Outdoor games as a means of developing motor-coordination abilities of primary school students. Outdoor games as a means of developing coordination abilities of children of primary school age with hearing impairment
Federal state budget educational institution higher professional education
Togliatti State University
COURSE WORK
Outdoor games as a means of development coordination abilities younger children school age with hearing loss
Student of the AFK-401 group
A.O. Tyshkevich
Teacher:
Doctor of Pedagogical Sciences, Associate Professor V.F. Balashova
Tolyatti, 2012
INTRODUCTION
CHAPTER 1. Theoretical basis development of coordination abilities of children of primary school age with hearing impairment
1 Characteristics of coordination abilities
1.2 Outdoor games as the main means physical education at primary school age
1.3 Studying ways to determine the level of development of coordination abilities in children with hearing impairment
CHAPTER 2. Research methods and organization
1 Research methods
2 Organization of the study
CHAPTER 3. Research results and discussion
1 Methodology for developing coordination abilities of children of primary school age with hearing impairment
2 Research results
BIBLIOGRAPHY
APPLICATIONS
INTRODUCTION
Relevance. One child in a thousand is born with hearing loss. With age, the number of hearing-impaired children increases - due to past illnesses or treatment with drugs that are harmful to hearing. If it is impossible to restore lost hearing, then the child’s deafness can and should be compensated by other means. Such a means is a game.
A game is an activity, a form of communication between children, which is not obligatory, but brings a feeling of joy, pleasure from achieving a game result, and the game also models life situations. A game for an adult is a means of filling leisure time, and for children it is an opportunity to master and understand the world. The game performs a number of functions, which allows us to talk about its diversity and usefulness; play-work, leisure, holiday.
Outdoor games are one of the most popular and available funds physical education of children, starting from the very early age. Today's child moves little, inactively contemplates the world, composes and fantasizes little, works very little with his hands, draws and designs little. You could say the game is required type activities, during which the experience accumulated by children is reflected, ideas about the world around them are deepened and consolidated, and new skills are acquired that are necessary for successful labor activity. It is in play that a child is an author and performer, a creator who experiences a feeling of admiration and pleasure that frees him from disharmony. Games are disinterested; through them there is an endless flow of information, which children enrich during play. Among the diverse means of physical education for schoolchildren, as the most accessible and effective remedy The game can be distinguished, since it has infinitely diverse combinations of movements and allows for a comprehensive impact on the children’s body.
The object of the study is the process of development of coordination abilities of children of primary school age with hearing impairment.
The subject of the study is the method of using outdoor games to increase the level of development of coordination abilities in children of primary school age with hearing impairment.
Based on this, the research hypothesis is that the introduction of systematic outdoor games in educational process hearing-impaired children of primary school age will help increase the level of coordination abilities and motivate children to engage in physical exercise.
The purpose of the study is to study the effect of outdoor games on increasing the level of development of coordination abilities in children of primary school age with hearing impairment.
Research objectives:
1.Analyze scientific and methodological literature on the chosen research topic. 2.To assess indicators of the level of development of coordination abilities in children of primary school age with hearing impairment. .To develop and experimentally test a method for increasing the level of development of coordination abilities in children of primary school age with hearing impairment. CHAPTER 1. THEORETICAL BASIS FOR THE DEVELOPMENT OF COORDINATION ABILITIES OF CHILDREN OF PRIMARY SCHOOL AGE WITH HEARING IMPAIRMENT 1 Characteristics of coordination abilities In modern conditions, the volume of activities carried out in probabilistic and unexpected situations has increased significantly, which requires the manifestation of resourcefulness, speed of reaction, the ability to concentrate and switch attention, spatial, temporal, dynamic accuracy of movements and their biomechanical rationality. All these qualities or abilities in the theory of physical education are associated with the concept of agility - a person’s ability to quickly, efficiently, expediently, i.e. most rationally, to master new motor actions, to successfully solve motor problems in changing conditions. Dexterity is a complex motor quality, the level of development of which is determined by many factors. The most important are highly developed muscle sense and the so-called plasticity of cortical nervous processes. The degree of manifestation of the latter determines the urgency of the formation of coordination connections and the speed of transition from one set of attitudes and reactions to another. The basis of agility is coordination abilities. Motor-coordination abilities are understood as the ability to quickly, accurately, expediently, economically and resourcefully, i.e. most perfectly solve motor problems (especially complex ones and those that arise unexpectedly). Under physical quality dexterity is understood as the unity of interaction between the functions of central and peripheral control motor system human, allowing to rebuild the biomechanical structure of actions in accordance with the changing conditions of solving a motor task. Dexterity is expressed through a set of coordination abilities, which are manifested under the condition of maintaining body stability and the required range of movements. Dexterity (more general concept than coordination abilities) is the quality of movement control that ensures the correct, quick and resourceful solution of a motor problem. One of the characteristics of agility is the speed of mastering new movements, another is the speed of restructuring motor activity. There is no doubt that dexterity is not limited to these two characteristics. At the same time, the features of motor activity, grouped under the name dexterity, have not yet been sufficiently studied. Dexterity is a person’s ability to quickly master new movements and rearrange motor activity according to changing conditions. The development of a person's dexterity can be judged by what complex movements he is able to master, how much time it takes him to do this, and the degree of accuracy that he can achieve in a given movement after some training. In modern conditions, the volume of activities carried out in probabilistic and unexpected situations has increased significantly, which requires the manifestation of resourcefulness, speed of reaction, the ability to concentrate and switch attention, spatial, temporal, dynamic accuracy of movements and their biomechanical rationality. All these qualities or abilities in the theory of physical education are associated with the concept of agility - a person’s ability to quickly, efficiently, expediently, i.e. most rationally, to master new motor actions, to successfully solve motor problems in changing conditions. Dexterity is a complex motor quality, the level of development of which is determined by many factors. Of greatest importance are highly developed muscle sense and the so-called plasticity of cortical nervous processes. The degree of manifestation of the latter determines the urgency of the formation of coordination connections and the speed of transition from one set of attitudes and reactions to another. The basis of agility is coordination abilities. The basis for modern ideas about the structure of coordination was laid by N.A. Bernstein. He suggested that coordination is overcoming the excessive degrees of freedom of our organs of movement, while the degrees of freedom are divided into kinematic and dynamic. Motor control is the control of movements through the senses (the principle of sensory corrections). In his opinion, voluntary movement is not just the activity of the motor systems of the body, mainly muscles as direct motors and motor nerves, but also motor centers of the brain that send impulses to the muscles. Motor-coordination abilities are understood as the ability to quickly, accurately, expediently, economically and resourcefully, i.e. most perfectly, solve motor problems (especially complex ones and those that arise unexpectedly). Combining a whole range of abilities related to the coordination of movements, they can to a certain extent be divided into three groups. First group. Ability to accurately measure and regulate spatial, temporal and dynamic parameters of movements. Second group. Ability to maintain static (posture) and dynamic balance. Third group. Ability to perform motor actions without excessive muscle tension (stiffness). Coordination abilities classified in the first group depend, in particular, on the “sense of space”, “sense of time” and “muscle sense”, i.e. feelings of effort. Coordination abilities belonging to the second group depend on the ability to maintain a stable body position, i.e. balance, which consists in the stability of the posture in static positions and its balancing during movements. Coordination abilities, which belong to the third group, can be divided into the management of tonic tension and coordination tension. The first is characterized by excessive tension in the muscles that maintain the posture. The second is expressed in stiffness, confinement of movements, reduced with excessive activity of muscle contractions, excessive involvement of various muscle groups, in particular antagonist muscles, incomplete release of muscles from the contraction phase into the relaxation phase, which prevents the formation of perfect technique. Solving the problems of physical education for the targeted development of coordination abilities, primarily in classes with children (starting from preschool age), with schoolchildren and with other students leads to the fact that they: · master various motor actions much faster and at a higher quality level; · constantly replenish their motor experience, which then helps to more successfully cope with tasks of mastering motor skills that are more complex in terms of coordination (sports, labor, etc.); · experience in psychologically feelings of joy and satisfaction from mastering new and varied movements in perfect forms. The manifestation of coordination abilities depends on a number of factors, namely: 1) a person’s ability to accurately analyze movements; 2) activity of analyzers and especially motor activity; 3) complexity of the motor task; 4) the level of development of other physical abilities (speed abilities, dynamic strength, flexibility, etc.); 5) courage and determination; 6) age; 7) general preparedness of students (i.e., a stock of various, mainly variable motor skills), etc. Coordination abilities, which are characterized by precision control of force, spatial and temporal parameters and are ensured by the complex interaction of central and peripheral motor units based on reverse afferentation (transmission of impulses from working centers to nerve centers), have pronounced age characteristics. Coordination abilities, which are characterized by precision control of force, spatial and temporal parameters and are ensured by the complex interaction of central and peripheral motor units based on reverse afferentation (transmission of impulses from working centers to nerve centers), have pronounced age-related characteristics. Thus, children 4-6 years old have a low level of coordination development and unstable coordination of symmetrical movements. Their motor skills are formed against the background of an excess of indicative, unnecessary motor reactions, and the ability to differentiate efforts is low. At the age of 7-8 years, motor coordination is characterized by instability of speed parameters and rhythm. In the period from 11 to 13-14 years, the accuracy of differentiation of muscle efforts increases, and the ability to reproduce a given tempo of movements improves. Adolescents aged 13-14 years are distinguished by a high ability to master complex motor coordination, which is due to the completion of the formation of a functional sensorimotor system, the achievement of the maximum level in the interaction of all analyzer systems and the completion of the formation of the basic mechanisms of voluntary movements. At the age of 14-15 years there is a slight decrease spatial analysis and movement coordination. During the period of 16-17 years, motor coordination continues to improve to the level of adults, and the differentiation of muscle efforts reaches an optimal level. In the ontogenetic development of motor coordination, the child’s ability to develop new motor programs reaches its maximum at 11-12 years. This age period defined by many authors as particularly amenable to targeted sports training. It has been noticed that boys have a higher level of development of coordination abilities with age than girls. 2 Outdoor games as the main means of physical education in primary school age The value of games as a means of understanding the world and preparing new generations for life was clear quite a long time ago and was used in educational purposes. From the first steps of his life, a child acquires required skills and quality through play. The game develops the mind, improves perception, forms mechanisms of coordination and control of movements, provides exceptional experience in operating tools and various items; develops mental qualities and much more. And in the future it retains its attractive force, satisfying the natural need for every person to move and creative activity throughout his life. This is precisely the main reason for the special popularity that games enjoy among people all over the world. Accuracy of hitting the target when throwing, accuracy of landing when jumping, adherence to direction when walking and running indicate good coordination. A child would not be able to perform even basic exercises, not to mention more complex activities, if his basic motor qualities were not developed to one degree or another. Hearing impairment complicates spatial orientation, delays the formation of motor skills, and leads to a decrease in motor and cognitive activity. Some children experience significant delays in physical development. Due to the difficulties encountered in mastering spatial representations and motor actions are impaired correct posture when walking, running, in natural movements, in outdoor games, coordination and accuracy of movements are impaired. Individual deviations due to a number of reasons: ) limitation of the possibilities of visual imitation, generating misrepresentation about the surrounding reality; ) unfavorable period preschool education(for children who did not attend nurseries preschool institutions), inhibiting the development of cognitive and motor activity; ) decreased immunity to infectious and colds, and as a result, missed academic classes and decreased student performance. When forming a motor skill<#"justify">Outdoor games in primary school are an indispensable tool solving a complex of interrelated problems of personality education junior school student, development of his various motor abilities and improvement of skills. At this age, they are aimed at developing creativity, imagination, attention, nurturing initiative, independence of action, and developing the ability to comply with the rules of public order. Achieving these goals depends to a greater extent on skillful organization and compliance with metric requirements for conducting rather than on the actual content of the game. The variety of motor actions included in outdoor games has a complex effect on improving coordination and speed abilities (ability to react, navigate in space and time, rearrange motor actions, speed and speed-strength abilities, etc.). At this age, the foundations of gaming activity are laid, aimed at improving, first of all, natural movements (walking, running, jumping), basic gaming skills (catching the ball, passing, throwing, hitting the ball) and technical and tactical interaction (choosing a place, interaction with a partner), necessary for further mastery of sports games in middle and high schools. Program material on outdoor games is grouped according to their primary impact on the corresponding motor abilities and skills. After mastering basic version During the game, it is recommended to vary the conditions of the game, the number of participants, equipment, time of the game, etc. A prerequisite for organizing classes on outdoor games (especially with balls) is clear organization and reasonable discipline, based on compliance with the commands, instructions and orders of the teacher; ensuring continuity in mastering new exercises, strict adherence to didactic principles. The most important feature outdoor games is that they represent a universal type of physical exercise. Playing games has an impact on both motor and mental sphere engaged. The choice of behavior in constantly changing game conditions predetermines the widespread inclusion of consciousness mechanisms in the process of control and regulation. As a result, the strength and mobility of nervous processes increases, and the functions of regulation of all body systems by the cerebral cortex and central nervous system are improved. In the same time play activity characterized by complexity and variety of movement. As a rule, all muscle groups can be involved in them, which contributes to the harmonious development of the musculoskeletal system. The variability of playing conditions requires constant adaptation of the movements used to new situations. Therefore, motor skills are formed clearly and plastically. Dexterity improves and the ability to create new movements from previously mastered ones develops. Outdoor games as a means of physical education are distinguished by a number of features in continuously changing conditions: A more detailed classification distinguishes simulation games, with dashes, with overcoming obstacles, with resistance, orientation, music games, on the ground, preparatory (leading) games and so on. Outdoor games have a significant place in the physical education program of general education and correctional school. Most of the teaching time is allocated to teaching outdoor games in grades 1-3. Psychologists look at outdoor games as a means of manifestation, disclosure and development of psychological and moral qualities person. Scientists have recognized play as a method of child cognition and as a method of correcting mental and physical development, which in turn is vital for children with hearing impairment. Games consolidate acquired abilities and help children cope with experiences that interfere with their normal well-being and communication with peers in the group. Children in the game converge quickly, and any participant integrates the experience gained from other players. The child learns to act by communicating. Play develops in a child and preserves in an adult such social traits as charm, spontaneity, and sociability. 3 Studying ways to determine the level of development of coordination abilities in children with hearing impairment Studying ways to determine the motor qualities of schoolchildren is one of the most important and basic methods of pedagogical control. This makes it possible to fully assess the physical development of schoolchildren at one or another stage of education. The development of methods and criteria for assessing coordination abilities is necessary to solve a number of interrelated problems: · determining the level of development of certain coordination abilities of children of different ages and gender; · establishing a connection between coordination abilities with each other and with other factors - physical development, conditioning abilities, psychophysiological functions; · identifying the impact of classes different types sports on the features of development of coordination abilities; · the influence of the targeted use of coordination exercises on the dynamics of coordination abilities and on the indicators of effectiveness (effectiveness) of technical and tactical actions; · preliminary selection and orientation of children to engage in certain sports in which coordination abilities are one of the leading factors of success. The main methods for assessing coordination abilities are: observation method, method expert assessments, hardware methods and test method. To assess the level of development of coordination abilities in physical education, the following tests are most often used: Tests for assessing coordination abilities related to holistic motor actions. Shuttle run (3 x 10m) in the starting position facing forward. Three somersaults forward. Throwing tennis ball at a distance (from a sitting position, legs apart). Throwing a tennis ball for accuracy. Dribbling the ball with your hand while running while changing the direction of movement. Tests to assess specific coordination abilities. Tests to assess the ability to kinesthetic differentiation. Throwing the ball at a target while standing with your back to the target. Jumping down onto the markings. Standing long jumps with a minimal increase in their length. Differentiation of jump force. Rolling the ball accurately with your hand. Accurately rolling the ball with your foot. Run towards the numbered medicine balls. Pendulum - throw - goal. Tests to determine the ability to perform a complex reaction. Exercise - reaction - ball. Exercise - pendulum - reaction. The falling of the stick is a reaction. Letting go of the stick is a reaction. Sports reaction test. Balance tests (to assess dynamic equilibrium). Balancing on a gymnastic bench. Turns on a gymnastic bench. Walking on a hexagon. To assess static balance. Stand on one leg. Stand on one leg on a plank. Tests to determine rhythm ability. Sprint at a given rhythm. Keeping the rhythm. Accurate running pace. Run at a given pace. Tests to determine the ability to rearrange motor actions and motor adaptation. Run to the balls. Jumping up from a place while standing on a hill. Catching a ruler. Tests to determine the ability to coordinate movements. Emphasis crouched - emphasis lying down. Stepping over a stick. Jumping up without a swing and with a wave of your arms. Walking on planks. At the present stage, to successfully solve the problems of physical education in specialized schools For children with hearing impairment, it is advisable to review the entire complex of physical education. Firstly, it is necessary to increase the number of physical education lessons; secondly, revise the content of the program according to physical culture; thirdly, look for effective methods of physical education. The school, of course, cannot itself increase the number of physical education lessons, but adjust the program and organize work on effective methodology at school perhaps. CHAPTER 2. ORGANIZATION AND METHODS OF RESEARCH 1 Research methods To solve the assigned problems we used following methods research: 1)analysis of literary sources; 2)pedagogical observation; )pedagogical experiment; 4)testing of coordination indicators; 5)methods of mathematical statistics. 2.1.1 Analysis and synthesis of specialized and scientific-methodological literature was carried out throughout the study. In order to determine the features of the methodology for developing the physical abilities of children with hearing impairment, we analyzed 25 literary sources. In which the features of the methodology for developing coordination abilities, mental and physical features deaf schoolchildren. 1.2 Pedagogical observation was carried out at the first and second stages of the study, with the aim of studying educational and pedagogical work in a correctional institution, since it has its own significant features. Also, during the pedagogical observation, methodological issues were clarified to determine the level of physical development and functional training of the children’s body. 1.3 The pedagogical experiment was carried out with children aged 7-9 years with hearing impairment in order to develop coordination abilities according to the methodology we developed. We studied motor abilities in movements of various forms, in which coordination, dexterity, or a combination of both are manifested to one degree or another. Moreover, the degree of development of these abilities determines the motor potential of children, the level of their general physical fitness, which affects the mastery of educational standards in physical education and other more complex motor skills necessary for normal development child. During the experiment, children were divided into 2 groups: experimental and control groups of 9 people each. The experimental group studied according to the training methodology we developed, and the control group studied according to the standard program existing in this educational institution. Having analyzed the scientific and methodological literature on the chosen topic, we came to the conclusion that the tests we have chosen will most clearly show the level of development of coordination abilities in children with hearing impairment of primary school age. 1.4 The following tests were used in the experiment: Indicators of the level of development of coordination abilities: 1.Test "Catching a ruler". The purpose of this test is to determine the time of a simple reaction; the subject must catch a falling object in the shortest time (determined by the shortest distance). The test taker is given 3 attempts to complete the test. The best result is recorded. 2.Test “Jump with a turn of the maximum number of degrees” to assess the ability to coordinate movements. From the starting position with feet closed and hands placed on the belt, make a 360° jump without losing balance when landing and maintaining the original position. The magnitude of the deviation characterizes the student’s ability to coordinate movements. 3.Test according to the method of E.Ya. Bondarevsky (Romberg test) is of practical importance in determining motor coordination abilities. The subject stands on one leg and raises his hands in front, fingers spread and eyes closed. “Very good” if the subject maintains balance for 15 s and there is no swaying of the body, trembling of the hands or eyelids (tremor). For tremor, a “satisfactory” rating is given. If the balance is disturbed within 15 s, the test is assessed as “unsatisfactory”. 4.Test “Shuttle run 3x10m” - ability to orient in space. Any objects are installed at a distance of 10m from each other. The task is that, starting on command, the athlete runs the distance from one object to another three times. Running time is measured in seconds with tenths. 4.1.4 The method of mathematical statistics was used to process the results using a computer. To process the data obtained during the experiment, it is necessary to calculate the basic mathematical values. First, the arithmetic mean value M was calculated using the following formula: where ∑ is the sum symbol, Mi is the value of an individual measurement (option), n is the total number of measurements. Next, we determined the value σ - standard deviation according to the formula: where M imax - the highest indicator; M imin - the lowest indicator; K - tabular coefficient. Determination of the reliability of the difference between the results of the subjects was found using the formula t - Student's test: The resulting t value was assessed using the Student distribution table to assess the static power of differences in groups. 2 Organization of the study The experiment was carried out in the city. Tolyatti from 2011 to 2012 in three stages on the basis of the state budgetary correctional institution boarding school No. 5. At the first stage (September - October 2011) it was studied scientifically - methodological literature on the problem of this research. Studied modern tendencies development correctional pedagogy, current trends in the development of coordination abilities in children with hearing impairment, the development of children of primary school age with hearing pathology, an analysis of students’ medical records was carried out. The object, subject, hypothesis, purpose, main objectives and research methods are defined. At the second stage (October 2011 - April 2012), a pedagogical experiment was conducted, in which 18 schoolchildren from 7 to 9 years old took part. The children were divided into two groups: experimental (EG) and control (CG) of 9 people each. The age and gender composition of schoolchildren in both groups was identical. The experimental and control groups had same level coordination training, functional readiness and also belonged to the same medical group. All classes, both in the experimental and control groups, were conducted under the guidance of one teacher. The control group studied according to the standard program of a correctional institution of type I-II. The experimental group studied according to the method we proposed 3 times a week for 45 minutes. Twice a week in physical education classes and once in extracurricular activities. At the third stage (May 2012), statistical processing of the results of the pedagogical experiment, drawing conclusions, and designing the work were carried out. At the same stage, the final experiment was carried out, the results of the experimental study were processed and analyzed, and the research materials were systematized. The results obtained are presented in the work in the form of tables. game physical school student hearing CHAPTER 3. RESEARCH RESULTS AND THEIR DISCUSSION 1 Methodology for developing coordination abilities of children of primary school age with hearing impairment Violation auditory perception cause specific changes in a decrease in motor memory and voluntary attention, especially in students of primary and secondary school age. Many deaf schoolchildren have difficulty mastering the concepts of time measures and the relationships between units of measurement. In the studies of many scientists, it was noted that in deaf children the time of simple motor reaction is slowed down compared to hearing ones. According to scientists, hearing damage leads to a slower rate of effort and a lag in the development of motor memory, which may also be associated with some general limitations physical capabilities deaf schoolchildren. Hearing is closely related to movement. Bernstein, pointing to the relationship between the motor and auditory analyzers, emphasized that movement is corrected not only by vision, but also by hearing. Auditory signals, like visual ones, are involved in the regulation of movements. Switching off hearing from the analyzer system does not simply mean an isolated “loss” of one sensory system, but a disruption of the entire course of development of people of this category. There is a close functional interdependence between hearing impairment, speech function and the motor system. Pedagogical observations and experimental studies, confirming this position, allow us to highlight the following uniqueness of the motor sphere of deaf schoolchildren: The listed disorders in the motor sphere of deaf schoolchildren are interrelated and are caused by common reasons: the structure of the auditory defect, insufficiency of speech function, reduction in the volume of incoming information, the state of the motor analyzer, the degree of functional activity of the vestibular analyzer. The development of dexterity occurs in the process of human learning. This requires constant mastery of new exercises. Any exercise can be used to develop dexterity, provided that it has elements of novelty. The second way to develop dexterity is to increase the coordination difficulty of the exercise. The third way is to fight irrational muscle tension, since the ability to show dexterity largely depends on the ability to relax the muscles at the right moment. The fourth way to develop a person’s coordination is to increase his ability to maintain body balance. To develop coordination of movements, various, gradually more complex combinations of elementary movements of the arms and legs are used: more difficult acrobatic exercises; dance movements - rhythmic walking, alternating walking and running in various combinations; complicated jumping ropes, with various additional hand movements; jumping over various obstacles; exercises with big balls- passing, throwing with catching, etc. For these purposes, games are also used that encourage students to immediately move from actions to others according to changing situations (“Tag” - 1st grade, “Hares in the garden” - 2nd grade, “Moving target” - 3rd grade) Class.). At the age of 7-8 years, the ability to make various, precise movements quickly improves. This is helped by throwing at a target, exercise with small balls - hitting the floor, throwing against a wall with catching, throwing and catching the ball with various additional movements; various complex manipulations with other small objects - sticks, rings, cubes, etc. With the help of these exercises, students quickly master writing and drawing techniques. The practice of physical education and sports has a huge arsenal of means to influence coordination abilities. The main means of developing coordination abilities are physical exercises of increased coordination complexity and containing elements of novelty. The complexity of physical exercises can be increased by changing spatial, temporal and dynamic parameters, as well as by external conditions, changing the order of arrangement of projectiles, their weight, height; changing the area of support or increasing its mobility in balance exercises, etc.; combining motor skills; combining walking with jumping, running and catching objects; performing exercises on a signal or within a limited period of time. The widest and most accessible group of means for developing coordination abilities are general preparatory gymnastic exercises dynamic in nature, simultaneously covering the main muscle groups. These are exercises without objects and with objects (balls, gymnastic sticks, jump ropes, clubs, etc.), relatively simple and quite complex, performed under changed conditions, in different positions of the body or its parts, in different sides: elements of acrobatics (somersaults, various rolls, etc.), balance exercises. The development of coordination abilities has a great influence on the development of correct technique natural movements: running, various jumps (long, high and deep, vault), throwing, climbing. To develop the ability to quickly and expediently restructure motor activity in connection with a suddenly changing situation, highly effective means are mobile and sport games, martial arts (boxing, wrestling, fencing), cross-country running, cross-country skiing, alpine skiing. Special group means consist of exercises with a primary focus on individual psychophysiological functions that provide control and regulation of motor actions. These are exercises to develop a sense of space, time, and the degree of muscle effort developed. Exercises aimed at developing coordination abilities are effective until they are performed automatically. Then they lose their value, since any skill mastered and performed under the same constant conditions motor action does not stimulate further development coordination abilities. Coordination exercises should be planned for the first half of the main part of the lesson, since they lead to fatigue. With minor or profound hearing impairment, as noted by a number of authors, children experience a significant lag in physical and motor development, there are disturbances in motor coordination compared to normally hearing children. Currently, the features of the development, training, and upbringing of such children, mainly of middle and high school age, have been studied, and not enough research has been conducted on children of primary school age. At the same time, it is given age requires close attention teachers and scientists. Based on an analysis of literary sources, we selected outdoor games that correspond to the age of students and are aimed at increasing the level of development of coordination abilities of children of primary school age with hearing impairment. The main features of classes using this technique are as follows: .Outdoor games for each lesson are selected depending on the objectives of the lesson and the level of preparedness of the students. 2.Outdoor games are carried out in the main part of the lesson, based on the requirements of the methodology for conducting outdoor games for this age group. 3.Outdoor games were used in the following sequence. Every two months consisted of one block, which included an eight-week microcycle. It consisted of three games every two weeks (Appendix 1), so it turns out that six outdoor games should be played per month. The next two months, the second block, followed the same pattern, which amounted to six new games. The next two months, the third block, were already repeated according to the first. At the end of the third block, the final fourth began, which repeated the complex of the second block again. Which in the end of the study amounted to twelve outdoor games. This is designed to diversify the load for those involved and so that by the time they return to the completed games, the children will have formed an idea of the material they have covered and will help bring the movements to automatism. .Classes are held three times a week. Two of them are in a physical education lesson, and the third is additionally organized by physical education teachers. 5.An additional focus of the classes was that each lesson focused on certain coordination abilities, in order to make it possible to cover all areas of such physical abilities as coordination during the games. To assess the level of general physical fitness of children with hearing impairment 7-9 years old after the experiment, the same methods were used as at the beginning of the study. After analyzing the data obtained at the beginning of the experiment, it was found that those in both the control and experimental groups had coordination abilities at the same level. The control and experimental groups included the same 9 children as at the beginning of the experiment. Analysis of the results showed that there were significant differences between the experimental group and the control group. The results of the final control showed that the introduction of a complex of outdoor games into physical education classes in the experimental groups had a reliable and qualitative effect on the children’s body, which is confirmed by the data from Tables 1 and 2. Thus, the indicators of coordination abilities of the experimental and control groups are as follows: From Tables 1 and 2 it can be seen that the average result of the test “Shuttle run 3 x 10m” in the control group before the start of the experiment was 9.3 seconds, and at the end of the experiment - 9.2 seconds. Indicators in experimental group, amounted to 9.3 seconds. at the beginning of the experiment and 9.1 sec. at the end of the experiment. Thus, the increase in the average result in the control group was 0.1 seconds. and in the experimental group - 0.2 seconds. This indicates that the classes conducted with children in the experimental group gave higher results than in the control group. The average result of the test “Jump on maximum amount degrees" before the experiment in the control group was 317.8 degrees. (Table 1) and 330.6 deg. after the experiment (Table 2). Which gave a difference between the results before and after the experiment of 12.8 degrees. In the experimental group, the increase in this indicator was 30.9 degrees. with the result before the experiment 320 degrees. and 350.9 degrees. after (Table 1 and 2). Thus, the increase in the average result in the control group was only 12.8 degrees, while in the experimental group it was 30.9 degrees, which indicates the most effective training method in the latter group. When assessing the level of simple reaction time (the “ruler catching” test) for the experimental period in the control group before the experiment, the result was 24 cm and 22 cm, respectively, after (Table 1 and 2). In the experimental group, this figure was 24.5 cm before the experiment and 19.2 cm after (Table 1 and 2). Thus, the increase in the average result was 2 cm in the control group, and 5.3 cm in the experimental group. We explain this difference in results by the fact that children studying according to our method experienced more high level increase in results than in children trained using the standard method. The average result according to the method of E.Ya. Bondarevsky (Romberg Test), also showed qualitative changes in the experimental group during the study period. In the experimental group, the result was 20.7 s before the experiment, and 28.8 s after the experiment. With the indicators in the control group before the experiment - 20.4 s., and after - 24.6 s. The increase in results in the experimental group at the end of the study was 8.4 seconds, while in the control group it was only 3.9 seconds, which is significantly lower than the results in the experimental group (Table 1 and 2). Table 1 Average results of tests of coordination abilities of children of primary school age before the experiment TestsDataEGCGEGCGMmMmP 1P 2Shuttle run (s)9.3±0.69.3±0.2<0,05<0,05Ловля линейки (см)24,5±2,119,2±2,3<0,05<0,05Проба Ромберга (с)20,4±1,320,7±1,2<0,05<0,05Прыжок с поворотом (град)320,0±8,7317,8±9,72<0,05<0,05
CG - control group; table 2 Average results of tests of coordination abilities of children of primary school age after the experiment TestsDataEGCGEGCGMmMmPPShuttle run (s)9.1±0.39.2±0.3<0,05<0,05Ловля линейки (см)24,5±2,322,0±2,0<0,05<0,05Проба Ромберга (с)28,8±0,8324,6±1,3<0,05<0,05Прыжок с поворотом (град)350,9±9,28330,6±5,27<0,05<0,05 EG - experimental group; CG - control group; M - arithmetic mean value; m - static error of average value; p - reliability coefficient. After analyzing the data obtained before and after the experiment in the control and experimental groups, we obtained the following research results. In the 3x10 m shuttle run test, at the end of the experiment the difference in the results of the control and experimental groups was 0.1 s. in favor of the experimental group, whereas before the experiment the results were identical. In the test indicators, there was a jump by the maximum number of degrees, as well as an increase in results in favor of the experimental group. The difference in results was 18.1 degrees, while before the start of the experiment it was only 2.2 degrees. The results of the Romberg test also have a higher increase in results in the experimental group. Before the experiment, the performance of this test was higher in the control group, the difference between the data was 0.3 seconds, and after the experiment, it was already 4.2 seconds. in favor of the experimental group. The same picture is observed in the indicators of the fourth test, simple reaction time (the “Catching a Ruler” test). Before the experiment, the difference in results was only 0.5 cm, while after the experiment it was 2.8 cm in favor of the experimental group. Thus, we see that after the final stage of the study and processing of the results, we received a significant improvement in coordination indicators in all tests and positive dynamics are observed in both groups, where the results are reliable (p ≤ 0.05), but it should be noted that in The results of the control group were significantly lower than those of the experimental group. All of the above allows us to conclude that the research hypothesis was confirmed and our method is effective. conclusions 1.An analysis of scientific and methodological literature has shown that children of primary school age with hearing impairment differ from their peers. That is why it is necessary to constantly look for new methods and forms for the development of such children. At this age, it is necessary to lay down and develop the basic qualities of optimal physical and functional training. Since, in children with hearing pathology, coordination abilities suffer the most, increasing the level of coordination becomes a priority task of physical development. Since these are children of primary school age, play is such a means. 2.A study of coordination abilities in children 7-9 years old with hearing pathology before and after the experiment showed a significant improvement in results in the experimental group, while in the control group the increase in indicators was not significant. We attribute the difference in performance gains to systematic training using our methodology. 3.Thus, the results of the study showed that the developed experimental methodology using systematic exercise in outdoor games for children 7-9 years old with hearing pathology provides an effective increase in the level of physical condition of children and an increase in the level of development of coordination abilities. This indicates that the research hypothesis was confirmed and this technique is effective. BIBLIOGRAPHY 1.Aksenova O.E., Evseev S.P., Technologies of physical culture and sports activities in adaptive physical culture. [Text]: tutorial. - M.: Soviet Sport, 2005. - 296 p. 2.Balsevich V.K. Physical education for everyone and for everyone. [Text]: / V.K. Balsevich. - M.: Physical culture and sport, 1988. - 208 p. 3.Baykina N.G., Physical education in a school for the deaf and hard of hearing [Text]: Educational publication. - M.: Soviet sport, 2001. - 65 p. 4.Bernshtein N.A., About dexterity and its development. [Text]: - M.: Physical education and sports. 1991. - 288 p. 5.Bessarabov N.S., Age dynamics of motor abilities and their formation in physical education lessons among deaf schoolchildren. [Text]: dissertation... candidate of pedagogical sciences - M., 1999. - P.17 - 85 6.Vasilkov G.N. From game to sport. [Text]: manual for teachers / G.N. Vasilkov G.N., V.G. 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Shapkova. - M.: Soviet sport, 2009. - 608 p. ANNEX 1 Approximate complex of the first block of the experiment HUNTERS AND DUCKS The players are divided into two teams - “hunters” and “ducks”. The hunters line up in a circle outside it or behind the drawn lines, dividing in half. The ducks are randomly placed in the middle of a circle or in the middle of a rectangle. One of the hunters has a ball (volleyball or football) in his hands. Progress of the game. At the leader’s signal, the hunters begin to pass the ball in different directions without entering the circle (or rectangle) and try to make fun of them - “shoot” the ducks. A shot duck is out of the game. Ducks, running and jumping inside the circle, dodge the ball. The hunters, passing the ball to each other, suddenly throw it at the ducks. The shot duck leaves the game and stands behind the circle to the side. When all the ducks have been shot, the leader notes how long it took the hunters to knock all the ducks out of the circle. The players change roles (hunters become ducks, and ducks become hunters), and the game continues. After two games, it is noted which team of hunters shot all the ducks faster. The winner is the team that shoots all the ducks in the shortest time. You can play the game for a while; Some hunters shoot for 3 minutes, then others for 3 minutes. It is noted who “knocked out” more ducks during this time. 1. When throwing the ball at the ducks, the hunter must not cross the circle line. Players who cross the line do not get hit. Ducks that have been touched by the ball to any part of the body except the head are considered stung. If a duck is hit by a ball that bounced off the ground (floor) or from another player, then it is not considered touched. If a duck, dodging the ball, runs out of the circle, it is considered greasy. Shot ducks do not participate in the game until the team changes PROTECTION OF FORTENATION The players stand in a circle at arm's length or a little more. In front of their socks, a circle is drawn on the floor (ground), in the center of which a fortification of 3 sticks tied at the top is placed. It is advisable to outline the tripod with a line. A driver is selected who stands in the middle of the circle to protect the fortification. One of those standing in a circle has a volleyball. At the set signal, they begin to knock down the fortification (tripod) with the ball. The defender closes the tripod, hitting the ball with his hands and feet. The player who manages to knock down the fortification changes places with the defender. They play for a set time. In conclusion, the best defenders who defended the fortification for the longest time are noted, as well as the best players who performed well in throwing. Notes: 1) players must not go beyond the circle line; 2) the defender has no right to hold the fortification with his hands; 3) if the fortification is moved by the ball but does not fall, the defender continues to guard it; 4) if the defender himself knocks down the fortification, then the player who happens to have the ball at that moment takes his place. BODGEBALLS Hoops are laid out in the center of the 7*16 meter playing area; the player who will be knocked out can move in them. On the side, seven-meter lines, there are other players who will knock out the partner. The game involves 7 balls. If, after a throw, the ball does not hit the target and is not caught by a player in the designated area on the opposite side, then the ball does not return to play. If, after the throw, the one who is knocked out catches the ball, then he earns himself a “life”, which gives him the right to continue the game after he is hit. You can only move inside the hoops; if a player goes beyond them, he is considered knocked out. Those who knock out throws in turns; throwing two or three balls at the same time is not allowed.
The value of games as a means of understanding the world and preparing new generations for life has been clear for quite a long time and has been used for educational purposes. From the first steps of his life, a child acquires the necessary skills and qualities through play. The game develops the mind, improves perception, forms mechanisms of coordination and control of movements, provides exceptional experience in operating tools and various objects; develops mental qualities and much more. And in the future it retains its attractive power, satisfying the natural need for every person for movement and creative activity throughout his life. This is precisely the main reason for the special popularity that games enjoy among people all over the world.
Children from an early age need to develop motor abilities (dexterity, speed, balance, eye, flexibility, strength, endurance, etc.). To crawl, walk, run, jump, throw, you need to have the appropriate motor qualities. With the development of strength, speed, and agility, the length, height of the jump, and throwing range increase. Endurance allows children to perform physical exercises and walk long distances without getting tired.
Accuracy of hitting the target when throwing, accuracy of landing when jumping, adherence to direction when walking and running indicate good coordination. A child would not be able to perform even basic exercises, not to mention more complex activities, if his basic motor qualities were not developed to one degree or another.
Hearing impairment complicates spatial orientation, delays the formation of motor skills, and leads to a decrease in motor and cognitive activity. Some children experience significant delays in physical development. Due to the difficulties that arise in mastering spatial concepts and motor actions, the correct posture when walking, running, in natural movements, in outdoor games is disrupted, coordination and accuracy of movements are impaired. Individual deviations are due to a number of reasons:
1) limitation of the possibilities of visual imitation, giving rise to a distorted idea of the surrounding reality;
2) an unfavorable period of preschool education (for children who did not attend preschool institutions), inhibiting the development of cognitive and motor activity;
3) decreased immunity to infectious and colds, and as a result, missed academic classes and decreased student performance.
During the formation of a motor skill, a modification of the coordination of movements occurs, including the processes of coordinating the activity of the body muscles, aimed at the successful completion of a motor task. At the initial stages, control is carried out, first of all, through active static fixation of these organs, then through short physical impulses that are sent at the required moment to a specific muscle. Finally, at the final stages of skill formation, the emerging inertial movements are used, now directed to solving problems. In the formed dynamically stable movement, automatic balancing of all inertial movements occurs without producing special impulses for correction. When a person’s muscles interact smoothly and effectively, we can talk about good coordination of movements. People with good coordination tend to perform movements easily and without visible effort, such as a professional athlete. However, coordination is needed not only in sports. Every human movement depends on it.
The significance of the game as a diverse social phenomenon goes far beyond the spheres of physical education and even education in general. The concept of the game method in the field of education in the broad sense of the word reflects the methodological features of the game, that is, what distinguishes it in a methodological sense (in terms of the peculiarities of organizing the activities of those involved, guiding it with other pedagogical essentials) from other methods of education. At the same time, the gaming method is not necessarily associated with any generally accepted games, such as football, volleyball or elementary outdoor games. In principle, it can be applied on the basis of physical exercises, provided, of course, that they are given to the organization in accordance with the peculiarities of this method.
Outdoor games in primary school are an indispensable means of solving a complex of interrelated problems of educating the personality of a junior schoolchild, developing his various motor abilities and improving skills. At this age, they are aimed at developing creativity, imagination, attention, nurturing initiative, independence of action, and developing the ability to comply with the rules of public order. Achieving these goals depends to a greater extent on skillful organization and compliance with metric requirements for conducting rather than on the actual content of the game.
The variety of motor actions included in outdoor games has a complex effect on improving coordination and speed abilities (ability to react, navigate in space and time, rearrange motor actions, speed and speed-strength abilities, etc.).
At this age, the foundations of gaming activity are laid, aimed at improving, first of all, natural movements (walking, running, jumping), basic gaming skills (catching the ball, passing, throwing, hitting the ball) and technical and tactical interaction (choosing a place, interaction with a partner), necessary for further mastery of sports games in middle and high schools.
Program material on outdoor games is grouped according to their primary impact on the corresponding motor abilities and skills. After mastering the basic version of the game, it is recommended to vary the conditions, number of participants, equipment, time of the game, etc.
A prerequisite for organizing classes on outdoor games (especially with balls) is clear organization and reasonable discipline, based on compliance with the commands, instructions and orders of the teacher; ensuring continuity in mastering new exercises, strict adherence to didactic principles.
The most important feature of outdoor games is that they represent a universal type of physical exercise. Playing games has an impact on both the motor and mental spheres of those involved. The choice of behavior in constantly changing game conditions predetermines the widespread inclusion of consciousness mechanisms in the process of control and regulation. As a result, the strength and mobility of nervous processes increases, and the functions of regulation of all body systems by the cerebral cortex and central nervous system are improved.
At the same time, gaming activity is characterized by complexity and variety of movement. As a rule, all muscle groups can be involved in them, which contributes to the harmonious development of the musculoskeletal system.
The variability of playing conditions requires constant adaptation of the movements used to new situations. Therefore, motor skills are formed clearly and plastically. Dexterity improves and the ability to create new movements from previously mastered ones develops.
Outdoor games as a means of physical education are distinguished by a number of features in continuously changing conditions:
activity and independence of the players;
competitive nature;
collective action.
The actions of the players will obey the rules. The rules determine the choice of tactics and make it easier to manage the game. Games are usually classified according to the nature of the relationships that develop in the game. This principle was first applied by P.F. Lesgaft. There are three main classes of games:
non-team;
transitional to command;
team
A more detailed classification identifies simulation games, with dashes, with overcoming obstacles, with resistance, orientation, musical games, on the ground, preparatory (leading) games, and so on.
Outdoor games have a significant place in the physical education program of general education and correctional schools. Most of the teaching time is allocated to teaching outdoor games in grades 1-3. Psychologists look at outdoor games as a means of demonstrating, revealing and developing a person’s psychological and moral qualities. Scientists have recognized play as a method of child cognition and as a method of correcting mental and physical development, which in turn is vital for children with hearing impairment. Games consolidate acquired abilities and help children cope with experiences that interfere with their normal well-being and communication with peers in the group. Children in the game converge quickly, and any participant integrates the experience gained from other players. The child learns to act by communicating. Play develops in a child and preserves in an adult such social traits as charm, spontaneity, and sociability.
Introduction
Relevance. In the conditions of modernization of the modern education system, new approaches to organizing and building the process of physical education in general education schools are required. The period of schooling is a time of intensive formation and development of the child’s body, which is sensitive to conditions and factors affecting the level of his health [V.I. Usakov]. According to L.D. Nazarenko, one of the main tasks of physical education of children of primary school age is to ensure the comprehensive physical fitness of each child, acquiring a stock of solid knowledge, abilities and motor skills necessary for a person throughout his life for work and active recreation. The motor sphere of a schoolchild is formed by physical qualities, an arsenal of motor abilities and skills that he owns. The development of physical qualities contributes to a targeted impact on the complex of natural properties of the children’s body, has a significant impact on improving the regulatory functions of the nervous system, helps to overcome or weaken deficiencies in physical development and motor skills , increasing the overall level of performance, improving health [B.A. Ashmarin, V.L. Botyaev]. According to V.I. Lyakha, L.P. Matveeva coordination abilities are important in enriching the motor experience of students. The more motor skills a student has, the higher his level of dexterity, and the faster he can master new movements. Indicators of agility are the coordination complexity of movements, accuracy and timing of their execution, which are mainly related to spatial orientation and fine motor skills. According to N.A. Bernstein, coordination of movements is something other than overcoming the excessive degrees of freedom of our organs of movement, that is, turning them into controlled systems. Yu.F. Kuramshin points out that “...coordination abilities can be defined as a set of human properties that manifest themselves in the process of solving motor problems of varying coordination complexity and determine the success of controlling motor actions and their regulation.” The targeted development of coordination abilities should be given significant attention in the process of physical education of schoolchildren. The level of development of coordination abilities largely depends on the manifestation of the properties of the nervous system, and especially the human sensory systems. At primary school age, the “foundation is laid” for the development of these abilities, as well as the acquisition of knowledge, skills and abilities when performing coordination exercises. This age period is called the “golden age,” referring to the rate of development of coordination abilities. Motor activity in physical education is the basis for other types of educational work. Much can be learned in movement, in motor play activities. The use of gaming tools allows students to comprehend the “school of emotions”, model a number of interpersonal relationships, and contributes to a significant increase in the emotional background of classes. Purpose of the study: to identify the effectiveness of using outdoor games as a means of developing coordination abilities in primary school students. The object of the study is the process of development of coordination abilities in primary school students. Subject of the study: outdoor games as an effective means of developing coordination abilities in primary school students. Research hypothesis: - we assumed that the use of special exercises in the form of games and outdoor games in a physical education lesson will improve the development of coordination abilities in primary school students. In accordance with the?goal and?hypothesis, the?tasks?of the research are defined: 1. To determine the initial level of development of coordination abilities in primary school students. 2. Develop a methodology for developing the coordination abilities of children of primary school age; 3. Experimentally test the effectiveness of this technique. Research methods. ?To?achieve?the?goal?and?solve?the set?tasks?the following?research methods?were?used: analysis of scientific and methodological literature; pedagogical observation; testing coordination abilities; pedagogical experiment; methods?mathematical statistics.? Practical significance: our work is characterized by the fact that the proposed methodology for developing coordination abilities can be widely used by physical education teachers in their teaching activities. Research base: Municipal budgetary educational institution “Secondary school No. 26” Address: Surgut, st. Bakhilova, 5 Structure of the final qualifying work: consists of an introduction of three chapters, a conclusion, a list of references (50 sources) and applications. The text of the work is presented on 55 pages, illustrated with tables, diagrams, drawings and diagrams.?
INTRODUCTION……………………………………………………………………. 3 CHAPTER I. THEORETICAL FRAMEWORK FOR THE DEVELOPMENT OF COORDINATION ABILITIES IN PRIMARY SCHOOL AGE STUDENTS BY MEANS OF OUTDOOR GAMES……………………………………………………………………………… 7 1.1. Concept, types and characteristics of coordination abilities……………………………………………………………… 7 1.2. Objectives, means and methods of developing coordination abilities……………………………………………………… 12 1.3. Features of the development of coordination of movements in children of primary school age………………………………………… 18 1.4. Outdoor games as the main means of physical development of children of primary school age.................................................... 23 CHAPTER II. ORGANIZATION AND METHODS OF RESEARCH……………. 30 2.1. Research methods………………………………………………………. 30 2.2. Organization of the study…………………………………………………… 37 CHAPTER III. JUSTIFICATION OF OUTDOOR GAMES AS AN EFFECTIVE MEANS OF DEVELOPING COORDINATION ABILITIES IN PRIMARY SCHOOL STUDENTS…………………. 38 3.1. Methodology for using outdoor games to develop coordination abilities in primary school students…………………………………………………………………………………. 38 3.2. Discussion of the results of the pilot study………………………………………………………………………………… CONCLUSIONS……………………………………………………… ………………… 41 47 REFERENCES…………………………………………………… APPENDIX…………………………………………………………………… ………………… 48 53
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Excerpt from work
CHAPTER I THEORETICAL FOUNDATIONS FOR THE DEVELOPMENT OF COORDINATION ABILITIES IN PRIMARY SCHOOL AGE STUDENTS THROUGH OUTDOOR GAMES 1.1. Concept, types and characteristics of coordination abilities The concept of coordination abilities (CA) is not generally accepted, combining the above-mentioned abilities into a system of related concepts. In the publications of domestic and foreign scientists one can find a wide variety of terms and concepts, both more general (“dexterity,” “coordination of movements,” “ability to control movements,” “general balance,” etc.) and more specific (“ coordination of movements of the upper limbs”, “fine motor skills”, “dynamic balance”, “coordination of movements”, “change of rhythm”, “ability to accurately reproduce movements”, “jumping agility”, etc.) [V.I. Lyakh, L.P. Matveev]. A large number of terms and concepts with the help of which they try to explain individual differences encountered in the control and regulation of various motor actions, on the one hand, indicates the complexity and diversity of human coordination manifestations, and on the other hand, indicates the disorder of the terminological and conceptual apparatus used for this goal. All this undoubtedly complicates the understanding of this phenomenon and creates certain difficulties for teachers in the formation of children’s coordination abilities in the practice of physical education. Coordination abilities are the capabilities of an individual that determine his readiness for optimal control and regulation of motor action. Coordination abilities represent the functional capabilities of certain organs and structures of the body, the interaction of which determines the coordination of individual elements of movement into a single semantic motor action. Motor-coordination abilities are understood as the ability to quickly, accurately, expediently, economically and resourcefully, i.e. most perfectly, solve motor problems (especially complex and unexpected ones) [Zh.K. Kholodov, V.S. Kuznetsov, 2013]. According to the scientist, professor L.P. Matveev, in the age of scientific and technological revolution, “brute force is increasingly giving way to finely improved versatile abilities, inert skills to the dynamic richness of motor coordination. Already modern professions in production and transport require, so to speak, motor intelligence, high stability and lability of analyzer functions. In the future, these requirements, presumably, will increase even more. .." . Another major Soviet theorist in the field of physical education F.P. Suslov argued that “without mastering a complex of firmly formed motor skills and qualities,” one cannot learn to control oneself, one’s body, one’s movements,” i.e. it is impossible to form an integral ability (or skill) to control one’s movements. To characterize a person’s coordination capabilities when performing any motor activity, the term “dexterity” has long been used in the domestic theory and methodology of physical culture. Dexterity is usually called the ability to quickly master new movements, accurately differentiate various characteristics of movements and control them, and improvise in the process of motor activity in accordance with a changing situation. Since the mid-70s. the term “coordination abilities” is increasingly used to denote them. These concepts are close in meaning, but not identical in content. Opinion of Professor V.I. Lyakh, who in his book “Coordination Abilities” writes: “Numerous studies of recent decades have shown that various types of human coordination manifestations in physical education, sports, labor and military activities, and everyday life are quite specific. Therefore, instead of the existing basic term “dexterity,” which turned out to be very ambiguous, unclear and “everyday,” the term coordination abilities was introduced into theory and practice, they began to talk about the system of such abilities and the need for a differentiated approach to their development...” [V.I. Lyakh, 2006]. L.P. Matveev defines coordination abilities as the ability to expediently coordinate movements (coordinate, subordinate, organize them into a single whole) when constructing and reproducing new motor actions and rebuild movement coordination if necessary, change the parameters of a mastered action or when switching to another action in accordance with the requirements of changing conditions .
Introduction………………………………………………………………………………………...3
Chapter 1. Study of the problem of physical qualities in children of senior preschool age……………………………………………………………………………….5
1.1 Characteristics of outdoor play as a means and method of physical education and general development of the child………………………………………………………5
1.2 Classification of outdoor games and games with sports elements……11
1.3 Methodology for guiding outdoor games in older preschool age……………………………………………………………………………………….……..……13
Chapter 2. Diagnostics of the effectiveness of experimental work on the formation of physical qualities in preschool children through outdoor games……………………………………………………………………………………………….…. .17
2.1 Methodology for educating physical qualities in preschool children………………………………………………………………………………………...…17
2.3 Identification of the level of development of physical qualities of children, senior preschool age………………………………………………………...……20
Conclusion………………………………………………………………………………….26
Literature…………………………………………………………………………………27
Appendix………………………………………………………………………………………28
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Course work
in Pedagogy
"Outdoor play as a means of developing physical qualities in children of senior preschool age"
Games for developing speed
Who has it longer? Place the hoop on the floor with its rim, holding it with your hand on top. With a sharp, quick movement, twist the hoop with one hand around a vertical axis (like a spinning top), then release it, let it spin and catch it, preventing it from falling.
Spinning top. Sitting in the hoop, raise your legs, push energetically with your hands and try to turn around. Perform the exercise on a smooth floor.
Running in a hoop. Children sit on the floor in large hoops, legs straight, resting on the hoop. Perform side steps to the right and left at a fast pace.
Catch up with the hoop. Place the hoop on the floor with its rim, energetically push away and catch up, preventing it from falling.
EXERCISES AND GAMES WITH A STICK(75-80 cm, diameter 2.5-3 cm)
Who is most likely to reach the top?Hold the stick vertically by its lower end. Intercept alternately with one and the other hand, placing fist to fist. The one who reaches the top the fastest wins.
Rowers. Sit with your legs apart, stick at your chest. Quickly lean forward and touch your toes with the stick. Calmly straighten up, pull the stick to your chest. Repeat 8-10 times.
Propeller. Hold the stick by the middle with your right hand. Actively working with your hand, quickly turn the stick left and right, and after resting, perform the movement with your left hand.
ACTIVE GAMES AND GAMES WITH ELEMENTS OF COMPETITION
Hurry up to catch it. The players (5-6 children) stand in a small circle, each holding a ball and a pebble. After throwing the ball, you need to run out of the circle, put a pebble on the ground as far as possible from it and, returning to the circle, have time to catch the ball that bounced off the ground. Whoever manages to place the pebble the farthest without dropping the ball wins.
Complication: throw the ball, put a pebble, running out of the circle, then return, quickly catch the ball on the fly (the ball should not fall to the ground).
Take it quickly. The players stand in the middle of the court in two ranks opposite each other at a distance of 2 m. On the sides of the court at a distance of 10-15 m behind each rank, boundary lines are marked. Between each pair, a small object (cube, pebble, pine cone) is placed on the ground. Children take one of the starting positions - sitting, lying, resting on their knees. At the teacher’s signal, everyone strives to quickly get up, grab the object and run beyond the boundary line. The one who did not have time to take the item catches up. The one who manages to take the item and run away with it wins.
Catch up. On one side of the playground, two children stand behind each other, with a distance of 2-3 m between them. At a signal, they run in a straight direction to the other side, the one standing behind tries to catch up with the one in front. The running distance for children 5 years old is 20 m, for children 6-7 years old - up to 30 m. The selection of children in pairs is important. If there is a large difference in the level of training, it is necessary to change the handicap - increase or decrease the distance between the players. You should not miss the educational effect and try to make sure that the less powerful child can catch up with the faster one, highlighting his efforts and successes.
Who will wind the cord faster?Two cords are tied to a tree or fence, each 2-3 m long. At the ends of the cords are smooth wooden or plastic sticks (20-25 cm long, 2.5-3 cm in diameter). Two children take sticks and walk away with them along the entire length of the cord (at the same time it is stretched). At a signal from the teacher or one of the children, they begin to rotate the stick with turns of the hand, winding the cord. The one who completes the task faster wins.
Who will reach the middle faster?. For the game, a cord 4-5 m long is used. At both ends there are sticks (20-25 cm long, 2.5-3 cm in diameter), the middle of the cord is indicated by a colored ribbon or braid. Two players take sticks and, at a signal, wind the cord. The one who reaches the middle first wins.
Relay games. Such games can be composed of different movements, mainly from those that children already know:
a) walk along the bench, crawl under the arc, run around the pin and return to your place;
b) run along a narrow path between two lines (the distance between them is 15-20 cm), jump over a stream (40-50 cm wide), run up and jump to a branch;
c) jump from circle to circle (the distance between them is 30 cm), run 5 m, jump again from circle to circle. Children of approximately equal strength compete.
Find a couple in the circle. Children stand in pairs in a circle facing the direction of movement, the driver is in the center of the circle. At the signal, the players in the inner circle walk, while those in the outer circle run. At another signal, the children in the outer circle quickly run up to anyone standing in the inner circle, hold hands and move at a walk. The driver also tries to find a mate. The one left without a partner becomes the driver.
Agility games
Swap places.
Run around the ball.
Don't touch me.
With the ball under the arc.
Go forward with the ball. Sit on the floor, hold the ball with your feet, and rest your hands on the floor behind you. Move forward with the ball (approximately at a distance of 3 m), without letting go of the ball.
ACTIVE GAMES AND EXERCISES WHILE WALKING
Swap places.There is a rope placed in a circle. Children run in pairs: one to the right, the other to the left of the rope. At the teacher’s signal, continuing to run without stopping, the children change places.
Run around the ball. Several children push the ball in a straight direction with a push of two hands and run after it, running around the ball like a snake.
Don't touch me. Pins are placed in a circle at a distance of 50-60 cm from one another. The players go in a circle to get the pins. At the signal, they turn to face the circle and jump into the middle, trying not to touch the pins.
With the ball under the arc.Crawl on all fours under an arc (height 40 cm), pushing a medicine ball with your head. The distance to the arc is 2-3 m.
Go forward with the ball. Sit on the floor, hold the ball with your feet, and rest your hands on the floor behind you. Move forward with the ball (approximately at a distance of 3 m), without letting go of the ball.
Don't lose the ball. Sit on the floor with your legs crossed. Roll the ball around yourself in one direction and the other, without letting it go far from you.
Roll back. I. p.: sit down, bend over, clasp your knees with your hands, round your back. Quickly and gently roll onto your back in this position until your shoulder blades touch the floor, do not straighten your legs, keep them pressed to your body (“in a tuck”), hands clasp your knees, and return to the starting position again.
Break up - don't fall.Two children walk along the bench from different sides, having met, they separate, holding each other, and continue moving. The exercise can also be done on a rocking bridge. Children disperse in the same way or in a different way: one crawls, pulling himself up by the slats, the other passes over him along the side bars.
Appendix 6
NORTHERN LIGHTS A game of great mobility for children of senior preschool age
Tasks : development of speed and agility; strengthening spatial orientation skills, the ability to quickly respond to a signal, and perform a task in changing conditions.
Number of participants: 12-20 people.
Location: gym.
Attributes and inventory: red, blue, yellow plumes (flags, ribbons) according to the number of participants in the game; three long ribbons or cords of the same colors - visual landmarks; musical accompaniment or tambourine.
Preparing for the game: on one side of the hall there are multi-colored plumes laid out, on the opposite side - three ribbons in succession, cords of the same colors, the distance between the ribbons is 60 cm.
Game description : to the music, children run freely around the hall (you can run with tasks). At the signal (music stop), they run to the plumes, take one at a time and quickly return to the opposite side of the hall, lining up on (behind) the line corresponding to the color of the plumes and lift the plumes up. The team (by color) that lines up the fastest wins. For children 4-5 years old, you can play this game using plumes of only two colors.
Complications and Variations: increasing the number of colors; when the game is repeated, a plume of a different color is taken; when building on a colored line, complete the task: red line - sit cross-legged, yellow line - stand on “high” knees; blue line - while standing, swing the plume over your head.
MULTI-COLORED Ribbons A game of great mobility, non-plot, for children of senior preschool age
Tasks: development of speed and speed endurance, agility, coordination of movements and speed of reaction; development of attention and orientation in space; nurturing resourcefulness and initiative.
Attributes and inventory: ribbons on a ring.
Location
Game description: Each child is given a ribbon on a ring, which he tucks into the back of his shorts, making a ponytail. On command (whistle), the children run around the hall and try to tear off the ribbon “tail” from another player, while keeping their “tail”. You cannot hold your ribbon with your hands. The game ends on command (whistle) or when all the ribbons are torn off. The player who collects the most ribbons and keeps theirs wins.
HOMELESS COUPLES
A game of great mobility, non-story, for children of senior preschool age
Tasks: development of dexterity, coordination of movements and speed of reaction; development of attention and orientation in space; nurturing resourcefulness and initiative.
Attributes and inventory: hoops
Location: hall or sports ground.
Game description: Before the start of the game, the children will be divided into pairs and stand together in any hoop; you must remember your pair. At a signal from an adult or when the music starts, everyone scatters (disperses, jumps on two legs, walks in a squat, etc.) scattered around the hall, the adult removes one hoop. As soon as the signal sounds or the music ends, all pairs must connect and stand in any hoop. The couple that does not have time to take the hoop is eliminated from the game. The game continues until there is only one pair left, and that is the winner.
OBSTACLE RELAY
Primary goal. Development of speed and agility.
Organization. The group is divided into 3-4 teams, lining up in columns one at a time behind the common starting line. The interval between columns is 3 m.
The leading players of the columns each receive a baton. At 15 m in front of each column a turning stand is placed, and in the middle of the 15th segment a gymnastic hoop is placed, in the center of which a small white circle is outlined with chalk.
Carrying out. At the starting signal, the guiding players of the columns run to their turning post, having reached the hoop lying on the way, crawl through it, then put the hoop in the same place, with a white circle in the center, and run further. Having caught up with the turning post, they go around it to the left and come back, climbing through the hoop again, after which, according to the rules for passing the athletics relay, they pass the baton to the next player in their column, and they themselves stand at its end. The next player performs the same game task, passing the stick to the next participant, and so on until the last player on the team. The team that finishes the relay faster wins.
STOP!
Participants The games stand in a circle, the driver goes to the middle of the circle and throws the ball with the words: Ball up! At this time, the players try to run as far as possible from the center of the circle. The driver catches the ball and shouts Stop! Everyone must stop, and the driver, without leaving his place, throws the ball at the one who is closest to him. The stained one becomes the driver. If he misses, then he remains the driver again: he goes to the center of the circle, throws the ball up - the game continues.
Rules of the game : The driver throws the ball as high as possible. It is allowed to catch the ball from one bounce from the ground. If one of the players continued to move after the word: (Stop!), then he must take three steps towards the driver. Players, when running away from the driver, should not hide behind objects encountered along the way.
RUNNING IN A CIRCLE
The players form a circle and stand at a distance of 2 - 3 steps from each other. A line is drawn in front of the socks of the players. At the leader’s command, everyone turns to the right and begins running along the line on the outside of the circle. Everyone tries to catch up with the person running ahead. The one who is tainted leaves the game. The game ends when there are 3 - 4 players left in the circle. They are considered the winners. During the run, if the game drags on, the leader can give a signal by which the players turn around and run in the opposite direction. This is necessary so that the children do not get dizzy.
RUSSIAN FOLK GAMES WITH RUNNING
"TEA-TEA HELP"
Goal: Development of speed, agility, ability to navigate in space.
Progress of the game.
A driver is selected from among the children. Those he touches are considered caught. They stand with their legs spread wide and say “Tea, tea, help out!”
Any player can help the one caught if he gets between the legs.
"SALKA"
Goal: To develop the ability to dodge while running.
Progress of the game.
The driver runs after the children, trying to make someone dirty, saying: “I made you dirty, you are making someone else look bad!” " The new driver, catching up with one of the players, repeats the same words
"HERD"
Goal: Activation of speech activity, development of memory and reaction speed.
Progress of the game
The players choose a shepherd and a wolf; the rest are sheep. The wolf's house is in the middle of the site, and the sheep have two houses at opposite ends of the site. The sheep call loudly to the shepherd:
Shepherd, shepherd. Blow the horn!
The grass is soft. Sweet dew.
Drive the herd into the field. Take a walk in freedom!
The shepherd drives the sheep out into the meadow, they walk, run, and nibble grass. At the signal “Wolf!” the sheep run into the house - to the opposite side of the site. The shepherd stands in the way of the wolf and protects the sheep.
Everyone caught by the wolf leaves the game.
Municipal budgetary educational institution "Secondary school No. 13"
Methodological development
Development of coordination abilities in younger schoolchildren through outdoor games
Performed:
Physical education teacher
Sindeeva Natalia Vladimirovna
Introduction…………………………………………………………….…………………..…...….3
ChapterI. Development of coordination abilities in younger schoolchildren through outdoor games
1.1 Peculiarities of age-related development of children of primary school age………………………………………………………………..……………………………..….6
1.2 The concept of coordination abilities, types of coordination abilities.................................................... ........................................................ ....................9
1.3 Means and methods of developing coordination abilities............15
ChapterII.Experimental work on the development of coordination abilities of junior schoolchildren in physical education lessons.
2.1.Identification of the development of coordination abilities of schoolchildren using standard tests……………….……………………………………………………….19
2.2 Determination of the dynamics of testing indicators for the development of children’s coordination abilities. ………………….…………...………….23
Conclusion…………………………………………………………..…….……......28
References……………………………………………………...……….....29
Applications
Introduction
In modern conditions, the volume of activities carried out in probabilistic and unexpected situations has increased significantly, which requires the manifestation of resourcefulness, speed of reaction, the ability to concentrate and switch attention, spatial, temporal, dynamic accuracy of movements and their biomechanical rationality. All these qualities or abilities in the theory of physical education are associated with the concept dexterity- a person’s ability to quickly, efficiently, expediently, i.e. most rationally, to master new motor actions, to successfully solve motor problems in changing conditions. Dexterity is a complex motor quality, the level of development of which is determined by many factors. The most important are highly developed muscle sense and the so-called plasticity of cortical nervous processes. The degree of manifestation of the latter determines the urgency of the formation of coordination connections and the speed of transition from one set of attitudes and reactions to another.
The urgency of the problem lies in the acquisition of extensive motor experience at primary school age, including a large number of movements for different parts of the body and having different spatiotemporal and dynamic structures.
Table 1
Approximate distribution of study time for various types of program material (hour grid) with three times a day
classes per week.
| Type of program material | Number of hours (lessons) |
|||||||
| Basic part | ||||||||
| Basics of physical education classes | During the lesson |
|||||||
| Outdoor games | ||||||||
I chose this work because during this age period the foundations of movement control are laid, skills and abilities are formed, the absence of which often cannot be compensated at a later age.
Various forms of manifestation of coordination abilities - coordination of movements, orientation in space, accuracy of reproduction and differentiation of spatial, temporal and power parameters of movements, balance, rhythm, speed and accuracy of response to signals, etc. - are often specific and not interrelated with each other.
For testing, I took elementary school students from MBOU Secondary School No. 13 to develop a method for developing coordination abilities in children of primary school age using outdoor games .
Goal of the work– identifying an increase in coordination abilities in children of primary school age in a comprehensive school through outdoor games.
Based on the set goal, we determined objectives of the final certification work:
To analyze the features of age-related development of children of primary school age.
Study the means and methods of developing coordination abilities
Determine the dynamics of testing indicators for the development of children's coordination abilities.
Object of study– educational process in physical culture for junior schoolchildren in the "Athletics" section.
Item research is the process of developing coordination abilities in younger schoolchildren through outdoor games.
Practical significance of the study is the possibility of using our results in educational schools, sports camps, and will also be useful for coaches working in sports schools with children of primary school age, teachers of preschool and additional education.
The final certification work consists of an introduction, two chapters, a conclusion, a list of references, and an appendix.
ChapterI.
1.1. Peculiarities of age-related development of younger children
school age.
At this age, significant changes occur in all organs and tissues of the body. Thus, all the curves of the spine are formed - cervical, thoracic and lumbar. However, the ossification of the skeleton does not end here - its great flexibility and mobility, which open up great opportunities for proper physical education and playing many sports.
Muscles and ligaments are vigorously strengthened, their volume increases, and overall muscle strength increases. In this case, large muscles develop earlier than small ones. Therefore, children are more capable of relatively strong and sweeping movements, but have a more difficult time coping with small movements that require precision.
In a junior schoolchild, the heart muscle grows rapidly and is well supplied with blood, so it is relatively resilient.
The relationship between the processes of excitation and inhibition changes. Conscious and reasonable discipline, systematic requirements of adults are necessary external conditions for the formation in children of a normal relationship between the processes of excitation and inhibition.
Younger schoolchildren acquire new knowledge, skills and abilities with readiness and interest.
Younger schoolchildren continue to demonstrate the inherent need for preschool children for active play activities and movements. They are ready to play outdoor games for hours, cannot sit in a frozen position for a long time, and love to run around during recess. The need for external impressions is also typical for younger schoolchildren; A first-grader, like a preschooler, is primarily attracted by the external side of objects or phenomena or activities performed (for example, the attributes of a class orderly - a sanitary bag, a bandage with a red cross, etc.).
The cognitive activity of a primary school student is characterized, first of all, by emotional perception. A picture book, a visual aid, a teacher's joke - everything causes an immediate reaction in them. Younger schoolchildren are at the mercy of a striking fact; the images that arise from the description during a teacher’s story or reading a book are very vivid.
The quality of information perception is characterized by the presence of an affective-intuitive barrier that rejects all educational information presented by a teacher who does not inspire confidence in the child.
In the emotional life of children of this age, first of all, the content side of experiences changes.
Along with the emotion of joy, the emotions of fear are of no small importance in the development of the personality of a primary school student.
At primary school age, the foundations of such social feelings as love for the Motherland and national pride are laid.
The younger student is very trusting. As a rule, he has unlimited faith in the teacher, who is an indisputable authority for him. Therefore, it is very important that the teacher is an example for children in all respects.
At first, elementary school students study well, guided by their relationships in the family; sometimes a child studies well based on relationships with the team. Personal motive also plays a big role: the desire to get a good grade, the approval of teachers and parents.
Initially, he develops an interest in the process of learning activity itself without realizing its significance. Only after interest in the results of one’s educational work has arisen, interest in the content of educational activities and in the acquisition of knowledge is formed. This foundation is a fertile ground for the formation in a primary school student of motives for learning of a high social order, associated with a truly responsible attitude to academic activities.
Educational activities in primary school stimulate, first of all, the development of mental processes of direct knowledge of the surrounding world - sensations and perceptions. The most characteristic feature of the perception of younger schoolchildren is its low differentiation, where they make inaccuracies and errors in differentiation when perceiving similar objects. The next feature of the perception of students at the beginning of primary school age is its close connection with the actions of the student. Perception at this level of mental development is associated with the child’s practical activities. For a child to perceive an object means to do something with it, change something in it, perform some actions, take it, touch it. A characteristic feature of students is a pronounced emotionality of perception.
In the process of learning, a restructuring of perception occurs, it rises to a higher level of development, and takes on the character of purposeful and controlled activity. During the learning process, perception deepens, becomes more analytical, differentiating, and takes on the character of organized observation.
Involuntary development is much better in primary school age e attention. Everything new, unexpected, bright, interesting naturally attracts the attention of students, without any effort on their part.
Analytical-synthetic activity at the beginning of primary school age is still very elementary; it is mainly at the stage of visual and effective analysis, based on the direct perception of objects.
Primary school age is the age of quite noticeable personality formation.
It is characterized by new relationships with adults and peers, inclusion in a whole system of teams, inclusion in a new type of activity - teaching, which makes a number of serious demands on the student.
At primary school age, the foundation of moral behavior is laid, moral norms and rules of behavior are learned, and the social orientation of the individual begins to take shape.
1.2. The concept of coordination abilities, types of coordination abilities.
Coordination abilities represent the functional capabilities of certain organs and structures of the body, the interaction of which determines the coordination of individual elements of movement into a single semantic motor action. Coordination abilities include: spatial orientation, accuracy of movement reproduction according to spatial, force and time parameters, static and dynamic balance.
Motor-coordination abilities are understood as the ability to quickly, accurately, expediently, economically and resourcefully, i.e. most perfectly, solve motor problems (especially complex ones and those that arise unexpectedly).
Coordination movements are also called: dexterity, dexterity, statokinetic stability (Statokinetic stability is resistance to maintaining the balance of posture and movements, depends on the coordination of muscle movements and the stability of the vestibular apparatus.
The most effective method of developing dexterity is the game method with and without additional tasks. The game method with additional tasks involves performing exercises either in a limited time, or in certain conditions, or with certain motor actions, etc. For example, when playing the game “Tag,” the task is set to “spot” as many children as possible in 3 minutes, or “stain” with a volleyball, or “stain” in a certain area of the body. The game method without additional tasks is characterized by the fact that the student must solve emerging motor problems independently, relying on his own analysis of the current situation.
Characteristics of coordination.
1. The ability to master new movements is especially important in complex coordination sports, such as sports games and martial arts, where motor activity is very diverse, and a constantly changing situation forces you to quickly make new decisions. The ability to master new movements is closely related to the development of intelligence and the individual’s ability to differentiate and control movements, to correctly choose the most rational option in a particular situation,
2. The ability to improvise (surprise and surprise for an opponent) and combinations (a system of a complex design of sequential movements) in the process of motor activity is the most important factor in performance in sports games and martial arts,
Coordination abilities depend on the type of nervous system, the ability to think quickly, quickly analyze a situation and make decisions, and the ability to quickly and accurately control muscles. Coordination of movements depends on the level of development and degree of sensitivity of the receptors: visual, muscular, gastric and labyrinths of the inner ear.
4. Features of perceptions: feelings of space and time, feelings of developed muscle efforts, feelings of tempo (speed of movements) and rhythm (frequency of movements), “sense of water”, “ice” and “track surface”, “sense of opponent” and fans, etc. etc., on which the outcome of the competition largely depends.
Combining a whole range of abilities related to the coordination of movements, they can to a certain extent be divided into three groups.
First group. Ability to accurately measure and regulate spatial, temporal and dynamic parameters of movements.
Second group. Ability to maintain static (posture) and dynamic balance.
Third group. Ability to perform motor actions without excessive muscle tension (stiffness).
Spatial orientation a person is expressed in maintaining ideas about the nature of changes in external conditions and in the ability to rebuild motor action in accordance with these changes. Taking into account changes in external conditions, a person must predict upcoming events and, in connection with this, build appropriate behavior.
Accuracy spatial, power and time parameters of movements is manifested in the correct execution of a motor action. The development of accuracy is determined by the improvement of sensory mechanisms for regulating movements, reaching their functional maturity by 12-16 years.
The accuracy of spatial movements in individual joints progressively increases from 7 to 12 years. The means of its development are exercises to reproduce human poses, where the parameters of the location of the body and its parts are set by the teacher.
The accuracy of distinguishing the temporal parameters of a motor action (“sense of time”) develops most intensively in teens. school age. Exercises that allow you to change the duration of movements over a wide range promote development. For this purpose, as a rule, technical means are used.
Coordination abilities depend on the ability to maintain a stable body position, i.e. balance, which consists in the stability of the posture in static positions and its balancing during movements.
Equilibrium– is maintaining a stable body position in a variety of movements and poses.
Balance develops based on the improvement of reflex mechanisms in the process of maturation of the vestibular analyzer. The sensitive period for the development of this ability is the age from 7 to 12 years.
Vestibular stability is characterized by maintaining posture or direction of movements after irritation of the vestibular analyzer. In this regard, a distinction is made between static and dynamic equilibrium. Static balance is improved by complicating the biomechanical structure of the exercise and changing the psychofunctional state of schoolchildren. Improving dynamic balance is carried out mainly with the help of cyclic exercises: walking or running on a treadmill with varying width or on a movable support. (Matveev L.P. 1991)
Coordination abilities can be divided into the management of tonic tension and coordination tension. The first is characterized by excessive tension in the muscles that maintain the posture. The second is expressed in stiffness, confinement of movements associated with excessive activity of muscle contractions, excessive involvement of various muscle groups, in particular antagonist muscles, incomplete release of muscles from the contraction phase into the relaxation phase, which prevents the formation of perfect technique.
The manifestation of coordination abilities depends on a number of factors, namely:
1) a person’s ability to accurately analyze movements;
2) activity of analyzers and especially motor activity;
3) complexity of the motor task;
4) the level of development of other physical abilities (speed abilities, dynamic strength, flexibility, etc.);
5) courage and determination;
6) age;
7) general preparedness of students (i.e., a stock of various, mainly variable motor skills), etc.
Coordination abilities, which are characterized by precision control of force, spatial and temporal parameters and are ensured by the complex interaction of central and peripheral motor units based on reverse afferentation (transmission of impulses from working centers to nerve centers), have pronounced age-related characteristics.
In the ontogenetic development of motor coordination, the child’s ability to develop new motor programs reaches its maximum at 11-12 years of age. This age period is defined by many authors as particularly amenable to targeted sports training. It has been noted that boys have a higher level of development of coordination abilities with age than girls.
Tasks of developing coordination abilities. When cultivating coordination abilities, two groups of tasks are solved: a) in terms of diversification and b) specifically aimed at their development.
The first group of these tasks is mainly solved in preschool age and basic physical education of students. The general level of development of coordination abilities achieved here creates broad prerequisites for subsequent improvement in motor activity.
Tasks to ensure further and special development of coordination abilities are solved in the process of sports training and professional applied physical training. In the first case, the requirements for them are determined by the specifics of the chosen sport, in the second - by the chosen profession.
The development of coordination abilities is of a strictly specialized nature in professional-applied physical training (PPPT)
The inclusion of a person in a complex “man-machine” system sets the necessary condition for rapid perception of the situation, processing of received information in a short period of time and very precise actions according to spatial, temporal and power parameters with a general lack of time. Based on this, the following tasks of the PPPP for the development of coordination abilities have been identified:
improving the ability to coordinate movements of different parts of the body (mainly asymmetrical and similar to working movements in professional activities);
development of coordination of movements of the non-dominant limb;
development of abilities to proportion movements according to spatial, temporal and power parameters.
Solving the problems of physical education for the targeted development of coordination abilities, primarily in classes with children (starting from preschool age), with schoolchildren and with other students, leads to the fact that they:
Much faster and at a higher quality level
master various motor actions;
constantly replenish their motor experience, which then helps to more successfully cope with tasks of mastering motor skills that are more complex in terms of coordination (sports, labor, etc.);
acquire the ability to economically use their energy resources in the process of motor activity;
They experience psychologically feelings of joy and satisfaction from mastering new and varied movements in perfect forms.
1.3 Means and methods of developing coordination abilities.
Means of developing coordination abilities.
The practice of physical education and sports has a huge arsenal of means to influence coordination abilities.
Main means nurturing coordination abilities are physical exercises of increased coordination complexity and containing elements of novelty. The complexity of physical exercises can be increased by changing spatial, temporal and dynamic parameters, as well as by external conditions, changing the order of arrangement of projectiles, their weight, height; changing the area of support or increasing its mobility in balance exercises, etc.; combining motor skills; combining walking with jumping, running and catching objects; performing exercises on cue or within a limited time.
Mastering the correct technique of natural movements has a great influence on the development of coordination abilities: running, various jumps (long, height and depth, vaults), throwing, climbing.
To cultivate the ability to quickly and expediently rearrange motor activity in connection with a suddenly changing situation, highly effective means are outdoor and sports games, martial arts (boxing, wrestling, fencing), cross-country running, cross-country skiing, and alpine skiing.
Two groups of such tools are used in the lesson:
a) leading, facilitating the development of new forms of movements of a particular sport;
b) developmental, aimed directly at developing coordination abilities manifested in specific sports (for example, in basketball, special exercises in difficult conditions - catching and passing the ball to a partner when jumping over a gymnastic bench, after performing several somersaults in a row on gymnastic mats, catching the ball from partner and throw into the basket, etc.).
Exercises aimed at developing coordination abilities are effective until they are performed automatically. Then they lose their value, since any motor action mastered before the skill and performed under the same constant conditions does not stimulate the further development of coordination abilities.
Coordination exercises should be planned for the first half of the main part of the lesson, since they “quickly lead to fatigue.
Methods for developing coordination abilities.
When cultivating coordination abilities, the following main methodological approaches are used.
1. Teaching new and varied movements with a gradual increase in their coordination complexity.
2. Developing the ability to rearrange motor activity in a suddenly changing environment.
3. Increasing the spatial, temporal and power accuracy of movements based on improving motor sensations and perceptions.
4. Overcoming irrational muscle tension.
To develop coordination abilities in physical education and sports, the following methods are used: 1) standard-repetitive exercise; 2) variable exercise; 3) gaming; 4) competitive.
When learning new, rather complex motor actions, the standard-repetition method is used, since such movements can be mastered only after a large number of repetitions under relatively standard conditions.
The variable exercise method, with its many variations, has a wider application. It is divided into two submethods - with strict and non-strict regulation of the variability of actions and conditions of implementation. The first includes the following types of methodological techniques:
strictly specified variation of individual characteristics or the entire mastered motor action (change in power parameters, for example, long jumps or upward jumps from a place at full strength, at half strength; change in speed according to a preliminary task and a sudden signal of the tempo of movements, etc.);
changing the initial and final positions (running from a squatting position, lying down; performing exercises with the ball from the starting position: standing, sitting, squatting; varying the final positions - throwing the ball up from the starting position standing - catching while sitting and vice versa);
Changing the methods of performing an action (running face forward, backward, sideways in the direction of movement); long or deep jumps, standing with your back or side in the direction of the jump, etc.);
- “mirror” execution of exercises (changing the push and swing legs in high and long jumps from the run, throwing sports equipment with the “non-dominant” hand, etc.);
Performing mastered motor actions after influencing the vestibular apparatus (for example, balance exercises immediately after rotations, somersaults);
Performing exercises with the exception of visual control - wearing special glasses or with eyes closed (for example, exercises in balance, with clubs, dribbling the ball and throwing into the hoop).
An effective method of developing coordination abilities is the game method with and without additional tasks, which involves performing exercises either in a limited time, or under certain conditions, or with certain motor actions, etc. For example, when playing the game “Tag,” the task is to “spot” as many players as possible in 3 minutes, or “spot” with a volleyball, or “spot” in a certain area of the body. The game method without additional tasks is characterized by the fact that the student must solve emerging motor problems independently, relying on his own analysis of the current situation.
To develop a person’s coordination abilities, outdoor games can be used. Nobody knows how many outdoor games there are. For example, games that develop coordination abilities include: “dash for the ball”, “offensive”, “race with elimination”, “catch-overtake”, “pioneerball”, “tag” and many others. The choice of a particular game is determined specific tasks and conditions of implementation. For primary school age, games are characterized by special mobility and a constant need for movement. However, when choosing games, you need to remember that the body of younger schoolchildren is not ready to endure prolonged stress; their strength is quickly depleted and replenished quite quickly. Therefore, games should not be too long: it is necessary to take breaks to rest.
ChapterII Experimental work on the development of coordination abilities of junior schoolchildren in physical education lessons.
2.1. Identifying the development of schoolchildren’s coordination abilities using standard tests
Experimental work on the development of coordination abilities was carried out in the 4th “B” class of school No. 13 in Arzamas.
There are 26 people in the class. Of these, 4 people have a special group for different categories of diseases.
The first stage was the selection, study and analysis of literary sources. Based on a review of the literature, the following conclusions can be drawn.
Despite the fact that at primary school age a child experiences changes in all body systems, primary school age is the most favorable for the development in children of almost all physical qualities and coordination abilities that are realized in physical activity. In order to efficiently work with this category of students, the teacher must have knowledge of the anatomy, physiology, and psychology of the child.
The main method for diagnosing CS in students today is specially selected movement (motor) tests.
To develop the CS of school-age children, methods of strictly regulated exercises, methods of standard-repetitive and variable (variable) exercises, as well as game and competitive methods are used.
At the second stage, students were tested, which included three forward somersaults, four turns on a gymnastic bench, and a shuttle run.
1. "Three somersaults forward." The student stands at the edge of the mats laid lengthwise, taking the basic stance.
When performing the test, you should pay attention to the following: mandatory adoption of a crouching position, prohibition of performing long somersaults, fixation of the position of the main stance after the last somersault. (Lyakh V.I. 1998)
Table 2.
Assessment of the complex manifestation of coordination abilities of schoolchildren (3 somersaults forward).
| Below the average | Average, above average | |||
| Boys | ||||
| 6,9-5,4; 5,3-4,6 |
2. Balancing on a gymnastic bench.
Equipment: gymnastic bench (width 10 cm), stopwatch. Testing procedure.
The subject must perform on a narrow surface
gymnastic bench four turns (left and right) without falling. The rotation is completed when the subject returns to the starting position.
The result is the time it takes to complete four turns (with an accuracy of 0.1 seconds).
General instructions and notes. After explanation, demonstration and testing, the student completes the task. If he loses his balance (jumps off the bench), then he is given one penalty second. Touching the ground more than three times - the exercise must be repeated.
If there are several gymnastic benches, the test can be carried out with several students at once. Recommendations for assessment. (Lyakh V.I. 1998)
Shuttle run 3x10. The subject on the command “march!” runs a 10-meter segment, takes a block (5x5x10 cm), runs the second segment, puts down the block and, having run the third segment, finishes the test. The travel time of the three segments is determined. A mandatory requirement is for one of the test subject’s legs to cross the 10-meter line.
Table 3.
Testing was carried out during the 2013 school year at school No. 13 in Arzamas
| F.I. student | 3 somersaults forward | Shuttle run |
|
| Bashuk Anton | |||
| Biktemirova Victoria | |||
| Gorbunov Vladimir | |||
| Grigorieva Milana | |||
| Ilyicheva Elena | |||
| Kuzin Nikita | |||
| Lapina Nastya | |||
| Lashin Ilya | |||
| Lenkova Vika | |||
| Lyubavin Ilya | |||
| Makarov Maxim | |||
| Boeva Eva | |||
| Derin Dmitry | |||
| Koshkin Egor | |||
| Ryabkova Elizaveta | |||
| Sandalova Irina | |||
| Terentyeva Katya | |||
| Tomilin Mikhail | |||
| Trushina Dasha | |||
| Fadeev Alexander | |||
| Kharitonova Diana | |||
| Chaykin Dmitry |
Based on standard tests for motor coordination, students in the class were divided into two groups - control “A” and experimental “B”.
Table 4
| Group "A" | Group "B" |
| Bashuk Anton | Boeva Eva |
| Biktemirova Victoria | Derin Dmitry |
| Gorbunov Vladimir | Koshkin Egor |
| Grigorieva Milana | Ryabkova Elizaveta |
| Ilyicheva Elena | Sandalova Irina |
| Kuzin Nikita | Terentyeva Katya |
| Lapina Nastya | Tomilin Mikhail |
| Lashin Ilya | Trushina Dasha |
| Lenkova Vika | Fadeev Alexander |
| Lyubavin Ilya | Kharitonova Diana |
| Makarov Maxim | Chaykin Dmitry |
When testing at the first stage, the results of students in the control group were slightly better than those of students in the experimental group.
2.2 Determining the dynamics of testing indicators for the development of children’s coordination abilities
In physical education lessons in the “Athletics” section, students in the experimental group were given more time for outdoor games. Such as:
Dash for the ball
The players are divided into 2 equal (in number of players) teams, which line up on one side of the court. Each team is calculated in numerical order. A starting line is drawn in front of the teams. The leader with the ball in his hands stands between the teams. When calling any number, the leader throws the ball forward as far as possible. Players with this number run towards the ball. Whoever touches the ball with his hand first brings the team a point. After this, the ball is returned to the leader, who throws it again, calling a new number, etc. They play for a set time.
The team with more points is considered the winner.
You can start running from a high or low start (by agreement). If 2 players touch the ball at the same time, each team gets a point.
Catch up and overtake
Up to 20 people play. Participants are located on the treadmill at the same distance from each other. At the signal, everyone starts running. Everyone’s task is to prevent the person running behind from catching up with him, and at the same time to touch the person running in front with his hand. The stained players are eliminated from the fight and go to the middle of the running circle. The rest continue the race. The game can be completed when the 3 most enduring athletes remain on the treadmill. It is possible to identify the sole winner.
If the game is played in a hall, then near its corners there are rotating posts that can only be run around from the outside. Number of participants - up to 10 people. In this game, boys and girls compete separately.
Offensive
Two teams, equal in number of players, line up behind the end lines on opposite sides of the court, facing the middle. At the direction of the leader, the players of one team take a high (or low) start position, and the players of the second team, holding hands, walk forward, maintaining alignment. When there are 2-3 steps left before those standing at the start, the leader blows the whistle. The “attackers” unclasp their hands and run beyond the line of their “home”. Players from the other team are chasing them, trying to make fun of them. After counting the victims, the other team leads the “offensive”. After 3-4 runs, the total number of those caught is counted, and the best sprinters are announced.
Rules: It is prohibited to act without a signal. Each player can pick off any players of the opposing team, but only up to the home line.
Elimination race
Using flags, a circle is marked and a start-finish line is drawn on it. At the signal, all participants in the game simultaneously begin running around the outside of the circle counterclockwise. After each lap (or 2 laps), the participant who was the last to cross the starting control line is eliminated from the game.
Gradually the less hardy drop out. The winner is the one who remains the leader, i.e. the most resilient and fastest player. At the discretion of the leader, participants can run with a medicine ball, wear weight belts, and backpacks with weights. The race can be carried out in a straight line - there and back. The last participant to arrive at the starting line is eliminated from the game.
Russian lapta
In Rus', lapta has been played for a long time. “This is a folk game,” noted writer A.I., a great lover and connoisseur of sports. Kuprin is one of the most interesting and useful games. Lapta requires resourcefulness, deep breathing, attentiveness, resourcefulness, fast running, a keen eye, firmness of a hand strike and eternal confidence that you will not be defeated. There is no place for cowards and lazy people in this game. I strongly recommend this native Russian game..."
Pioneerball
This game is played on a volleyball court in teams.
Rules of the game. The ball is thrown up in the middle of the court. The players of each team, hitting the ball with their fingers or palms, do not allow it to fall down to the ground and force it to fly over the baseline to the opponent’s side. The team gets a point for this, the game continues until 5 points. When playing pushball, you cannot run with the ball in your hands and let it go over the side line. In this case, the ball is passed to a player of the other team, who puts it into play with a palm strike.
I observed in the lessons that the children from the experimental group experienced great joy when participating in outdoor games, and a strong interest in physical education lessons was formed. The children began to actively participate in school sports competitions between classes and became more sociable. Coordination abilities increased, which was confirmed by control tests.
Table 5.
Control tests to determine the coordination abilities of control groups (A) students
| Group "A" | 3 somersaults forward | Gymnast balancing. bench | Shuttle run |
| Bashuk Anton | |||
| Biktemirova Victoria | |||
| Gorbunov Vladimir | |||
| Grigorieva Milana | |||
| Ilyicheva Elena | |||
| Kuzin Nikita | |||
| Lapina Nastya | |||
| Lashin Ilya | |||
| Lenkova Vika | |||
| Lyubavin Ilya | |||
| Makarov Maxim |
Table 6.
Control tests to determine the coordination abilities of experimental groups (B) students
| Group "B" | 3 somersaults forward | Gymnast balancing. bench | Shuttle run |
| Boeva Eva | |||
| Derin Dmitry | |||
| Koshkin Egor | |||
| Ryabkova Elizaveta | |||
| Sandalova Irina | |||
| Terentyeva Katya | |||
| Tomilin Mikhail | |||
| Trushina Dasha | |||
| Fadeev Alexander | |||
| Kharitonova Diana | |||
| Chaykin Dmitry |
Comparative diagrams of the results of groups “A” and “B” are in the Appendix (Appendix 1-9).
Conclusion
In the modern world, as a result of an increase in the volume of activities carried out in probabilistic and unexpected situations, which requires the manifestation of resourcefulness, speed of reaction, the ability to concentrate and switch attention, it is necessary to develop coordination abilities for the rapid and rational development of new motor actions and the successful solution of motor tasks in changing conditions.
There are many methods for developing coordination abilities, including outdoor games. But after analyzing the characteristics of primary school age, we can conclude: that the development of coordination abilities at this age is most successful, and since the leading activity is gaming, and students are easily susceptible to emotions, the use of outdoor games in physical education lessons in primary school is most rational for development and improving coordination abilities.
All outdoor games contribute to comprehensive development. Children, while playing, learn to think, develop intellectually, and develop physically. One of the important aspects of outdoor games is accessibility. Each lesson has time for outdoor games, and children look forward to this moment.
The test results indicate that outdoor games are mandatory in physical education classes at the primary level, in school camps, sports schools, and the more types there are aimed at developing coordination abilities, the higher the student’s physical development.
Classes using outdoor games contribute to the formation of sustainable interest in children in physical education lessons and sports.
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