizing the conditions for conducting educational and extracurricular activities, systematically attract students to help. Moreover, use them not as simple executors, but consult with them on various issues.
Independence is always, to some extent, creativity. From these positions, independent activity differs in the level of creative approach:
– there are types of independent activity when it is enough for the student to reproduce what the teacher showed him or told him about; the simplest, lowest level;
- the second level of independent activity - when the student applies what is known, well-known, and mastered in other situations, different from ordinary ones, in a different environment;
– the third (highest) level of creative approach is that, on the basis of knowledge and previous experience, the student finds other ways to complete a task, comes up with other means that ultimately lead to the same goal.
At the same time, direct training in the skills and abilities of independent exercise is not the only way to develop the habit of physical education. Achieving this goal is facilitated by techniques that ensure conscious assimilation of knowledge, skills and abilities in physical education lessons, increasing interest in physical exercise, cultivating the habit of active recreation, as well as the development of schoolchildren’s self-esteem of movements, taking into account individual characteristics students when determining homework for them in physical education.
Methods and techniques that contribute to the formation of the habit of regular physical exercise in schoolchildren include, in particular, methods of persuasion - conversations, lectures, information, explanations, etc. Using these methods, the teacher forms socially significant motives for developing the habit of physical education , develops interest in them, equips students with the necessary theoretical knowledge in the field of physical culture and sports. A conversation, for example, can perform both educational and educational functions, when the student receives certain information, expands his knowledge, and becomes familiar with certain requirements.
The conversation helps to convince students of the need to cultivate positive personality traits. Setting a perspective strengthens the method of persuasion, specifies the goal of acquiring knowledge and skills, and discussion activates them for self-improvement.
Along with methods of persuasion, practical methods play an important role in forming the habit of physical education - showing, demonstrating, instructing, testing knowledge and skills, consulting, example, adjusting and stimulating students' activities (encouragement and reprimand).
The given methods must be used when communicating theoretical information - about sections of the physical education program, when teaching motor actions.
The teacher, guided by the purpose and objectives of the lesson, must structure his work in the following sequence: explanation, proof, demonstration, practical exercises with mandatory instructions on dosage, tempo, and rhythm of execution. Depending on the age of the students, the sequence of work may vary.
When conducting an introductory conversation, the teacher should briefly talk about the main educational and educational objectives physical culture. For example, when explaining the content of the “Test Program of the Mayor of Moscow,” one should reveal its meaning and show the importance of fulfilling all the norms of the program. Using the example method, you should often tell schoolchildren about the sports paths of outstanding record holders, champions of the Olympic Games, the world and Europe.
First of all, schoolchildren need to awaken interest in the very process of physical education. Therefore, lessons should be conducted in such a way that they leave a deep imprint in the minds of adolescents, bring satisfaction and are emotionally attractive, which creates favorable opportunities for increasing volitional tension when overcoming difficulties during physical education. It should be noted that purposeful work on the physical improvement of schoolchildren, which is carried out mainly by the teacher in the classroom, also includes elements of student independence, mainly doing homework or periodic additional classes in order to prepare for passing any standards.
However, due to the fact that equipping children with knowledge, the formation of relevant skills and abilities, without which it is impossible independent studies, is an important condition for the introduction of physical culture into everyday life; a special section is allocated in the program to focus on these issues. Taking into account the age and real capabilities of schoolchildren, it provides material that requires a lot of effort to study when developing in children the skills and abilities of independent study.
For example, the development of the quality of endurance is predetermined by the presence of educational standards in the 500–1000 m run already from the 1st grade. Naturally, during the lessons, the teacher teaches schoolchildren to maintain a certain running speed, distribute forces over a distance, breathe correctly, and gives specific homework assignments. Throughout all years of study, it develops endurance in schoolchildren, and along with this, students gradually receive information about techniques, ways to influence this quality, and they develop certain skills and abilities.
Harmonious physical development, education of basic physical qualities should be carried out with primary classes. However, performing exercises to develop physical qualities requires a fairly accurate dosage of physical activity and control over the body’s reaction.
Now let's move on to the content of independent studies, what exercises can (and should) be recommended to schoolchildren for independent studies.
But first you need to find out the difference between independent study and homework. When giving homework assignments, the teacher tells students what exercises should be done, how many times they should be repeated, with what intensity, sequence, and for what period (week, month or more) the assignment is intended. In addition, the teacher tells students in what conditions the given exercises should be performed and how to create these conditions. After a specified time, the teacher checks the quality of mastery of the exercises and, taking this into account, gives other tasks.
Independent tasks are schematically represented as follows. The student is given a specific goal, for example, to fulfill the standard in pull-ups. The student must select the means himself, plan his training, provide himself with appropriate conditions, independently monitor his condition, load, changes in preparedness in each lesson, and analyze his activities at intervals determined by himself. The teacher can recommend to the student approximate sets of exercises for independent study, but the student must choose from these sets what is necessary, taking into account his individual characteristics.
When performing complexes in independent classes, schoolchildren should structure their lessons according to the following scheme. At the beginning of the lesson, there is preparation for performing the complex - general developmental exercises such as warm-up: arm movements with gradually increasing amplitude, bending and circular movements of the body, squats and alternate swings of the legs forward, sideways, backward, slow running or jumping in place, walking in place. Each warm-up exercise is performed 6-8 times. If the complex contains particularly difficult exercises, you should prepare specifically for them. In the main part of the lesson, it is advisable to plan the following sequence: exercises to develop speed, flexibility, agility, strength and endurance. At the end of classes, you should definitely include exercises that promote a gradual restructuring of the systems and functions of the body from intense activity to a calm state.
When orienting schoolchildren to independent physical education classes, it is necessary to recommend that they engage in physical education at least twice a week. The duration depends on the content and intensity of the workout (but no more than one and a half to two hours). Gradually moving from specific homework to more and more general tasks, the teacher should create conditions for students so that difficulties do not dampen their desire to study. For this purpose they use various options. For example, use a gym for your own purposes. Thus, he can advise schoolchildren, helping them resolve doubts and correct mistakes. Another option is to unite children into small groups, when there is a leader - a qualified athlete, a social activist.
Physical education teacher V.A. Zinchenko introduces homework among students in grades 1–6, and starting from grade 7, independent physical exercise. He developed a system of tasks: common for boys and girls (same exercises, but different load); general only for young men; general only for girls; individual - depending on preparedness.
Students perform common exercises every day, including them in exercises, during physical education breaks between preparing homework in other subjects, and during independent training sessions. Students are offered a list of exercises from which they can choose 3–5 exercises for each day at their discretion.
Individual assignments are aimed, as a rule, at preparing for passing educational standards and at eliminating the backlog in the development of motor qualities. Therefore, in each specific case they are planned specifically, for certain periods of time.
General tasks are designed for a month. After repeating them during this time, they are updated and the load changes. At the end of each quarter, the effectiveness of independent studies is determined - the indicators of motor readiness of each student are compared with specially developed requirements for students of a given school, which are reflected in the tables.
A.K. Ataev advises that independent classes conducted for the purpose of physical improvement include exercises that strengthen the main muscle groups, develop manual dexterity, flexibility and other qualities that form correct posture, facilitating preparation for mastering complex motor skills in lessons. A training session should include 2-3 series of 4-8 exercises each. You need to exercise 2-3 times a week.
The effectiveness of completing tasks increases significantly during collective classes. In this case, the emotionality of classes increases, schoolchildren have the opportunity to receive urgent information from their friends. In addition, group classes have a beneficial effect on shy, unconfident students who find it difficult to train regularly themselves.
One cannot ignore such a favorable time for independent study as summer holidays. Practice shows that if schoolchildren spend their summer holidays passively, they, despite increase in height, weight, the results reflecting their preparedness are significantly reduced. Therefore, it is very important to convince the children of the need for summer classes.
The content of such classes should be general developmental exercises such as exercises. But due to the fact that in the summer the daily routine of schoolchildren is not full of various obligatory activities, as during the school year, you can increase the number of repetitions of exercises and diversify them. Each student needs to at least maintain his or her level of strength and endurance by systematically performing appropriate exercises.
To maintain speed, running speed, and agility, it is necessary to convince boys and girls of the benefits of active recreation, recommend that they play sports games: football, volleyball, basketball, badminton, tennis, handball. One of the leading didactic principles on which physical education and sports classes (including independent ones) are based is a gradual increase in loads and the regularity of their implementation. With excessive load, there will be no increase in training, but fatigue will accumulate. This condition can be determined by subjective indicators. When tired, as a rule, there is a feeling of tiredness, performance decreases, and the quality of movements deteriorates.
In order to prevent the unwanted negative impact of self-study, it is advisable to use self-control methods. Self-monitoring is systematic independent observation of a schoolchild involved in physical exercises and sports of changes in his health, physical development and physical fitness. It is important to explain the importance of self-control when schoolchildren engage in physical exercise on their own and to parents, to interest them, and to involve them in this important means of instilling dedication and hard work, and a responsible attitude towards their health.
As indicators of self-control, as a rule, subjective and objective signs of changes in the functional state of the body under the influence of physical activity are used.
The most commonly used subjective indicators of self-control are well-being, degree of fatigue, mood, sleep, appetite, and objective indicators are heart rate, body weight dynamics, hand strength, etc. Self-control indicators should be entered in a special diary.
Taking into account the content of the load and training regimen, analyzing the dynamics of results and the growth of fitness in comparison with self-control data will help the teacher assess the correctness of the training regime, promptly eliminate the negative impact of excessive loads, and the student himself will be convinced of the effectiveness of the classes and their beneficial effect on physical development and health. .
Thus, self-control, regular and properly organized, can be a great help to the teacher in raising healthy and physically well-developed schoolchildren.
G.A. GUSKOVA,
school No. 761,
Moscow
Abstract of the dissertation on the topic "Preparation of students of the Faculty of Physical Education to work with students at their place of residence"
STATE ORDER OF LENIN AND ORDER OF THE RED BANNER INSTITUTE OF PHYSICAL CULTURE NAMED AFTER P.F.LESGASH
As a manuscript
SAMSONOV Yuri Ivanovich
UDC 796.062 796.034.2
PREPARING STUDENTS OF THE FACULTY OF PHYSICAL EDUCATION FOR WORKING WITH STUDENTS AT THE PLACE OF RESIDENCE
13.00.04 - theory and methodology of physical education, sports training and recreational physical culture
St. Petersburg, 1992
The work was carried out at the Russian State Pedagogical University named after A.I. Herzen
Scientific supervisor - candidate of biological sciences,
Associate Professor B.A. Ashmarin Official opponents - Doctor of Pedagogical Sciences,
Leading organization - Research Institute of Physical Culture, St. Petersburg
at 13:30 at a meeting of the specialized council D.S46.03.010 of the State Order of Lenin and the Order of the Red Banner of the Institute of Physical Culture named after P.3>. Lesgafta (190121, St. Petersburg, Dekabristov St., 35).
The dissertation can be found in the institute's library.
Professor N.I. Ponomarev; Candidate of Pedagogical Sciences V.M. Frolov
Scientific secretary of the specialized council, associate professor
Yu.M.Nikolaev
OPERATING CHARACTERISTICS
Relevance. The creation of a unified system of lifelong education in the country provides for the widespread use of a variety of both school and extracurricular forms of communication and education. One of the priority, but poorly scientifically developed areas of out-of-school work on the physical education of students is work at their place of residence.
As a preliminary clarification of the subject of research has shown, the core problem here is the preparation and attraction of qualified teaching staff.
The physical education departments of pedagogical institutes have accumulated some experience in training physical education teachers to conduct extracurricular activities. However, due attention is not paid to the preparation of teachers to work with students at their place of residence and is only of an introductory nature.
In this case, it becomes relevant to determine the ways and justify the methodology for preparing future physical education teachers to conduct this form of extracurricular work, its specificity in the specific conditions of the regions of the country, as well as the factors influencing its success.
The work was carried out in accordance with the Seod Plan 1IR MP of the USSR for 1986-1990. (Improving the physical education of students in general education institutions - Direction I, topic 3).
Hypothesis. It was assumed that the pedagogical training of students in the physical education departments of pedagogical institutes is only basic, requiring specialization in accordance with the specific nature of their professional activities.
qualities of the future teacher.
The objects of the study were: teachers-organizers of the educational process with children and adolescents in clubs at the place of residence of the West Siberian region of the country, students of the Faculty of Physical Education of the Novokuznetsk Pedagogical Institute, trainee physical education teachers.
The subject of the study consisted of two components: the characteristics of the pedagogical activities of teachers-organizers of children's and adolescent sports clubs at their place of residence and the educational process of preparing future physical education teachers to work with students across the bridge of residence in the physical education departments of pedagogical institutes.
The purpose of the study was to improve the preparation of future physical education teachers for the specific conditions of working with students in clubs at their place of residence.
Research objectives;
1. Identify the features of teaching activities with students in clubs at their place of residence, taking into account the regional characteristics of Kuzbass.
2. Determine the requirements for the professional training of teachers necessary for the implementation of the educational process in clubs at the place of residence.
3. Analyze the existing practice of preparing students of the Faculty of Physical Education to work with students at their place of residence.
4. To develop and experimentally substantiate a methodology for preparing future physical education teachers to carry out the educational process with students in their place
residence.
Research methods. To solve the set/their problems, a set of methods was used: theoretical analysis of data from literary sources, analysis of curricula, instructions, work plans, documentation of children’s and adolescent clubs at the place of residence, questioning and interviewing of teacher-organizers, trainee teachers, heads of district methodological associations , physical education teachers secondary schools; expert assessment (rating); pedagogical observations; pedagogical experiment. The obtained data were processed by the method of mathematical statistics on the ES "Miksk-2.?" and manually.
Scientific novelty. The features of the activities of teachers-organizers of clubs at their place of residence in the conditions of the Western Siberian region of the country have been studied. On this basis, requirements have been developed for the training of physical education teachers to carry out the educational process with students at their place of residence. The optimal ratio between basic pedagogical training of students of the Faculty of Physical Education and specialized training corresponding to the real conditions of future pedagogical activity has been revealed.
Practical significance. A methodology has been developed for training students of the Faculty of Physical Culture of Pedagogical Institutes for work at their place of residence. The specific content of additional forms and topics of training courses is proposed, reflecting the specifics of organizing the educational process with students at their place of residence.
The results of the study were introduced into the educational process at the Faculty of Physical Culture of Novokuznetsk State University
Pedagogical Institute. Some theoretical provisions are reflected in the training course on the theory and methodology of physical education, given at the Faculty of Physical Culture of the Russian State Pedagogical University named after A.I. Herzen. Recommendations are given for organizing the educational process with students at their place of residence, taking into account the characteristics of an industrial area or residential area.
Main provisions submitted for defense:
" 2. The scope and content of professional training for physical education teachers to work with students in clubs at their place of residence must correspond to the specifics of a particular region of the country.
3. The methodology for preparing physical education teachers to work in the role of teacher-organizer should be based on specifying the program content of the major academic disciplines.
Structure and scope of the dissertation. The dissertation is presented on 172 pages of handwritten text and contains: introduction, four chapters, general conclusions, conclusions, practical recommendations, bibliography and applications. The factual material is presented in II tables, 6 figures and six appendices. The bibliographic index includes 149 sources, 7 of them in foreign languages. A list of 14 instructive and normative documents is also provided
on organizing work with children and adolescents at their place of residence.
The advanced concept of lifelong education and upbringing presupposes the necessary introduction of the leading core problems that are modern stage development of our society is the most relevant. Such a core problem is currently becoming the further development of out-of-school forms of activities with students, especially at their place of residence. The younger generation is influenced not only by systemic education and upbringing at school and other educational institutions, but also under the influence of all sorts of influences of a more situational nature, less controlled by society, which, in particular, includes the influence of various informal associations of students during out-of-school time. Of course, students’ extracurricular activities must be pedagogically controlled, especially by the school, which is called upon to unite and coordinate the efforts of all public organizations microdistrict and which has qualified teaching staff (V.K. Babanskky, 1974; B.G. Bocharova, 1978; H.I. Liymet s, A.T. Kuragin, 1982; A.M. Krylov, 1983; and etc.).
An analysis of scientific and methodological literature on out-of-school work with students, in particular, at their place of residence, shows that a significant place in it is given to physical education (V.M. Vshchrin, 1976, 1980; F.S. Makhov, 1982; V.U Ageevets, N.F. Grishin, 1982; I.N. Resheten, 1983; E.P. Kargapolov, 1985;
Rova, 1984; S.M.Bazhukov, 1984, 1987; and etc.). physical education at school should receive its logical continuation in children's sports schools, in yards and youth creativity centers, in children's tourist sections and in sports clubs at housing departments.
At the same time, analysis of literary sources, generalization of positive experience of working with students at their place of residence in various regions of the country, and the author’s own observations show that there is a wide variety of forms, means and methods of physical education for students at their place of residence. However, the lack of scientific and methodological developments leads to a mechanical transfer of school forms of work directly to clubs, without taking into account the specifics of different regions of the country and age characteristics contingent of students (V.N. Pshletin, 1980; F.S. Makhov, 1982; N.A. Verzilina, 1983; V.G. Fadeev, 1984; etc.).
An analysis of the existing practice of attracting school teachers and working with students in the community and an analysis of educational and methodological literature show that teachers of various specialties quite rarely participate in the work of children’s and adolescent clubs in the community, mainly limiting themselves to providing educational assistance. in drawing up a comprehensive development plan for the microdistrict, etc. One of the significant reasons for this is the lack of necessary professional knowledge, skills and certain personality qualities. Therefore, they have significant difficulties in this type of extracurricular work in physical education.
This is explained by the fact that the training of physical education teachers is focused on conducting class-lesson forms of classes.
ties and training sessions in sports sections. However, due attention is not paid to preparing teachers to use extracurricular forms of work.
From our point of view, the most productive way to address this problem is to develop a training system in which basic pedagogical training is concretized with knowledge and skills to work in out-of-school institutions, moreover, in a given region of the country.
Features of teaching activities in clubs at the place of residence and requirements for professional training of teaching staff.
Improving the training of physical education teachers for the specific conditions of pedagogical activity in clubs at the place of residence becomes possible by studying the essence of the work of teacher-organizers, their professional and demographic characteristics, attitude to the pedagogical functions performed, as well as determining the complex of professional knowledge, skills and personality traits that allow them to successfully carry out the specified extracurricular activities. In this case, it is necessary to take into account the peculiarities of pedagogical activity in the conditions of a specific region of the country.
As a working model for studying the characteristics of pedagogical activities with students at their place of residence, we took the activities of teachers-organizers of children's and adolescent sports clubs as the most widespread and popular form of work on physical education of the younger generation in the Western Siberian region of the country (B.G.$adeev , 1974; Yu.P.Pamson, 1983; Yu.Y.Zotov, 1984;
At the same time, we proceeded from the position that the activity of a teacher-organizer of sports clubs at the place of residence, in comparison with the activity of a physical education teacher, is less regulated by instructive and regulatory provisions, more diverse in the freedom to choose means and methods for solving pedagogical tasks, i.e. presents great opportunities for creativity.
Analyzing the experience of practical work with students at their place of residence in Novokuznetsk, Kemerovo region, it should be noted that a large number of permanently operating children's and teenage clubs at the place of residence. There are more than 70 of them in 4 districts of the city. More than 40^ of them are located in the zone of industrial enterprises and have departmental affiliation. At the same time, in Leningrad, according to F.S. Makhov (1984), in each district there are no more than 3-5 of them, and only a few industrial enterprises create their own teenage clubs, renting premises from 1EU or best case scenario using sports sessions at sports clubs of large industrial enterprises.
As for the composition of teaching staff in clubs in the city of Novokuenepka, less than $15 of the teacher-organizers have a special pedagogical education. As a rule, teacher-organizers work exclusively with female persons with secondary technical education. According to F.S. Makhov (1984) and N.E. Pfejer (1988), the number of teachers with special pedagogical education in Leningrad reaches $30.
Teacher-organizers in Novokuznetsk have a significantly lower coefficient of satisfaction with their own profession (0.208) than in Leningrad (0.51), Minsk (1.21) and Moscow (1.46). Explanation
Such a distinction can be made after considering the main professional and demographic characteristics and working conditions of teacher-organizers.
Based on the analysis of instructive and normative documents, scientific and methodological literature, pedagogical observations of the activities of teacher-organizers and students of the Faculty of Physical Education who underwent teaching practice in sports clubs at their place of residence, we focused on 3 main components of the essence of the work of teacher-organizers and revealed them specific proposals.
The nature of work is a socio-economic characteristic of work. It includes a system of specific requirements for the results of work, arising from the main objectives of organizing the educational process at the place of residence - health promotion, rational organization of free time, development of creative abilities and interests.
The isolated components and their specific manifestations are closely interrelated, quite easily visible and few in number.
Working conditions constitute the socio-psychological characteristics of work. teachers-organizers. The success of teaching activities largely depends on the conditioning factors of the working environment, the level of qualifications and the individual psychological characteristics of the personality of the teacher-organizer.
There is a need to identify the reasons that determine one or another level of success in teaching activities and
which are directly related to the personality of the teacher: professional knowledge, pedagogical skills and personality traits.
14 signs of professional knowledge, 26 - pedagogical skills and 22 signs of personality orientation, which are necessary for the success of teaching activities in clubs at the place of residence, were identified and disclosed. At the same time, the importance of specific groups of knowledge, skills and characteristics of personality orientation was determined (Table I).
The data presented in Table I indicate that the importance of individual components varies.
Among the specific characteristics of professional knowledge, psychological and pedagogical ones received the highest rating (4.4 points), and special ones received the lowest rating (4.2 points). Among the characteristics of pedagogical skills, communication skills received the highest score - 5 points, and design skills - the lowest (4.3 points). Among the signs of personality orientation, the professional and business one received the highest score - 4.3 points, and the socio-psychological one - the lowest (3.8 points). In general, for groups of characteristics, pedagogical skills (4.6 points) received the highest average rating, followed by professional knowledge (4.2 points) and the lowest rating - personality orientation (4.0 points).
Thus, communication and organizational skills are the leading characteristics in the professional training of professional organizers.
To create a model of the activity of the teacher-organizer, it is necessary to find out in what ratio the formed characteristics of each of the studied populations should be found.
Correlation analysis between individual signs of professional knowledge showed that the highest connections were established
lines between the signs of psychological and pedagogical knowledge.
Table I
Quantity and measure of significance of specific groups of knowledge, skills and personality traits
Signs of professional training Number of signs Measure of significance
Professional knowledge
Psychological and pedagogical 5 4.4
Socio-political 3 4.2
Special used 4.0
Pedagogical skills
Communication 16 5.0
Organizational 3 4.8
Gnostic 4 4.4
Design 3 4.3
Personality orientation
Professional and business 10 4.3
Ideological and political 5 3.9
Social-psychological 7 3.8
The highest correlations among the studied characteristics of pedagogical skills were established between communication and organizational skills.
The highest correlations among the studied characteristics of personality orientation were established by professional, business and socio-psychological factors.
Thus, the results of a survey of teacher-organizers made it possible to specify the requirements for professional support.
preparing teachers to work with students in clubs at their place of residence. Special attention it is necessary to devote attention to the formation of communication and organizational skills.
Existing practice of professional training of future physical education teachers to work with students in the community
Analyzing the existing practice of training physical education teachers to work with students in the community, we can say that it is only for informational purposes.
In the core discipline - the theory and methodology of physical education - clearly insufficient attention is paid to the study of extracurricular forms of work with students. For example, only 2 hours of study time are allocated to familiarize yourself with the work of physical, cultural and sports clubs at your place of residence. It is also important to note that extracurricular work is presented only in the section “physical education of schoolchildren” and is not considered at all in other sections of the program (for example, in the sections of physical education of vocational school students, rural schools, boarding schools, pre-conscription youth, etc. ), which to a certain extent does not correspond to the qualification characteristics of a physical education teacher, and does not take into account the specifics of the contingent of those involved in clubs at their place of residence.
Curriculums on such scientific-pedagogical disciplines
linai, like sports games, artistic gymnastics and wrestling, that is, for those sports that are widely represented in clubs at the place of residence, are very poorly focused on preparing for extracurricular work in physical education: there is no provision for the study of one of its main sections - features of the organization educational process with students at their place of residence. There is practically no provision for the study of non-traditional sports (rhythmic gymnastics, oriental martial arts, etc.).
Thus, the existing practice of training physical education teachers at the physical education departments of pedagogical institutes is focused mainly on basic training, without taking into account specialization in accordance with the specific nature of the future professional activity. ...
The absence in the curriculum and programs of the section on organizing the educational process in clubs at the place of residence, of course, also affects the real level of preparedness of physical education teachers to conduct this section of extracurricular work.
A study of the level of preparedness of graduates of the Faculty of Physical Education (according to their survey, generalization of stayer characteristics, results of trainee conferences, a survey of school principals, head teachers for educational work, methodologists of district associations, personal observations of the author) showed that 42% of graduates have an average level of preparedness in the field of physical education of its components (Table 2).
However, the quantitative preparedness of respondents for each group of training components is not equivalent. thirty*
table 2
Level of trainees’ preparedness for extracurricular work at their place of residence (in%)
Level of preparedness
Professional knowledge
Pedagogical skills
Personality orientation
2. Average 9
3. Above average 22
4. High 2
respondents have a low and average level of developed pedagogical skills; there are gaps in the formation of personality orientation among 20 respondents. The interns turned out to be the most prepared in terms of their level of professional knowledge: 24% of respondents had a high or above average level of preparedness.
Thus, in the professional training of physical education teachers, the main emphasis is on general theoretical training and clearly insufficient attention is paid to the formation of practical skills.
A logical continuation of the study was a comparative analysis of the importance of pedagogical skills in the model profession of teacher-organizers with the actual level of their development among graduate trainees, identified using exaggerated assessments. At the same time, it was important to establish possible differences in specific types of pedagogical exercises.
The analysis made it possible to identify significant differences on the downward side between the profesiogram model and the real level of manifestation in communicative and organizational skills
(at significance level P< 0,05). Имеются отличия между модельным и реальным уровнем проявления по гностическим и проектировочным умениям, однако эти различия не достаточно существенные (уровень значимости Р У 0,05).
Experimental substantiation of professional
preparation (pedagogical experiment)
To substantiate the content of training physical education teachers to conduct the educational process with students at their place of residence, a pedagogical experiment was conducted. The pedagogical experiment, conducted under the guidance of the author of the study, involved 2-4 year students of the Faculty of Physical Education of the Novokuznetsk State Pedagogical Institute, who studied the program on methods of working in clubs at their place of residence, and trainees working as physical education teachers in secondary schools. During the period of teaching practice, teachers of the Faculty of Physical Education, methodologists of physical education schools and teacher-organizers who had previously undergone instructional and methodological consultations acted as assistant methodologists. The experiment was carried out from 1986 to 1989. on the basis of the Faculty of Physical Culture of the NSPI, in secondary schools and children's and adolescent sports clubs at the place of residence of Novokuznesh and the region.
The main objective of the pedagogical experiment followed from the previously obtained research results, which showed that for the implementation of this pedagogical activity, the most complete is the presence of a certain level of formed “communication and organizational skills.” As noted by Ein, in terms of the level of these skills, graduate trainees also have
MORE spaces.
When conducting a pedagogical experiment, we proceeded from the methodological position that pedagogical skills should be based on previously acquired professional knowledge, the purposeful use of which in the process of activity is the essence of pedagogical skills.
When developing a methodology for a pedagogical experiment, it was taken into account that it should include a set of tools and methods that generally characterize the path to implementing the intended pedagogical tasks.
The methodology for developing communication skills was compiled taking into account the heterogeneity of the contingent of students involved in clubs, which creates a large number of pedagogical situations that expand the functions of communication and therefore require special professional training.
The basis for the methodology for developing communication skills was the scheme proposed by V.A. Kan-Kalik (1979),
The identified groups of communication skills (psychological selectivity, psychological tact in communication and practical psychological intelligence) reflect the basic requirements for communication between a teacher and students who differ in gender, age, and level of education.
To form communicative skills, a specific pedagogical situation was studied and requirements for the use of certain communicative skills were developed.
The divided groups of organizational skills (actually organizational, teaching and educational skills) are, of course, different and unequal in importance. Taking into account the goals, objectives and specifics of teaching activities in local clubs
During residence, educational and organizational skills acquire leading importance.
To develop organizational skills among students, specific pedagogical situations were created that required students to analyze the essence of organizational skills. Students were also involved in practical activities that allowed them to carry out organizational work, that is, to practice acquiring a set of skills necessary for a teacher-organizer.
The development of communication and organizational skills in students, along with compliance with the requirements of the general training program, was carried out in the following ways:
1. Using the capabilities of the program content of the main major academic disciplines,
2. Introduction into the educational process of a special course “Organization of recreational and sports activities with students at their place of residence.”
&3 Involving students, starting from the second year, in introductory and practical work in clubs at their place of residence through teaching practice provided for in the curriculum.
The first path involved deepening knowledge about the importance of extracurricular activities in the general education system of students. Experimental testing of this path was carried out through the expansion of the corresponding topic in the course - theory and "people of physical education. The possibilities of sports and pedagogical disciplines were also used. Particular attention was paid to the study non-traditional forms classes - rhythmic gymnastics, types of martial arts, i.e. those forms of activities that are most popular among those involved in clubs.
The second path involved deepening the theoretical non-
todical preparation of students to work with students at their place of residence, development of their pedagogical thinking, equipping them with the basics of conducting pedagogical research. The main emphasis was placed on deepening knowledge about the specifics of the content, nature and conditions of the activity of the teacher-organizer. Scientific-methodological, socio-economic, material and technical factors were considered, allowing the teacher to choose the optimal forms and methods of organizing the educational process in clubs, the main instructive and directive documents on organizing the work of teacher-organizers.
The third way involved expanding the capabilities of the standard teaching practice program. By decision of the Institute Council, starting from the second year, internships were allowed in clubs at the place of residence. The complication of pedagogical tasks as they progressed through practice assumed that by the end of the university, students would possess basic pedagogical skills of an organizational and communicative nature;
The integrated use of the presented ways to solve research problems was aimed at preparing physical education teachers for the specific conditions of future professional activity in clubs.
A comparative analysis of the levels of developed pedagogical skills among graduates of previous years and students of the experimental group showed that the latter have higher levels of all pedagogical skills, but especially communicative, organizational and gnostic. However, for all aspects of pedagogical skills, it was not possible to achieve the model level compiled on the basis of a survey of pedagogical organizers. The closest data was obtained from design and gnostic
skills, and to a lesser extent, organizational and communication skills.
It should be noted that not all ways of developing pedagogical skills turned out to be equally effective. Most in an efficient way It turned out that students were directly involved in the educational process during the period of teaching practice. Students received significant theoretical information as a result of the introduction of a special course into the educational process. An attempt to strengthen theoretical training through the use of theoretical sports pedagogical disciplines turned out to be less effective.
1. In the West Siberian region of the country, community-based clubs for children and teenagers are mainly created in large industrial areas on the basis of industrial enterprises and sports organizations.
2. The contingent of teacher-organizers consists of predominantly female persons with secondary specialized technical education. Qualified teaching staff are very rarely involved in working with students at their place of residence.
3. Low satisfaction of teacher-organizers with the performed pedagogical functions was revealed. The satisfaction index is 0.203, which is significantly lower than in the central regions of the country (Moscow, Belarus, Leningrad). This is explained by the fact that most of them, without special pedagogical education, experience great difficulties in their work.
4. The content, nature and working conditions of teacher-organizers have been clarified, taking into account the specific region of the country. On this basis, a theoretical model of the teacher’s activity is built.
organizer, the core basis of which is the presence of a certain range of pedagogical skills, especially of a communicative and organizational nature.
5. It was revealed that the current practice of training specialists in the faculties of physical culture of pedagogical institutes is mainly of a basic nature, without taking into account the specifics of work in the specific conditions of future professional activity. In the curricula and programs of pedagogical practice in the main major disciplines, the section “extracurricular work in the place residence" is for informational purposes only. Most graduates, according to expert assessments, have an average
and a low level of preparedness, and therefore experience significant difficulties in implementing this type of extracurricular work.
6. Special methods of preparing students for teaching and educational work at the place of residence of children, taking into account the characteristics of the Western Siberian region of the country, make it possible to raise the level of professional training of physical education teachers. The most optimal means of this methodology is the introduction, starting from the second year, of teaching practice in clubs at the students’ place of residence.
1. The role of teenage sports clubs in behavior correction< ния трудновоспитуемых подростков // Взаимодействие школы, семьи и общественности по предупреждению педагогической запущен ности и правонарушений учащихся: Матер.Всесоюз.научно-практич сеиинара-Краснодар, 1934.-€.78-82 (в соавторстве с Ршкиным I)
2. The Danish sports club at your place of residence is one of
factors in the education of infants // Development of mass forms of physical culture and sports training: Abstracts. method.conf. Kemerovo, KSU, 1984. P.25-56.
4. Improving the preparation of students of the Faculty of Physical Education to work in sports clubs at their place of residence. Improving the forms and methods of quality of training specialists at the university: Abstracts of scientific conference - Novokuznetsk, NGPI, 1987, pp. 94-96.
5. Preparing students for educational work in sports clubs at their place of residence // Physical culture and sport as a means of harmonic development of the individual in the conditions of Siberia: Abstracts of regional scientific conference - Tomsk, 1987. - P.56-07 .
6. Experience in preparing future teachers of physical education for their professional activities during the period of perestroika // Dialectics of worldview and social practice in the conditions of gerestroika: Abstracts. doc l. region, conf. -Novokuznetsk, 1989. -S. 50-52.
7. Requirements for professional training of physical education teachers // Questions of pedagogical creativity of teachers: Abstracts. report scientific pract. conf. -Novokuznetsk, 1989. -S. 191 -193.
8. Features of pedagogical activity in sports clubs at the place of residence // Current problems of physical education of pupils and students: Tsz.dsnl.UP regional scientific conference.-Kemerovo, 1990.-P.
The main materials of the dissertation are reported on:
1. Scientific and practical seminars of the Pedagogical Society of the RSFSR. Novorossiysk, April 3-5, 1984, Nalchik, June 27-29, 1984
2. Scientific and practical conference "School reform and pedagogical problems of physical education in professional teacher training." Perm, May 18-21, 1986
3. Scientific and practical conferences of the teaching staff of the Leningrad State Pedagogical Institute named after A.I. Herzei - Herzen Readings 1981-1984, 1986.
Open International University of Human Development “Ukraine”
Gorlovka branch
Essay
by discipline: Theory and methodology of physical education
subject: Physical education At school
Completed:
2nd year student of group FR-06
day department
Faculty of “Physical Rehabilitation”
Yakushin Alexander Viktorovich
Plan
1Physical education in secondary school
2 Organizational structure of physical education at school
2.1 Lesson as the main form of organizing physical education classes at school
2.2 Control of students’ physical education
2.3 Physical education and health work at school
2.3.1 Gymnastics before classes
2.3.2 Physical education minute and physical education break
2.4 Sports activities at school
1. Physical education in secondary school
The main organizational centers of the physical education system for students are secondary schools, vocational schools and secondary specialized educational institutions.
In educational institutions, physical education is carried out in the process of training sessions, physical education, recreational and sports events, which are carried out in accordance with developed and approved regulations.
In order to improve physical development and physical education, it is planned to organize classes in children's and youth sports schools, pioneer camps, at the place of residence and in the family.
When assessing the importance of physical education at school age, it is important to take into account its necessity in solving the problems of general physical education and physical development. It is necessary to proceed from the fact that physical activity is a natural need of a growing organism, an indispensable condition for physical development, strengthening health and increasing the body's resistance to adverse conditions. However, special studies of the content of general physical education and the motor regime of schoolchildren convincingly indicate the insufficient satisfaction of these needs.
Lack of meaningful physical activity (hypodynamia) inevitably leads to irreparable losses in physical development, weakening of the body’s defenses and serious health problems. The experience of schools that well organize the use of physical education means allows one to judge the real possibility of successfully solving the problem of physical inactivity.
Physical education at school age is especially important for the formation of motor skills necessary in life, mastering the basics of their practical use in a variety of conditions of motor activity. In learning motor actions at this age, stages can be identified that are favorable for the rapid and complete development of new motor actions. In the process of targeted use of this feature, best conditions for the comprehensive development of motor qualities. Motor abilities and skills acquired at school age, as well as physical, intellectual, volitional and other qualities, become the basis for the rapid and complete mastery of professional, military and other special motor actions, and further physical improvement in adulthood. Of no less importance is the contribution of school physical education to the development of the personality of young people, the formation of their worldview and life position, moral character, intellectual and aesthetic culture, and strong-willed aspiration.
The diverse practice of using physical education at school age is aimed at the physical improvement of the younger generation. At the same time, it should serve the purpose of ensuring healthy image life, everyday life and cultural recreation, maintaining high level performance in training sessions and successful implementation of other activities. The entire process of achieving these goals must be associated with the comprehensive development of the individual.
2 Organizational structure of physical education at school
The educational process in physical education for secondary school students is built on the basis of the physical education program in accordance with existing requirements. The programs are designed according to age, and for vocational schools - taking into account future professional activities.
Physical education programs for students of secondary schools have the following content basis - an explanatory note that defines the goal, objectives, content of training, means and forms of monitoring the physical development of students. The main content of physical education lessons is familiarization with theory, the formation of skills and abilities, the development of physical abilities, and sample exercises to perform at home.
Physical education classes include elements of sports such as gymnastics, athletics, sports games, swimming, skiing, and at primary school age - outdoor games.
The physical education program in a comprehensive school has a diverse focus on the means and methods of physical education. In addition to the general physical education program, they have a health-improving and therapeutic focus, which determines the content of classes with students of special medical groups. For students involved in sports sections and clubs, programs are developed in accordance with the general and sports orientation.
In accordance with the program, lessons in physical education, professional-applied physical training, therapeutic physical education and educational training lessons are planned and organized.
Planning is one of the main components of the physical education system for students. It is important that the teacher, when planning, records his main thoughts and searches, guided by the specific conditions in which he works, which include climatic features, the availability of sports equipment, etc. Based on the physical education program, one of the main planning documents is drawn up - a training schedule. educational material for the year. In practice, various schedule plans are used, but the most effective is the schedule drawn up according to the principle of setting educational tasks that need to be addressed in a particular class or lesson. In accordance with the schedule for completing the educational material for the year, the teacher draws up a plan for half a year, a quarter, which is specified in the lesson plan.
2.1 Lesson as the main form of organizing physical education classes
The lesson is the main form of organizing physical education classes at school. The distinctive features of the lesson are the following: a constant composition of students, compliance of the educational material with the approved program and work plan, an accurate schedule of classes, the use of various teaching methods, and the leadership role of the teacher.
A modern physical education lesson is divided into three parts - introductory, main and final.
The introductory part is the organized arrival of students to the hall or to sports ground, report, greeting and setting by the teacher of specific tasks that contribute to the psychological readiness of students to solve them.
The main part of the lesson provides theoretical information, teaches movement techniques, and develops physical abilities - strength, speed, endurance, agility, flexibility.
In the final part of the lesson, special exercises are carried out to help reduce the functioning of all body systems to the original level, relieve students’ increased emotionality, and also prepare for their organized departure from the lesson. In addition, the teacher informs about the content of homework and the specifics of the methodology for completing it.
In the practice of general education schools, several types of lessons are used: a physical education lesson for general physical training and a physical education lesson for professional-applied training for specialized classes. The first is carried out with students assigned to the main and preparatory medical groups, and is organized in secondary schools based on the physical education program. The second allows, on the basis of general physical training, to develop the abilities and qualities necessary for future professional activity.
First of all, physical education teachers determine professionally important abilities and qualities and select sets of exercises that develop them.
Therapeutic physical education lesson is conducted with students who, due to health conditions, belong to a special medical group. Such classes have the following features:
· in the preparatory part of the lesson, students count their pulse, perform breathing exercises, and then general developmental exercises of low, then medium intensity;
· the main part of the lesson contains sets of special therapeutic exercises and educational material on various types sports;
· the final part corresponds to generally accepted provisions.
The educational process in special groups is divided into two periods - preparatory and main.
The transfer of a student from a special group to a preparatory or basic group is carried out after an in-depth medical examination and assessment of physical fitness.
An educational and training lesson is the main organizational form of classes with young athletes, in which part of the lesson is specified depending on the type of sport.
In the preparatory part of the lesson, a significant place is occupied by functional preparation for the upcoming main activity, which is achieved by performing easily dosed exercises.
The main part of the lesson is devoted to teaching movement techniques or developing physical abilities and is characterized by the greatest physiological load. To master movement techniques, preparatory and special exercises are used, and to develop physical abilities, the following exercises are used in the following sequence:
· exercises aimed at developing speed and endurance are usually performed after speed exercises;
· exercises aimed at improving coordination abilities are usually performed at the beginning of the main part of the lesson;
· exercises aimed at developing flexibility usually alternate with exercises for strength and speed-strength ability.
In the final part, simple exercises are performed with constantly decreasing intensity, formation and order exercises. The pulse is counted, the teacher sums up the lessons, and gives homework.
The duration of the training lesson depends on the age and sports qualifications of young athletes.
Practice shows that the effectiveness of tasks is largely determined by the precise dosage of the training effect (duration and intensity of performing one exercise, pause between exercises and the number of repetitions of the exercise).
Naturally, the content of the means, their diversity and multidirectionality will contribute to the versatile physical training of students.
2.2 Control of students’ physical education
The school director controls the physical education of students, as well as the entire educational process. The main types of such control are the following: comprehensive, or frontal - on all issues of the physical education system; selective - not all the work is checked, but only some of its aspects; thematic - checking one question.
Such types of control are carried out by directors, their deputies, and the best teachers of the school. In doing so, they use the following methods - observation during the lesson, analysis of planning documents, conversation with the teacher and students, and written (questionnaire) testing.
Control is carried out in accordance with the general plan of educational work of the school, in which a significant place is given to the educational and extracurricular organization of physical education of students.
Direct control over the physical education of schoolchildren during the lesson is carried out by the physical education teacher. Systematic monitoring of the activities, behavior and health status of those involved becomes most effective when combined with self-control.
Monitoring the activities of those involved should be comprehensive. It is necessary to identify interest in specific tasks, exercises, academic work, as well as the level of consciousness, responsibility, integrity and passion. In the field of view should be the attitude of students towards the teacher (respectful, sympathetic, indifferent, fearful, dismissive, tactless, etc.), relationships between students (interpersonal, group), discipline, as well as attitude towards their appearance, posture, demeanor , movements performed, actions, deeds, environment, etc.
Control of compliance with the rules of nature conservation, diligence, personal initiative, creative activity, one’s actions, emotions, behavior, the ability to comprehend and evaluate results, and make timely and correct adjustments to personal actions becomes essential.
We must not lose sight of the objective and subjective difficulties that arise in the activities of students, volitional efforts to overcome them, hard work and culture of educational work (the ability to work concentratedly, accurately, using efforts and time wisely), the ability to self-control and independent decision tasks, mutual control and mutual assistance.
The teacher’s control should cover the results and success of individual or group activities of students.
Constant monitoring of the body condition of those involved is required. In mass physical education practice, especially when there are a large number of participants in a group, simple, publicly available methods are used. These are observations of breathing and pulse, coloring skin, an abundance of sweating, coordination of movements, state of attention, the nature of the reaction to unexpected stimuli, changes in performance. It is necessary to take into account the opinions and complaints of those involved in the requirements and workloads
Since almost all of these control methods rely on subjective assessments, caution should be exercised in drawing conclusions and checking the results of observations repeatedly.
2.3 Physical education and health work at school
Extracurricular physical education, recreational and sports activities are organized on the basis of extensive independent activities of schoolchildren. Preparing physical education activists who could independently manage this work, training them and instilling organizational skills is the task of not only the physical education teacher, but also the entire teaching staff. Physical education and health work with students is carried out before classes (gymnastics), during classes (physical education and physical education breaks) and between classes, during breaks (games during recess).
2.3.1 Gymnastics before classes
Teachers are responsible for monitoring attendance and completing exercises. The gymnastics complex consists of 6-8 exercises and is designed for 10-15 minutes. When compiling and conducting them, the following methodological provisions are adhered to:
· exercises are given in such a sequence as to activate a large number of muscle groups;
· the first exercises should have a tonic effect on the entire body of students and organize them;
· sets of exercises are intended for indoor and outdoor exercises, taking into account weather and climatic conditions;
· gymnastic exercises before classes should not cause fatigue, but the load on the body must be constantly exercised;
· high school students with experience and organizational skills are involved in conducting and organizing gymnastics before classes;
· at the initial stages of teaching exercises, verbal and visual methods are used, and later only verbal;
· sets of exercises are compiled for three age groups - younger, teenage and adolescence.
Gymnastics complexes before classes for students of adolescence and youth include general physical exercises taken from specialized literature and from physical education programs.
2.3.2 Physical education minute and physical education break
Physical education is a short-term active rest aimed at improving the performance of students through physical education. The great importance of this event was pointed out by the famous teacher K. D. Ushinsky. He noted that by forcing children to stand up and sit down, turn around, raise their hands and lower them, leave the table and sit down again harmoniously, deftly and quietly, one can contribute not only to the preservation of children’s health, but also to better learning material. Really, scientific research It has been proven and confirmed by practice that doing exercises during general education lessons helps to increase the number of good and excellent grades by 3.2 times and reduce bad grades by 2 times.
A physical education lesson is conducted in each class by a teacher, physical educator, or community instructor. It should neither tire nor excite children, and contain from one to three exercises (for the torso, legs, arms, neck), performed while sitting at a desk or standing.
Physical education breaks, as a rule, are practiced during double labor lessons in school workshops or while doing homework, including in extended day groups. It is recommended to carry out it every 40-45 minutes for 10-15 minutes. It includes various exercises and games (low intensity).
Active recreation between lessons, which not only reduces the feeling of fatigue, but also creates positive emotions that increase the performance of students - games big changes. Like other daily activities, they are age-oriented. Yes, with students adolescence you can play games close to sports (“Ball in a circle”, “Potato”, “Pioneerball”, “Pound the ball”), and with high school students games that require the use of strength abilities and coordination of movements (“Elephant”, “ Circle elephant", "Volleyball in a circle with knockout", "Hockey on asphalt", "Juggling soccer ball"). The Pioneer, Komsomol and physical education assets of the school organize and conduct games during big breaks.
The gaming activist is obliged to familiarize students with the content of the games, the place and time of their holding, and prepare the necessary equipment and awards for the winners.
Thus, the organization and conduct of physical education and health activities during the day can significantly increase the motor activity of schoolchildren, solve a number of educational and educational problems, improve health, create positive, joyful emotions that contribute to increased performance, successful acquisition of knowledge in the process of teaching general education subjects .
2.4 Sports activities at school
Sport is one of the main forms of organizing schoolchildren for systematic physical exercise. An integral element of sports activities is the educational and training process, which is carried out in accordance with the programs of sports sections.
The main objectives of sports sections in secondary and vocational schools are:
· comprehensive physical development, health promotion and hardening of students’ bodies;
· development of individual physical abilities to a high level in order to achieve sports success in accordance with age and gender;
· formation of moral and volitional qualities in the process of classes, instilling skills of cultural behavior;
· improving organizational skills in sports, mass and recreational work with students of different ages.
All students assigned to the main medical group, aged 7 to 17 years, are accepted into the sports sections of general physical training.
Students are assigned to study groups depending on age: first year of study - preparatory group(7-8 years old); second year of study - junior children's group (9-10 years old); third year of study - senior children's group (11-12 years old); fourth year of study - teenage group (13-14 years old); fifth year of study - youth group (15-17 years old). It is advisable to complete groups from students of the same class. Classes in sports sections by type of sport are organized in accordance with the programs. In accordance with the programs for sports, educational documentation is also developed - a curriculum, a graphic plan (schedule for the distribution of educational material), a work plan, notes and a calendar of section competitions. We present one of such documents (Table 1).
Sports competitions organized by the school's physical education council are not limited to individual sports.
The practice of physical education has accumulated vast experience in holding sports competitions at school under the names “Sportlandia is calling you!”, “Fun Starts”, “Starts of Hope”, “Small Olympic Games”, etc.
To carry them out you need:
· developing a scenario, attracting everyone who wants to participate in competitions;
· creating a solemn and festive atmosphere;
· compliance with the traditional ritual of opening and closing competitions;
· accurate execution of the script and objective judging;
· awarding the winners of competitions and the school’s physical education assets;
· The duration of the competition should not exceed two hours.
Table 1. Approximate calendar of competitions in the athletics section for 2005-2006 academic year for a group of students 13-14 years old
Students of middle and high school age participate in sports competitions, hiking trips, and in the All-Union Eaglet Game.
To promote physical education and sports in secondary schools, evenings of sports glory are organized, to which leading athletes are invited. They demonstrate their athletic qualities and talk about the successes of Soviet athletes.
As a result of such physical education, recreation and sports activities, students of secondary schools achieve an optimal level of physical fitness.
Bibliography
1. Bogdanov G.P. Management of physical education of schoolchildren. - M.: Education, 1972. - 143 p.
2. Introduction to the theory of physical culture / Ed. Matveeva L.P. – M.: Physical culture and sport, 1983. – 128 p.
3. Volkov L.V. Methods for developing the physical abilities of schoolchildren. – K.: Rad.shk., 1980. – 103 p.
4. Volkov L.V. Physical abilities of children and adolescents. – K.: Health, 1981. – 120 p.
5. ZatsiorskyV. M. Fundamentals of sports metrology. - M.: Physical culture and sport, 1979. - 152 p.
6. Theory and methodology of physical education volume 1/ Ed., Krutsevich T.Yu. – K.: Olympic Literature, 2003. – 424 p.
7. Theory and methodology of physical culture / Ed., Yu.F. Kuramshina, V.I. Popova. – SPb.: SPbGAFK im. P.F.Lesgafta, - 1999. – 374 p.
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Russian Federation
MUNICIPAL BUDGETARY EDUCATIONAL INSTITUTION
SECONDARY SCHOOL No. 24, VORONEZH
394080, st. G. Lokhmatikova, 43, phone 259-48-62; e-mail: [email protected]
Order No. 116-L
Positionon physical education of studentsMBOU secondary school No. 24
1. General Provisions.
1.1. Physical education of the younger generation is an organic part of the system of upbringing and education of children and serves the purposes of the comprehensive development of the physical and spiritual strength of schoolchildren, their preparation for life, work and defense of the Motherland.
In the process of physical education of students of educational institutions, the tasks of strengthening the health of schoolchildren, developing their physical abilities, developing motor skills, expanding the functional capabilities of the body, and cultivating courage, determination, perseverance, and determination are solved.
1.2. The organization and content of physical education is regulated instructive, methodological and regulatory documents of the Russian Federation.
Such documents include, first of all, a curriculum in physical education, programs for extracurricular and extracurricular sports work with schoolchildren, a program of classes with students, a program of classes on health conditions for a special medical group, on the practice and theory of physical culture and sports classes on theory and the practice of physical culture and sports. As well as instructional and methodological letters on organizing the process of physical education.
1.3. The system of interconnected forms of organizing physical education for schoolchildren consists of:
Lessons on physical education and sports;
Extracurricular sports activities at the lyceum (physical education clubs, sports sections, sports competitions);
Physical education and health activities in the mode school day(physical education minutes in class, games and physical exercises during breaks and after-school hours);
Extracurricular sports activities (at the students’ place of residence, classes in children’s and youth sports schools, art houses, children’s tourist stations, sports societies, independent physical exercises for schoolchildren in the family, at school and courtyard playgrounds, stadiums).
The effectiveness of the physical education system is ensured by the effectiveness of physical education lessons, rational volumes, the holding of mass physical education and health activities during the day of the lyceum, the wide involvement of students in various forms of extracurricular and extracurricular work in physical education and sports, the optimal introduction of physical exercises into the daily life of schoolchildren, regular monitoring of student health.
1.4. The main organizational and methodological principle of the implementation of physical education for students of educational institutions is the differentiated use of physical education means in classes with schoolchildren of different sexes and ages, taking into account their health status, degree of physical development and level of physical fitness.
2. Responsible for organizing physical education
2.1. Responsible for organizing physical education at the lyceum director. He is entrusted with:
- Creation necessary conditions for conducting physical education lessons and organizing extracurricular sports and recreational activities;
- providing conditions for organizing physical exercises with schoolchildren of a special medical group;
- organizing regular medical examinations of students.
The entire teaching staff of the lyceum takes part in the physical education of students.
2.2. Deputy Director for Water Resources Management:
- is responsible for the implementation of curriculum and the quality of teaching in physical education lessons;
- provides systematic monitoring of the conduct of lessons in physical education and sports, as well as classes with schoolchildren classified for health reasons in a special medical group.
2.3. Deputy Director for HR:
- is responsible for organizing extracurricular activities and extracurricular activities in physical education;
- attracts parents and high school students to carry out mass sports and recreational activities.
2.4. Physical education teachers:
- are responsible for the implementation of the curriculum, for students’ mastery of the necessary knowledge, skills and abilities in physical education lessons;
- ensure compliance with sanitary and hygienic requirements in lessons and extracurricular physical education classes and take measures to prevent sports injuries and accidents;
- maintains systematic records of students' physical fitness;
- involves schoolchildren in physical education clubs, sports sections, as well as in various physical education and mass events;
- organizes extracurricular physical education and sports activities at the lyceum;
- directs the work of the school team in physical education, and also prepares people from among the students and maximally involves them in accessible forms in conducting various physical education and recreational activities and events;
- organizes the preparation of schoolchildren for city sporting events;
- organizes intra-lyceum competitions and physical education festivals.
2.5. Life Safety Guide:
- organizes the work of sections and clubs in military applied sports;
- carries out, together with physical education teachers, preparing schoolchildren to pass physical training standards.
2.6. Class teachers and teachers:
- promote the involvement of students in sections and clubs of the physical education team;
- ensure strict observance of Sanitary Regulations in lessons.
2.7. Medical control:
- systematic medical monitoring of the health of those involved and sanitary supervision of places of exercise are carried out;
- the medical worker conducts explanatory work among students and parents about the importance of physical education, personal hygiene and the regime of schoolchildren;
- before sports competitions, all team members are required to undergo an additional medical examination;
- When conducting mass lyceum sports and recreational events, the presence of a paramedic is mandatory.
2.8. Physical education of schoolchildren in the family is carried out by parents through constant and active assistance in students’ fulfillment of the following conditions: compliance with the daily routine, rules of hygiene and hardening; daily morning exercises, monitoring the completion of tasks of the physical education teacher; encouraging a variety of outdoor and sports games, especially outdoor games, bathing and swimming.
3. Organization of extracurricular activities in physical culture.
3.1. By order of the school director, an organizer for extracurricular activities in physical education is appointed.
3.2. The organizer of extracurricular activities in physical culture must draw up a work program according to the approved schedule.
3.3. Extracurricular activities in physical education include: holding intra-school sports competitions, preparing teams for regional and city competitions, holding sports recreational festivals, days of health and other recreational activities.
3.4. Reporting documentation on extracurricular activities in physical culture is:
- application for participation;
- games/events schedule;
- execution report;
- order for the school to approve the results of the event;
- report on the school website.
3.5. Control over extracurricular activities in physical education is carried out by the Deputy Director for Educational Work.
4. Accounting and reporting.
4.1. To record and control educational, sports and mass work at the school, the following documentation is maintained:
1) journal of extracurricular activities;
2) a plan for conducting extracurricular sports activities;
3) action plan for military-patriotic education.
