What "small forms" of physical exercises exist in the mode of students' educational work? "small forms" of physical culture General characteristics of small forms of training.

In mass physical culture and sports practice, small, large and competitive forms of non-school type classes are used.

For small forms of employment are characteristic:

• 1) a relatively narrow focus of the activities of those involved in comparison with the lesson and large-scale forms of employment. Therefore, only a few particular tasks are solved here:
  • A) a moderate increase in tone and acceleration of the development of body systems during the transition from a state of rest to everyday activities (forms: morning hygienic gymnastics, introductory industrial gymnastics);
  • B) current optimization of the dynamics of operational performance during work and prevention of its adverse effects on the body (forms: physical education pauses, physical education minutes, micro-pauses of active rest);
  • C) maintaining individual aspects, acquired fitness and creating prerequisites for increasing the effectiveness of basic classes (homework for the school course of physical education and in sports);
  • D) short duration of classes (from 2-3 to 15-20 minutes);
  • E) the absence or lack of expression of the structure of the construction of the lesson, i.e., the preparatory, main and final parts, for example, recreational running, hygienic gymnastics, physical education minutes;
  • E) low level of functional loads.

It should be noted that small forms of classes play an additional role in the general system of physical education classes. The major forms of after-hours classes include:

• 1) independent (amateur) training sessions (for example, general physical training, athletic gymnastics, etc.). They require a certain “physical education literacy” from those involved, especially of a methodical nature, for the correct construction of a lesson, the correct regulation of the load, the implementation of self-control;
• 2) classes related to solving problems of a health-improving and rehabilitation or recreational nature. These include aerobics, shaping, callanetics, wushu, hiking, skiing, mass games, etc. The main characteristic features of these activities are: moderation of load without cumulative fatigue; lack of strict regulation; free variation of behavior.

Competitive forms of organizing classes include:

• 1) actually sports competitions, involving the maximum realization of the possibilities of those involved. They are characterized by: a clear regulation of the subject, methods and conditions of competitions by official rules, regulation of the order of competitions, the presence of refereeing, etc.;
• 2) competitive forms of classes (for example, control lessons, tests, passing standards, etc.). Here, the signs inherent in sports are partially absent or less pronounced.

Depending on the number of people involved in physical exercises, individual and group forms of training are distinguished.

Extracurricular forms play an auxiliary role in solving the problems of physical education and complement the lessons. However, they often acquire a completely independent meaning, fully providing for the physical culture needs of certain contingents of the population (for example, morning exercises, hygienic walks, health-improving jogging for the elderly).

Extracurricular forms of employment are very variable, and therefore more accessible to the general population. They can be used by individuals in the form of individual independent physical exercises, as well as groups of various sizes.

There are quite a lot of activities that cannot be classified as lessons. They differ in their focus, objectives, content and structure, in the composition of those involved, regularity, time and conditions, and also depending on whether they are conducted under someone else's guidance or independently.

Most often they are characterized by a relatively limited content and a simplified structure (for example, jogging, hygienic gymnastics, "physical training minutes" and pauses), but they require personal initiative and independence. Tasks, content, as well as the choice of a specific form of employment, are largely determined by the interests and inclinations of those involved.

Most of the after-school activities are amateur and are carried out for the purpose of active recreation, strengthening or restoring health, maintaining or restoring working capacity, developing motor qualities, improving sports movements, etc.

Extracurricular forms of classes can also differ in their target orientation (general preparatory and specialized).

Classes with a general preparatory orientation serve to solve various problems and are divided into three characteristic types (each with its own varieties).

1) Classes of a general hygienic nature. These include:

Hygienic gymnastics.

Walks.

Jogging".

Health paths.

Bathing, swimming.

All of these varieties serve the purpose of activating, improving and maintaining an optimal level of physical condition.

2) Classes of educational and auxiliary nature have varieties:

Self-study related to the fulfillment of the tasks of the teacher in general physical training, etc.

Rehearsals for performances, sports festivals, parades. The former, as a rule, are of an individual nature, the latter are more often group, even mass.

3) Classes of a mixed nature, in which elements of both general hygiene and educational support are presented. These include:

Tourist weekend walks;

Tourist trips; mobile and sports games of recreational type;

Sports entertainment recreational type.

These classes are pursued mainly for health purposes, but general education and upbringing elements also occupy a large place in them. In most cases, they have an independent meaning, but can be linked to lesson classes. Some of them are carried out independently, while others require qualified guidance.

According to the form of leadership, organized and amateur classes are distinguished. Moreover, the same forms can be both organized and independent (for example, morning hygienic exercises performed at home, in a health camp or rest home).

Depending on the deducted composition of those involved in classes, individual, group and mass forms are distinguished. For example, individual jogging lessons, group jogging in the "Running Club", mass runs on the "Runner's Day".

According to the frequency of conducting, regular forms of classes are distinguished, which are carried out daily, for example, exercises or weekly bathing and m and episodic (hiking trips, competitions, etc.).

Some types and varieties of such activities have independent significance, others are combined or, to a certain extent, replace each other. At the same time, they are all subject to one or another direction of physical education. Thus, non-school forms become important elements (and even links) of the system of physical education.

Despite significant differences, after-school forms of classes must be organized in accordance with methodological principles: gradual development, implementation of the main content in the mode of required efforts, completion of the lesson with a gradual decrease in loads and, in some cases, preparation for subsequent activities.

In specialized physical education, individualized lessons of a specialist with individuals (individual lessons of a highly qualified athlete, therapeutic gymnastics, etc.) have become widespread. The time and content of such classes vary depending on the needs and capabilities of the individual and for other reasons.

The positive thing about them is that closer contact is provided between the teacher and the student. This makes it possible to provide the student with timely assistance in a timely manner. He can move forward in the way and pace that suits him best.

However, along with the advantages, individual lessons also have significant disadvantages: uneconomical (the time and effort of the teacher is spent on working with only one student); the absence of a team of people involved, supporting, encouraging, giving everyone a sense of belonging to a group, providing an opportunity to learn from others.

Each individual, relatively completed physical exercise is a link in the process of physical education. In general, the activities are varied: walks, morning exercises, sports, swimming, hiking, physical education lessons, etc. However, they are all built on the basis of some general patterns. Knowledge of these regularities allows the teacher in each specific case to solve educational and upbringing tasks reasonably and with the greatest efficiency.

It is very important in pedagogical terms to clearly understand the dialectical nature of the relationship between the content and form of physical exercises. The specific content here is, first of all, active practical activity aimed at physical improvement. It consists of a number of relatively independent elements: physical exercises themselves, preparation for their implementation, active recreation, etc. A relatively stable way of combining content elements is the form of physical exercises.

In each case, the form must correspond to the content of the lesson, which is a fundamental condition for its high-quality conduct.

The form of classes actively influences their content. Being one with him, it ensures the optimization of the activities of those involved. The constant use of the same, standard forms of training delays the improvement of the physical fitness of those involved.

The expedient variation of forms, the introduction of new ones to replace the obsolete ones, makes it possible to successfully solve the problems of physical education.

The fact of the active influence of the form of classes on their content, and, consequently, on the results, obliges us to take it very seriously. Therefore, in the theory of physical education, the issues of building physical exercises have always been given great importance.

On the basis of state standards of higher professional education, universities independently (taking into account the content of an exemplary physical education curriculum, local conditions and interests of students) determine the forms of physical education classes. At present, obligatory lesson (educational) and extracurricular forms of classes are used.

Training sessions are the main form of physical education. They are available in the curricula of the university (academic discipline "Physical Education") at all faculties. Training sessions can be:

• · Theoretical, practical, control;
• · Elective practical classes (optional) and optional;
• Individual and individual-group additional classes (consultations);
• · Independent tasks on assignment and under the supervision of the teacher.

The obligatory theoretical section of the program is presented to students in the form of lectures (in some cases, in group classes). The practical section consists of two subsections: methodical-practical and educational-training. The practical section is implemented in training sessions of various directions, and in the sports training department - in training sessions.

Individual, individual-group additional classes (consultations) are held according to the appointment and schedule of the Department of Physical Education for students who cannot cope with the test requirements, as well as for those who want to deepen their knowledge and practical skills.

Self-study can be carried out on the instructions and under the supervision of a teacher, both during and outside of school hours.

Control classes are designed to provide operational, current and final information on the degree of assimilation of educational material. Control classes are held during the semester after passing individual sections of the program. At the end of the semester and academic year, students of all educational departments take physical education tests, and at the end of the entire course, they take an exam.

Extracurricular activities are organized in the form of:

• · Physical exercises and recreational activities during the school day (morning exercises).
• · Classes in sections organized by trade unions, a sports club or other intra-university organizations.
• · Amateur physical exercises, sports, tourism.
• · Mass health-improving, physical culture and sports intra-university and extra-university events (sports competitions, sports holidays).

The interrelation of various forms of educational and extracurricular activities creates conditions that provide students with the use of a scientifically substantiated amount of physical activity (at least 5 hours a week), which is necessary for the normal functioning of the body of a young person of student age.

The forms of physical exercises are understood as ways of organizing the educational process, each of which is characterized by a certain type of relationship (interaction) between the teacher (coach, judge) and those involved, as well as the corresponding conditions of the classes. According to the peculiarities of the organization of those involved and the ways of managing them, physical education classes are divided into two groups - regular and non-lesson.

Lesson forms are classes conducted by a teacher (trainer) with a permanent staff of students. These include:

1. Lessons of physical culture conducted by teachers under state programs in educational institutions where physical culture is a compulsory subject (school, college of vocational education, university, etc.).

2. Sports and training sessions conducted by coaches with a focus on improving those involved in the chosen sport.

Extracurricular forms are classes conducted both by specialists (in an organized manner) and by the students themselves (independently) for the purpose of active recreation, strengthening or restoring health, maintaining or increasing efficiency, developing and improving physical qualities, and improving motor skills. These include:

1.Small forms of classes (morning exercises, introductory exercises, physical pause, physical minute, micro-pause) used for operational (current) management of physical condition. Due to their short duration, these forms, as a rule, do not solve problems of a developing, training nature.

2. Large forms of classes, i.e. classes are relatively long, single and multi-subject (aerobics, shaping, callanetics, athletic gymnastics, etc.). These forms of classes are aimed at solving problems of a training, health-improving and rehabilitation or recreational nature.

3. Competitive forms of training, i.e. forms of physical culture and sports activities, where the winner, place, physical or technical readiness, etc. are determined in the competitive struggle.

LESSON FORMS OF LESSONS

Lesson forms of classes are characterized by the fact that the activities of those involved are managed by a teacher in physical culture and sports, who, for a strictly established time, in a specially designated place, manages the process of physical education in a relatively constant study group of students (class, section, team) in accordance with the requirements of pedagogical patterns of training and education. At the same time, the frequency of classes, their duration and interconnection are strictly observed. In addition, the training forms are characterized by the construction of classes within the generally accepted structure, which is usually understood as the division of the lesson into three components: preparatory, main and final.

Preparatory part necessary for the initial organization of those involved, the mental and functional preparation of the body, as well as the musculoskeletal system for the upcoming main work.

Main part provides a solution to the problems of teaching the technique of motor actions, the education of physical and personal qualities.

Final part designed to gradually reduce the load on the body and organized the end of the lesson.

On the basis of the main focus, there are lessons of general physical training, lessons of professionally applied physical training, sports and training lessons, methodological and practical classes.

OFP lessons are used for almost all age groups. Their main focus is the comprehensive physical training of those involved. The lessons are characterized by a variety of means and methods, complexity, medium and moderate loads on the body.

Lessons of professionally applied physical training conducted mainly in secondary and higher educational institutions. Their main focus is the formation of motor skills and abilities leading for specific professions, as well as the development of physical qualities.

Sports training lessons are the main form of training with athletes of all categories and serve to prepare them for competitions.

Methodological and practical classes are carried out mainly in secondary specialized and higher educational institutions. Their main focus is the operational mastery of the methods and methods of physical culture and sports activities to achieve educational, professional, life goals of the individual.

On the basis of the tasks to be solved, the following types of lessons are distinguished:

1. Lessons in mastering new material. They are characterized by the widespread use of verbal methods, low "motor" density.

2. Lessons of consolidation and improvement of educational material.

3. Control lessons are designed to determine the level of preparedness of those involved, to check their mastery of knowledge, skills and abilities.

4. Mixed (complex) lessons are aimed at jointly solving the problems of teaching the technique of movements, educating physical qualities, monitoring the level of physical fitness of those involved, etc. On the basis of the sport, lessons of gymnastics, athletics, swimming, etc. are distinguished. They have their own specific content, structural construction, etc.

NON-SESSION FORMS OF LESSONS

As mentioned above, small, large and competitive forms of non-school activities are used in mass physical culture and sports practice. For small forms of employment are characteristic:

1. Relatively narrow focus of the activities of those involved in comparison with the lesson and large forms of classes. Therefore, only a few particular tasks are solved here:

a) a moderate increase in tone and acceleration of the development of body systems during the transition from a state of rest to daily activities (forms: morning exercises, gymnastics, introductory derivative gymnastics);

b) current optimization of the dynamics of operational performance during work and prevention of the effects of adverse conditions on the body (forms: physical education pause, physical education minute, micro-pauses of active rest);

c) maintaining certain aspects of acquired fitness and creating prerequisites for increasing the effectiveness of basic classes (homework for the course of physical education, sports improvement).

2. Insignificant duration of classes (from 2-3 to 15-20 minutes).

3. The absence or lack of expression of the structure of the construction of the lesson, i.e. the preparatory part, for example, jogging, hygienic gymnastics, physical education minutes, etc.

4. Low level of physical activity.

It should be noted that small forms of classes play an additional role in the general system of physical education classes.

The major forms of after-hours classes include:

a) independent (amateur) training sessions. They require from the trainees a certain "physical literacy", especially of a methodical nature, for the correct construction of the lesson, the correct regulation of the load, the exercise of self-control;

b) classes related to solving problems of a health-improving, rehabilitation or recreational nature. These include aerobics, shaping, callanetics, wushu, hiking, skiing, mass games

and so on. The main characteristic features of these activities are: moderate load without fatigue; lack of strict regulation; free variation of behavior.

Competitive forms of organizing classes include:

a) actually sports competitions, involving the maximum realization of the possibilities of those involved. They are characterized by: a clear regulation of the subject, methods and conditions of competitions, the presence of refereeing, etc.;

b) competitive forms of classes (for example, control lessons, tests, passing standards, etc.). Here, the signs inherent in sports are partially absent or less pronounced.

Depending on the number of people involved in physical exercises, individual and group forms of training are distinguished. Extracurricular classes, in contrast to the lesson, are carried out on the basis of complete voluntariness. The choice of a specific non-curricular form of training is largely determined by the interests and inclinations of those involved.

Forms of organization of physical education of students

Physical education at the university is carried out throughout the entire training of students in the mode of educational activity and during extracurricular time.

Physical education of students in the mode of educational work is carried out in the following forms:

1. Training sessions provided for by the curriculum and timetable of the university (4 hours per week). This is the main form of physical education classes.

2. Optional classes, which are a continuation and addition to educational

nym occupations. They are included in the curriculum by the educational department (part) of the university in agreement with the Department of Physical Education in order to provide students with the opportunity to attend them. At optional classes (2-4 hours a week), the physical training of students is improved in the scope of the requirements of program forms, professional training is deepened, knowledge of the theory and methods of physical education is expanding, students continue to prepare for social physical culture and sports activities.

Physical education of students outside of school hours (i.e. outside of compulsory classes) is carried out in the following forms:

1. Physical exercises in the mode of the school day: morning gymnastics, introductory gymnastics, physical culture breaks, additional classes, etc. Physical education breaks are held after the first 4 hours of classroom or practical classes. Their duration is 8-10 minutes. Additional classes (individual or group) are conducted by the teacher in order to prepare poorly prepared students to pass the test standards and requirements of the curriculum in physical education. Physical exercises in the mode of the school day perform the function of active recreation.

2.Organized classes for students during extracurricular time in sports sections, in groups of physical training, aerobics, shaping, etc. under the guidance of a teacher in physical culture and sports.

3. Independent physical exercises for students in their free time:

a) on the basis of full voluntariness and initiative;

b) on the instructions of the teacher (homework).

4. Mass physical culture and sports events held on weekends during the academic year and during holidays. Their content includes sports evenings, sports days with the participation of teams of faculties, mass cross-country races and relay races, physical culture holidays, competitions of various levels, hiking trips, etc.

5. Classes in health-improving and sports camps during the summer and winter student holidays, providing restorative and health-improving, hardening and developing effects. In the conditions of the camp, many forms of students' physical activity are implemented: morning exercises, swimming lessons, training sessions in various sports, classes with students with poor health (according to medical programs), hiking trips, physical culture and sports entertainment and games, intra- and inter-camp sports competitions, etc.

Thus, in addition to solving educational and upbringing tasks, physical education during extracurricular time is designed to increase students' motor activity; improve professional-applied readiness and optimize educational performance by relieving neuro-emotional stress; to continue the formation of knowledge, skills and abilities related to the conduct of independent physical culture and sports activities.

Lecture 6

BASICS OF THE METHOD OF INDEPENDENT PHYSICAL EXERCISES

PLAN

1. Planning and managing self-study.

3.Organization of independent physical exercises of various kinds. The nature of the content of classes depending on age.

4.Features of self-study for women.

5. The boundaries of the intensity of loads in the conditions of employment in people of different ages. The relationship between the intensity of loads and the level of physical fitness.

6. Hygiene of self-study.

7. Self-control over the effectiveness of self-study.

LITERATURE

1. Alekseev A. V. Self-trainer.-M.: FiS, 1969.

2. Belov V.I. Encyclopedia of health. - M.: Chemistry, 1993.

3. Belov R. A. et al. Self-study of students in physical culture. - Kyiv: Higher school, 1988.

4. Vydrin V.M., Zykov B.K., Lotonenko A.V. Physical culture of university students. - Voronezh: Izd. VSU, 1991.

5. Mass physical culture at the university / Ed. V.A. Maslyakova, V.S. Motyatova.-M.:FiS, 1994.

6. Reyzin V.M., Shushko A.S. Physical culture in the life of a student. - M.: Higher school, 1986.

7. Physical education: Textbook / Ed. V.A. Maslyakova, V.A. Korobkov. - M.: Higher school, 1983.

Independent physical exercises, sports, tourism should be an obligatory part of a healthy lifestyle for students, graduate students, teachers and employees of higher educational institutions. They are an integral part of the scientific organization of labor, make up for the lack of physical activity, contribute to a more effective recovery of the body after fatigue, increase physical and mental performance.

Self-study can be conducted in any conditions, at different times, and include tasks from the teacher or according to a self-composed program. This form of training is becoming more widespread every year. It is necessary to improve the athletic performance of athletes, A. also contributes to the involvement of an ever wider range of university staff members in classes, the introduction of a healthy lifestyle.

1. Planning and managing self-study

Planning of independent studies is carried out by students under the guidance of teachers.

It is expedient to develop prospective plans for self-study for the entire period of study, i.e. for 4-6 years. Depending on the state of health, the medical group, the initial level of physical and sports and technical readiness, students can plan to achieve various results by years of study at the university and fulfill the requirements and norms of the physical culture curriculum. These plans reflect the different challenges faced by students enrolled in different medical groups.

The main task of independent training sessions of students classified as special medical group-elimination of residual effects after past illnesses and elimination of functional deviations and shortcomings of physical development. Students of the special medical group, when conducting independent training sessions, should consult and maintain constant communication with the teacher of physical education and the attending physician.

Students who are assigned to preparatory medical group, recommended independent training sessions with the task of mastering all the requirements, norms of the curriculum. At the same time, classes in certain sports are available for this category of students.

students main medical group are divided into two categories: those who have been involved in sports and those who have not been involved in sports before. All students in this group must start with multiathlon training. Students who have not previously been involved in sports and have no interest in it are recommended to engage in a versatile training program. Students who entered the 1st year with a certain sports and technical training should strive to constantly improve their sports skills.

At the same time, the planning of independent physical exercises and sports is aimed at achieving a single goal that stands before students of all medical groups - maintaining good health, maintaining a high level of physical and mental performance.

Independent training sessions are held in all years of study of students. Where senior students provide physical education lessons with teachers according to the curriculum, independent lessons are held in addition to these lessons, taking into account the personal aspirations and interests of students.

Self-study management consists in determining the state of health, the level of physical and sports readiness of those involved in each period of time of classes and, in accordance with the results of this determination, in adjusting various aspects of classes in order to achieve their greatest efficiency.

To manage the process of self-training, it is necessary to carry out a number of activities.

Determination of the individual characteristics of the student- the state of his health, physical and sports readiness, sports interests, nutritional conditions, study and life, etc. In accordance with individual characteristics, a realistically achievable goal of classes is determined. For example, if a student has deviations in the state of health and a special medical group is assigned to him, then the purpose of his studies will be to strengthen his health and harden his body. For students who are practically healthy, but not previously involved in sports, the purpose of the classes at the first stage will be to increase the level of physical fitness with the transition to classes in the chosen sport in the future for the purpose of sports improvement. For students with sufficient physical training, who were previously engaged in a chosen sport, the goal is to achieve high sports results.

Development and adjustment of plans: long-term and annual, as well as for the period, stage and microcycles of training sessions, is carried out taking into account the individual characteristics of those involved and the dynamics of health status indicators, physical and sports preparedness obtained in the process of training.

Defining and changing the content, organization, methods and conditions of classes, the means of training used necessary to achieve maximum performance. Depending on the results of self-control and accounting for training sessions, analysis of the course of the training process, adjustments are made to training plans. It is recommended to carry out preliminary, current and final accounting with data recording in a personal diary of self-control.

The purpose of preliminary accounting is to fix the data of the initial level of preparedness of the trainee. These data should be available to everyone who starts training in order to draw up a plan for training sessions, taking into account the individual level of physical fitness.

current account allows you to analyze the performance of training sessions. During the classes, the following are analyzed: the number of training sessions per week, month, year; the volume and intensity of the training work performed, the results of participation in competitions and the fulfillment of the norms of the category classification. Analysis of current accounting indicators allows you to verify the correctness of the course of the training process and make adjustments to plans.

An objective assessment of the state of those involved is given by the use of various tests.

Final accounting carried out at the end of the training period or at the end of the annual cycle of training sessions. This accounting involves comparing health and fitness data, as well as data on the amount of work, expressed in time spent on exercises, and in the number of kilometers of athletics running, skiing and swimming of various intensities, with the results shown in competitions. Based on this comparison and analysis, plans for training sessions for the next annual cycle are adjusted.

The results of many types of self-control and accounting during independent training sessions can be presented in the form of quantitative indicators: heart rate, body weight, training loads, test results, sports results, and others.

It is useful to present the quantitative data of self-control and accounting in the form of a graph, then the analysis of the indicators of the diary of self-control, preliminary, current and final accounting will be more clearly displayed on a graph showing the dynamics of the state of health, the level of physical and sports fitness of those involved, which will facilitate the daily management of the process of self-training.

There are three forms of self-study: morning hygienic gymnastics, exercises during the school day, independent training sessions.

It is recommended to include 100-meter running, long and high jumps, grenade throwing, shot put, cross-country skiing, forced march, cycling cross-country, swimming, pull-ups on the bar (for men), pushing the barbell from the chest (for men), flexion and extension of the arms in a lying position (for women), raising and lowering the body in a prone position with hands behind the head, legs are fixed (for women), hiking.

MINISTRY OF SPORTS AND TOURISM OF THE REPUBLIC OF BELARUS

EDUCATIONAL INSTITUTION "BELARUSIAN STATE UNIVERSITY OF PHYSICAL CULTURE"

Department of Theory and Methods of Physical Education and Sports

COURSE WORK

Extracurricular forms of building classes in physical education

Performer: 4th year student,

SPF SI and E, group 145

Andryushchenko V.I.

Scientific adviser: Kureichik O.I

Introduction

Chapter 1

1.1 General characteristics of small forms of employment

1.2 Morning hygienic gymnastics

1.3 Introductory gymnastics

1.4 Physical pauses and physical minutes

Chapter 2

2.1 General characteristics of large forms of occupation

2.2 Amateur training sessions, similar to lesson sessions

2.3 Types of amateur activities with a health-improving orientation

2.4 Physical and recreational forms of classes that have the character of extended active recreation

Chapter 3. Competitive forms of training

3.1 Competitive method in physical education

3.2 The concept of competitive forms of training

Conclusion

Bibliography

Introduction

Physical education is largely carried out in the form of extracurricular activities. This is natural, since learning as a pedagogically organized process occupies a relatively small place in a person's life.

The introduction of after-hours physical exercises in everyday life should be accompanied by a radical improvement in their quality. It is important to bring after school activities into a scientifically based system that is organically connected with the regime of a person’s entire life, and thus effectively contribute to his work, optimization of everyday life and recreation. In this regard, the scientific development of the methodology for conducting non-curricular forms of classes is being carried out, the features and educational opportunities of each of them are being clarified.

Extracurricular physical exercises are characterized by an independent organization of activities in order to improve health, maintain and increase efficiency, hardening and treatment, educating physical and volitional qualities, as well as mastering certain actions.

Extracurricular classes often differ from lesson classes in a narrower content, their structure is then less complex. Extracurricular forms of classes suggest increased self-discipline, initiative, independence.

The specific tasks and content of extracurricular activities depend to a large extent on the inclinations and hobbies of those involved.

The method of constructing after-school activities has much in common with the methodology of constructing lessons. Their structure should also ensure the gradual development of the body, good conditions for the performance of the main work and its completion. In dispensing the load, providing assistance and insurance (in group classes) and self-organization of those involved, many rules and techniques are used that guide the teacher.

Relevance of the topic. The choice of the topic of the course work is due to its relevance. After all, it is known that the main lessons in physical education at school do not provide the required need for movement, moreover, in the last decade, children in almost all developed countries of the world have been characterized as hypodynamic, prone to fullness, with a lot of bad habits. The systematic use of non-class forms of organizing classes is an opportunity to correct the current situation.

Goal of the work. To reveal the importance of extracurricular forms of organization of classes in physical education.

Work tasks.

1. To study small forms of organization of classes in physical education.

2. To study the major forms of organizing classes in physical education.

3. To study the competitive forms of organization of classes in physical education.

Methods work .

1. Search for theoretical information.

2. Collection of theoretical information.

3. Analysis of theoretical information.

4. Synthesis of theoretical information.

Structure and scope of work. The course work is made on 32 sheets of A4 format, consists of three chapters. When writing the work, 26 literary sources were used.

Chapter 1

1.1 General characteristics of small forms of employment

The main features that distinguish the so-called small forms of physical exercise from large ones are mainly the following:

Relatively narrow focus. Within the framework of small forms, as a rule, private tasks are solved, the implementation of which does not objectively guarantee a far-reaching cardinal shift in the state of those involved, although it can contribute to it to some extent; typical here, in particular, are the tasks of moderate toning and accelerating the development of the body during the transition from a state of rest to everyday activities (as provided for in sessions of morning hygienic exercises or introductory industrial gymnastics), some optimization of the dynamics of operational performance in the process of production or other work and prevention its adverse effects on the state of the body (as when using the positive effect of active rest within the framework of physical pauses, physical minutes and micro sessions of industrial gymnastics), maintaining certain aspects of acquired fitness and creating some prerequisites that contribute to the effectiveness of basic classes (as is provided, for example, when performing exercises, included in homework for the school course of physical education), etc.;

Relatively short time span. Small forms of building classes are, as it were, compressed in time, they are short-term sessions or a series of physical exercises that often take only a few minutes; slight differentiation of the structure. In small forms, the structure is, as it were, overthrown: the preparatory, main and final parts of the lesson are not only short-lived, but also limited in content, and in certain situations are practically not expressed (especially when physical exercises are closely integrated into the mode of dominant activity - labor, service). , training, - are directly subordinate to him, as in the case of introductory gymnastics, physical education breaks, physical education minutes); a relatively low level of functional loads.

From all this follows, in essence, the additional role of small forms of training in the general system of physical education. It does not follow from this, of course, that their value is generally low and they do not deserve a sufficiently serious attitude towards themselves. The inadmissibility of underestimating their significance is clearly indicated by many special studies carried out in recent decades. Systematically practiced such physical exercises, no doubt, are important factors in optimizing the current functional state of those involved, contribute to maintaining their health and ensuring normal life activity, and serve as public forms of introducing physical culture into everyday life. Their significance especially increases, of course, when, for some reason, the physical activity of an individual in specific conditions of life is limited mainly to them. At the same time, it is unrealistic to place hopes only on them as the main factors of full-fledged physical education and development - such functions are not inherent in small forms, only a holistic system of comprehensive physical education can provide this, where small forms are one of the necessary components.

The methodology for building small forms of classes cannot, of course, not depend on the level of preparedness of the trainees, their age, individual and other characteristics, as well as on external circumstances. Most of all, its specificity is due to the specific focus of the occupation and its place in the general mode of life of the individual.

1.2 Morning hygiene exercises

Morning hygienic exercises, as you know, are one of the most common, popular forms of physical education in the daily life mode (note that as a small form of exercise, it is not identical to either morning training sessions that have become widespread in the practice of sports, or similar cases of using physical exercises with fairly large load). Its main purpose is to optimize the transition from long rest (sleep) to everyday life. The basis of morning hygienic exercises is a kind of warm-up, with the peculiarity that it is not focused on prompt preparation for any one type of activity, but on a gradual general activation of body functions, overcoming the inertia of rest, inclusion in everyday activities in a normal state. tone and in a good mood. In parallel, within the framework of this form of training, it is possible to partially solve such tasks as the formation and maintenance of a normal posture, maintaining the achieved level of development of individual motor qualities and general fitness, and some others, but only in so far as this does not lead to an unjustified forcing of the load here, does not contradict regularities of the gradual deployment of the body's functional capabilities after many hours of being in a state of deep rest.

One of the fully justified schemes for compiling a set of exercises for charging provides:

- "leveling" exercise (for example, smooth sipping with straightening of the limbs and torso, lying in bed or in a standing position);

An exercise that unforcedly activates blood circulation mainly in the large muscles of the lower extremities and the pelvic region (for example, leisurely squats or alternately stretching the rubber tourniquet with the legs in a sitting position);

Tilts, turns, rotation of the body with accompanying movements of the hands, a gradual increase in the amplitude and pace of movements;

An exercise of general or regional impact with pronounced, but not extreme, muscular efforts (for example, push-ups in an emphasis lying down, imitation of a push of a barbell with overcoming the resistance of a rubber band);

A series of "stretching" movements (for example, alternate swinging movements of the arms and legs with an increase in amplitude to the maximum);

Cyclic exercise that activates the functions of the respiratory and cardiovascular systems within the aerobic regime (for example, serial jumps in place or running for 3-5 minutes, causing an increase in heart rate to 140-150 beats / min);

The final series of movements (soothing-transitional), partially leveling the excess functional activity caused by previous exercises (for example, walking at a decreasing pace with accentuated respiratory movements).

The approximate duration of the entire charge is about 10-15 minutes, not counting, of course, the subsequent shower and other individual hygiene procedures. Depending on the state of health of the student and the nature of the upcoming main activity, it is permissible, of course, to duplicate the types of exercises listed and vary the partial loads associated with them. The limiting criterion here can be, in particular, the indicator of heart rate normalization at the 5th minute after the last of the exercises, which imposes a significant load (in the given complex, this is the sixth exercise); we can assume that the load in the exercise as a whole does not exceed the expedient measure, if the value of the heart rate by this time is equal to or close to the level that is individually usual in a state of operational rest. With the relative standardization of charging within a certain period (for example, a month), it also acquires the meaning of a kind of functional test, the identification of a reaction to which can serve as one of the simple and at the same time informative ways of everyday self-control.

Although, as you adapt to the complex of morning exercises used, it makes sense to periodically increase the load parameters associated with them, it is not advisable to turn it into a training session of the main type - judging by the prevailing arguments, it is better to start it no earlier than an hour and a half after breakfast (We also note that charging can be presented in the daily mode not only as morning hygiene, but also in another form, with a more free rationing of the load, for example, in the middle of the day).

The most common small forms of occupations in the field of industrial physical culture are introductory gymnastics, physical training minutes and physical training breaks. Their distinctive features are to a decisive extent due to the fact that they are organically, directly built into the structure of the labor process and are subject to the laws of its optimization. This means, among other things, that only such types of physical exercises are acceptable in them and only such parameters of the loads associated with them that contribute to labor productivity, are consistent with its objective logic and optimize its impact on workers.

1.3 Introductory gymnastics

In the form in which introductory gymnastics is now practiced in production in the system of rational labor organization, it usually represents a complex of 5-8 relatively simple gymnastic exercises without apparatus, performed within 5-7 minutes. immediately before starting work. This is also a kind of warm-up, which, by consistently activating the functional systems of the body, contributes to the effective implementation of subsequent work operations, and reduces the period of working out. In addition to the general effect of the warm-up, the specific psychomotor adjustment to the main work actions is also important here, if the work activity is characterized by the regular reproduction of the same set of movements (within the framework of the working dynamic stereotype). Therefore, depending on the characteristics of labor activity, a set of exercises for introductory gymnastics specializes. So, when the main labor operations must follow at a certain motor tempo and rhythm, at least in the last of the exercises of the introductory complex, it is important to model the appropriate tempo-rhythm ratios, which is achieved, as a rule, not by imitation of the labor actions themselves, but with the help of gymnastic movements.

1.4 Physical pauses and physical minutes

Physical education breaks and physical education minutes (or physical education minutes). These terms are not very well accepted to designate short-term sessions of physical exercises, introduced mainly as active recreation factors (usually with musical accompaniment, and often in combination with elements of self-massage and other means that contribute to the restoration of operational performance) in the intervals specially allocated for this in the labor process. All of them are a kind of pauses - in the sense that they are carried out in small breaks in the course of work. At the same time, they are of an activity nature, since they represent moments of expedient switching to actions of a different type compared to the main labor operations, and just such a switch that can prevent a decrease in the level of operational efficiency and even slightly increase it (primarily through the mechanism of active rest), especially when the current fatigue begins to affect. Small forms of employment in the field of industrial physical culture in the special literature are usually divided primarily by duration: physical education breaks lasting 5-7 minutes. (more precisely, they can be called “ordinary physical education breaks”), physical education minutes-1-2 minutes. and micropauses -20-30 s..

According to the accumulated research data, in the eight-hour working day now common in many areas of professional work, it is advisable to allocate up to 5-6 physical pauses and physical minutes, including 2 main physical pauses, one of which is introduced approximately 2-3 hours after the start of work, and the second - 2-2.5 hours before its end (physical training is carried out, if necessary, every hour and a half of work, and micropauses - and more often). Here, of course, variations are inevitable, depending on the specific nature and conditions of labor activity. This also applies to the content of physical education pauses and physical education minutes, and to the parameters of the loads associated with them. So, during heavy physical labor, they include motor actions that are less intense than labor, in which moments of rational muscle relaxation are expressed to a significant, sometimes predominant, degree, and respiratory movements are accentuated, and passive rest is also represented; with a low intensity of movements in labor operations, more intense motor actions are justified as a means of active recreation (although in this case, of course, it is necessary to carefully normalize the physical loads associated with them so as not to interfere with subsequent labor operations; for example, by adjusting the load in physical culture pause according to heart rate, it is brought to the middle of the pause to 110-120 beats / min, and then reduced towards the end to a level close to the initial one).

Fundamentally, the usefulness of these and other forms of industrial physical culture is not in doubt. The need for an in-depth development of a methodology for the optimal use of its rapidly changing factors in the NOT system is also obvious. The “more is better” setting is clearly not suitable here. It is necessary to determine in detail the patterns of professionally applied physical culture, taking into account the trends in the fundamental change in the content and working conditions in the era of the scientific and technological revolution.

Finally, another example illustrating the features of small forms of training in the conditions of everyday life can be microsessions of individual exercises of a training nature.

We are talking about relatively small one-time expenditures of time, but, as a rule, daily portions of physical exercises, including those that include some household motor actions. By appropriate dosing of the load, they are given one or another partial training effect, which is possible under conditions of strictly limited time, which can be allocated between the main and other urgent matters.

Such micro-sessions of exercise may include, but are not limited to, metered walking or running up the stairs at home (instead of going up and down the elevator), serial jump rope jumps, series of local and regional strength exercises, and "stretching" exercises while, for example, watching television, between household chores for self-service. The elementary order of using the exercises in these cases also involves a three-phase sequence of actions: first, a warm-up series of movements (at a slow pace, with a shortened amplitude, without additional weights), then one or more series of repetitions of the chosen exercise, and finally, a calming series of movements (for example, respiratory ).

Naturally, it is possible to ensure the development of even individual aspects of fitness by microsessions of exercises only within narrow limits, unless, of course, they develop into extended forms of physical exercises.

Chapter 2

2.1 General characteristics of large forms of occupation

With all the relativity of the differences between small and large forms of organizing classes in physical education and self-education, they are objectively far from being equivalent, including when they are organized on an amateur basis. Conditionally large can be called those of the forms of occupations in the amateur physical culture movement, which have a multi-minute length, differ from small forms in a wider content and a more isolated structure, and therefore have their own independent meaning. Their strict classification is still to be created. In the modern practice of physical culture movement, they are quickly transformed and improved. These forms are differentiated mainly in two directions: 1) as forms of independent (individual or group) training sessions, similar in certain respects to lessons of the lesson type, and 2) as forms of extended active recreation, including, in one ratio or another, moments of training, competition, cultural communication and entertainment (sports and gaming meetings at the place of residence, other unofficial competitions in public sports exercises, hiking trips on weekends, etc.).

2.2 Amateur training sessions, similar to lesson sessions

Amateur training sessions, similar to lesson (individual or group). For many, especially for people of mature age, they have already become the main form of personal organization of physical self-education. Often these are not only (and not so much) sports and training sessions, but independent sessions on general physical fitness or selective conditioning training that do not have a directly sports orientation. In terms of content, they are single-subject (including, for example, fast walking - "speedwalking" or long running, including "jogging" - "jogging", or mainly material of aerobic-rhythmic, or athletic, or other varieties of basic gymnastics, etc.). d) and complex.

The choice of the subject of studies in this case is determined, among other things, by individual interests, abilities and previously received physical education. At the same time, living conditions and other circumstances, including market conditions, associated with the fashion for certain physical culture hobbies (suffice it to recall, for example, the recent ebb and flow of mass interest in aerobics, yoga, wushu gymnastics) have a significant impact on their practical orientation. etc.). The duty of specialists in this regard is to tactfully form individual interests and attitudes in accordance with the principles of the scientific system of physical education, to be a distributor of proven, genuine knowledge and practical approaches in any area of ​​physical culture. Of paramount importance, of course, is the serious establishment of universal physical education already at the initial stages of the compulsory course of physical education. Only on its basis it is possible to create reliable guarantees against casual hobbies in independent physical activity, by no means ignoring individual inclinations and interests. Individual preferences can be very diverse, provided, however, if they are consistent with a clear understanding that no single type of physical exercise, taken in isolation from others, even with the most persistent training, cannot in principle guarantee full physical development and health, and that only in In combination with other elements of physical culture, it becomes one of the most effective factors in achieving physical perfection. .

In principle, the considered forms of training sessions, although they are organized on an amateur basis, are subject to the well-known general provisions of the methodology of physical education (including those related to the structure of the main forms of training), but, of course, insofar as these methodological foundations can be implemented in the absence of direct supervision of a specialist, i.e., insofar as the students themselves (and in group classes, at least one of the students acting as the leader) master the relevant special knowledge, skills, and abilities. In other words, the quality of construction and all the effectiveness of such classes to the greatest extent depend on the level of physical education of the students, which, in the conditions of the deployment of a mass physical culture movement, sharply raises the problem of universal physical education and its constant deepening, expanding the network of physical culture-methodical and medical-sports consultations and creating good (intelligible, but not simplified) methodological literature for the general population, aimed at rationalizing amateur physical education. .

The expedient amount of time spent on amateur training sessions in different age periods and in different specific conditions of life does not, of course, remain constant. When such classes become the main factor in maintaining and improving individual physical condition (after completing the basic compulsory course of physical education), they should be at least three or four times a week, each about an hour long. This, most likely, is only the minimum necessary for their enduring effectiveness, to provide some general level of physical fitness and prevent its regression. At the same time, spending many hours a day on physical training, as is done by individual, excessively enthusiastic athletes (especially joggers), for the majority, is by no means the best way to use life time and energy. Here, as in any hobby, it is important to observe the measure.

2.3 Types of amateur activities with a health-improving orientation

According to the degree of influence on the body, all types of activities that have a health-improving orientation (depending on the structure of movements) can be divided into two large groups: exercises of a cyclic and acyclic nature. Cyclic exercises are such motor acts in which the same complete motor cycle is constantly repeated for a long time. These include walking, running, skiing, cycling, swimming, rowing. In acyclic exercises, the structure of movements does not have a stereotypical cycle and changes during their execution. These include gymnastic and strength exercises, jumping, throwing, sports games, martial arts. Acyclic exercises have a predominant effect on the functions of the musculoskeletal system, resulting in increased muscle strength, reaction speed, flexibility and mobility in the joints, and lability of the neuromuscular system. The types with the predominant use of acyclic exercises include classes in health and general physical fitness (GPP), rhythmic and athletic gymnastics, and gymnastics according to the “hatha yoga” system.

Rhythmic gymnastics

The peculiarity of rhythmic gymnastics is that the pace of movements and the intensity of the exercises are set by the rhythm of the musical accompaniment. It uses a complex of various means that affect the body. So, a series of running and jumping exercises mainly affect the cardiovascular system, inclinations and squats - on the motor apparatus, relaxation methods, etc. self-hypnosis - on the central nervous system. Parterre exercises develop muscle strength and mobility in the joints, running series develop endurance, dance series develop plasticity, etc. Depending on the choice of means used, rhythmic gymnastics classes can be predominantly athletic, dance, psychoregulatory or mixed. The nature of energy supply, the degree of strengthening of respiratory and circulatory functions depend on the type of exercise.

A series of parterre exercises (in lying, sitting positions) has the most stable effect on the circulatory system. Heart rate does not exceed 130-140 beats / min, i.e. does not go beyond the aerobic zone; oxygen consumption increases to 1.0-1.5 l/min; the content of lactic acid does not exceed the level of PANO - about 4.1 mmol / l. Thus, ground work is predominantly aerobic in nature. In a series of exercises performed in a standing position, local exercises for the upper limbs also cause an increase in heart rate up to 130-140 beats / min, dance movements - up to 150-170, and global ones (tilts, deep squats) - up to 160-180 beats / min . The most effective effect on the body is provided by a series of running and jumping exercises, in which, at a certain pace, the heart rate can reach 180-200 beats / min, and oxygen consumption - 2.3 l / min, which corresponds to 100% of the IPC. Thus, these series are predominantly anaerobic in nature of energy supply (or mixed with a predominance of the anaerobic component); the content of lactate in the blood by the end of training in this case reaches 7.0 mmol / l, oxygen debt - 3.0 l.

Depending on the selection of series of exercises and the pace of movements, rhythmic gymnastics classes can have a sports or health-improving focus. The maximum stimulation of blood circulation up to a heart rate of 180-200 beats / min can only be used in sports training by young healthy people. In this case, it is predominantly anaerobic in nature and is accompanied by inhibition of aerobic mechanisms of energy supply and a decrease in the value of the MPC. There is no significant stimulation of fat metabolism with this nature of energy supply; in this regard, there is no decrease in body weight and normalization of cholesterol metabolism, as well as the development of general endurance and performance.

In health-improving classes, the choice of the pace of movements and series of exercises should be carried out in such a way that the training was mainly aerobic in nature (with an increase in heart rate within 130-150 beats / min). Then, along with the improvement of the functions of the musculoskeletal system (an increase in muscle strength, mobility in the joints, flexibility), it is also possible to increase the level of general endurance, but to a much lesser extent than when performing cyclic exercises.

Athletic gymnastics

Athletic gymnastics causes pronounced morphofunctional changes (mainly in the neuromuscular apparatus): hypertrophy of muscle fibers and an increase in the physiological diameter of muscles; growth of muscle mass, strength and strength endurance. These changes are mainly associated with a long-term increase in blood flow in working muscle groups as a result of repeated repetition of exercises, which improves trophism (nutrition) of muscle tissue. It must be emphasized that these changes do not contribute to an increase in the reserve capacity of the circulatory apparatus and the aerobic productivity of the body. Moreover, as a result of a significant increase in muscle mass, the relative indicators of the most important functional systems worsen - the vital index (VC per 1 kg of body weight) and maximum oxygen consumption (MIC per 1 kg). In addition, an increase in muscle mass is accompanied by an increase in the fat component, an increase in blood cholesterol and an increase in blood pressure, which creates favorable conditions for the formation of the main risk factors for cardiovascular diseases.

When observing 30-year-old men who have been involved in athletic gymnastics for two years, an increase in blood pressure was noted on average from 121/70 to 130/78 mm Hg. Art. (and in 30% of them, de 140/80 mm Hg), a decrease in vital index (as a result of an increase in body weight) from 72 to 67 ml / kg, an increase in heart rate at rest from 71 to 74 beats / min (Yu M. Danko, 1974). When performing a functional stress test, the number of atypical reactions to exercise increased from 2 to 16 (out of 30 examined), the recovery time of the pulse - from 2.9 to 3.7 minutes. According to the electrocardiographic study, myocardial overvoltage was found in 12% of those involved. In addition to an increase in muscle mass, these negative changes are also facilitated by great nervous tension and holding the breath during straining. At the same time, intrathoracic pressure rises sharply, blood flow to the heart, its size and stroke volume decrease; as a result, myocardial beds decrease and short-term myocardial ischemia develops. With prolonged overloads, which often occur in athletic gymnastics, these changes can become irreversible (especially in people over 40 years old). This is why building muscle mass should not be an end in itself. Athletic exercises can be recommended as a means of general physical development for young healthy men - in combination with exercises that increase aerobic capacity and general endurance. So, for example, when weight-bearing exercises were combined with sports games, an increase in physical performance was noted according to the PWC170 test from 1106 to 1208 kgm/min, and with running training - up to 1407 kgm/min, while such an effect was not observed when practicing “pure” athleticism. (A.N. Mamytov, 1981). With a combination of strength exercises with swimming and running (4 times a week - athletic gymnastics and 2 times - endurance training), along with a pronounced increase in strength and strength endurance, an increase in the PWC170 test from 1100 to 1300 kgm / min and MPC from 49.2 up to 53.2 ml/kg.

It should also be taken into account that strength exercises are accompanied by large drops in blood pressure associated with holding the breath and straining. During straining, as a result of a decrease in blood flow to the heart and cardiac output, systolic pressure drops sharply and diastolic pressure rises. Immediately after the end of the exercises - due to the active blood filling of the ventricles of the heart, the systolic pressure rises to 180 mm Hg. Art. and more, and the diastolic falls sharply. These negative changes can be largely neutralized by changing the training methodology (working with weights no more than 50% of the maximum weight and lifting the projectile in the inhalation phase), which automatically eliminates breath holding and straining. This technique was proposed by specialists from Bulgaria, where athletic gymnastics is widely used for recreational purposes. It is necessary to critically consider the appropriateness of its use by middle-aged and elderly people (taking into account age-related changes in the cardiovascular system and the negative impact on risk factors). Athletic gymnastics, as already noted, can be recommended to healthy young people, provided that the training process is optimized and athletic exercises are combined with endurance training (running, etc.). Older people can use only individual exercises of the athletic complex, aimed at strengthening the main muscle groups (muscles of the shoulder girdle, back, abdominals, etc., as a supplement after endurance training in cyclic exercises.

Despite the fact that this gymnastics is quite popular in our country, its physiological effect on the body has not yet been studied enough. It is likely that the range of its impact is very wide - due to the variety of means used. Hatha yoga is an integral part of Indian yoga, which includes a system of physical exercises aimed at improving the human body and the functions of internal organs. It consists of static postures (asanas), breathing exercises and elements of psychoregulation. The effect of asanas on the body depends on at least two factors: strong stretching of the nerve trunks and muscle receptors, increased blood flow in a particular organ (or organs) as a result of a change in body position. When the receptors are excited, a powerful stream of impulses arises in the central nervous system, stimulating the activity of the corresponding nerve centers and internal organs. In the “shirsa-sana” (headstand) position, blood flow to the brain increases, in the lotus position - to the pelvic organs. The performance of special breathing exercises (controlled breathing) associated with holding the breath, in addition to the neuro-reflex effect on the body, helps to increase the vital capacity of the lungs and increases the body's resistance to hypoxia. “Sava-sana” (“dead pose”) with complete muscle relaxation and immersion in a semi-drowsy state is used for faster and more complete recovery of the body after strong muscle tension in static poses. Stimulation of recovery processes and an increase in the efficiency of rest occurs due to a decrease in the flow of impulses from relaxed muscles to the central nervous system, as well as an increase in blood flow in the working muscle groups.

In recent years, new data have been obtained that during relaxation (as well as in the process of muscle activity) endorphins are released into the blood, as a result of which mood improves and psycho-emotional stress is removed - the most important factor in neutralizing psychological stress.

During the dynamic monitoring of young people practicing according to the "hatha yoga" system, a number of positive changes in the body were found. Thus, there was a decrease in heart rate and blood pressure at rest, an increase in VC (from an average of 4.3 to 4.8 liters), as well as an increase in the content of erythrocytes and hemoglobin in the blood and the time of holding the breath. Flexibility indicators increased the most - from 4.4 to 11.2 cm. There was no noticeable increase in aerobic capacity and level of physical performance. The PWC170 test increased from 1220 to 1260 kgm/min, and the MIC from 3.47 to 3.56 l/min, which is not statistically significant (Janaraj, 1980). Recent studies have shown a positive effect of yoga on patients with bronchial asthma and hypertension (controlled breathing and psychoregulation techniques), as well as a decrease in blood clotting and an increase in exercise tolerance.

Thus, the Hatha Yoga system can be used in health-improving physical culture. For example, exercises such as abdominal and full yogi breathing, autogenic training (which is essentially a variant of the “dead posture”), and some flexibility exercises are successfully applied. (“plow”, etc.), elements of body hygiene and nutrition, etc. However, gymnastics according to the “hatha yoga” system, apparently, cannot act as a sufficiently effective independent health remedy, since it does not lead to an increase in aerobic capacity and the level of physical performance. The population of India, despite the mass classes in the "hatha yoga" system, has the lowest IPC rates compared to other peoples. It should also be taken into account that a system of classes that gives positive results in Indian conditions cannot be mechanically transferred to our environment with an unfavorable ecological situation, a busy pace of life, a lack of free time and a lack of experienced methodologists. The “hatha yoga” system requires asanas to be performed early in the morning in the fresh air (in a park, forest, by the sea), and after class, complete relaxation (relaxation) is required for at least 15-20 minutes. It is unlikely that all this is feasible in the conditions of modern society.

The forms of health-improving physical culture described above (with the use of acyclic exercises) do not contribute to a significant increase in the functionality of the circulatory system and the level of physical performance, and therefore are not of decisive importance as health-improving programs. The leading role in this regard belongs to cyclic exercises that ensure the development of aerobic capacity and overall endurance.

As can be seen, representatives of cyclic sports have the highest indicators of aerobic power - skiers, runners, cyclists. In athletes of acyclic types (gymnastics, weightlifting, throwing), the value of the IPC does not exceed that of untrained men - 45 and 42 ml / kg. Increasing aerobic capacity and general endurance (MNU) is the most important property of all cyclic exercises. Therefore, they are called aerobic, or simply aerobics (according to Cooper).

Aerobics

Aerobics is a system of physical exercises, the energy supply of which is carried out through the use of oxygen. Aerobic exercises include only those cyclic exercises in which at least 2/3 of the muscle mass of the body is involved. To achieve a positive effect, the duration of aerobic exercises should be at least 20-30 minutes, and the intensity should not exceed the level of PANO. It is for cyclic exercises aimed at developing general endurance that the most important morphofunctional changes in the circulatory and respiratory systems are characteristic: an increase in the contractile and “pumping” function of the heart, an improvement in the utilization of oxygen by the myocardium, etc. Differences in individual types of cyclic exercises associated with the peculiarities of the structure of the motor act and the technique of its implementation, are not of fundamental importance for achieving a preventive and healing effect.

Wellness walking

Health-improving (accelerated) walking is widely used in mass physical culture: at an appropriate speed (up to 6.5 km/h), its intensity can reach the zone of the training mode (heart rate 120-130 beats/min). In the US, for example, 53 million Americans are involved in brisk walking (according to the Gallup Institute). Under such conditions, 300-400 kcal of energy is consumed for 1 hour of walking, depending on body weight (approximately 0.7 kcal / kg per 1 km of the distance traveled). For example, a person with a body weight of 70 kg consumes about 50 kcal (70XO.7) while walking 1 km. At a walking speed of 6 km / h, the total energy consumption will be 300 kcal (50 * 6). With daily recreational walking (1 hour each), the total energy consumption per week will be about 2000 kcal, which provides a minimum (threshold) training effect - to compensate for the lack of energy consumption and increase the body's functional capabilities.

This is confirmed by the results of the study of maximum aerobic capacity. So, after 12 weeks of training in recreational walking (1 hour 5 times a week), the subjects showed an increase in BMD by 14% compared to the initial level. However, such a training effect is possible only in unprepared beginners with low FPA. For more trained athletes, the healing effect of walking decreases, since with an increase in fitness, the intensity of the load becomes below the threshold. Increasing the walking speed over 6.5 km/h is difficult, because it is accompanied by a disproportionate increase in energy consumption. That is why, when moving at a speed of 7 km/h or more, it is easier to run slowly than to walk fast.

Accelerated walking as an independent health remedy can be recommended only if there are contraindications to running (for example, in the early stages of rehabilitation after a heart attack). In the absence of serious deviations in the state of health, it can only be used as the first (preparatory) stage of endurance training for beginners with low functionality. In the future, as fitness increases, health-improving walking should be replaced by running training.

A group of scientists from the University of Washington observed 11 men and women aged 60-65 who were overweight (average 75.3 kg with a height of 161 cm) and cholesterol metabolism disorders. At the first stage of training, low-intensity loads were used for 6 months: recreational walking at a heart rate of 60% of the maximum (5 times a week for 30 minutes); after that, an increase in the BMD by 12% compared with the baseline was noted. The next 6 months, the intensity of training was increased to 80% of the maximum heart rate (running); as a result, MIC increased by another 18%, blood cholesterol decreased, and HDL increased by 14%.

Interesting data on the combined effects on the body of long walking in combination with a low-calorie diet are provided by Finnish scientists. 13 women and 10 men covered 340 km during a 7-day hike, walking an average of 50 km per day (at a speed of 3.5 km/h). Their diet consisted of water, including mineral water, fruit juices, and several natural foods. During this time, body weight decreased by 7%, blood cholesterol and triglycerides - by 30-40%, HDL content increased by 15%. In the evening, there was a sharp decrease in blood glucose and insulin. Despite this, the performance of the subjects remained at a fairly high level. The authors note that metabolic shifts in the body were significantly greater than when walking and fasting were used separately.

Of course, running as a form of physical activity is most characteristic of a person as a species, but a person as a species 20 thousand years ago lived in nature on average only up to 20 years and running, as the most wearing out organism (joints, spine), did not have time to inflict this is the time of his special harm;

In childhood and adolescence, running (as a long-term physical activity) is certainly useful, as it allows you to build the necessary muscle mass and increase endurance, however, in adulthood, muscle mass becomes a burden on the body - because it needs to be maintained, therefore internal organs suffer; if for 20 thousand years a lack of muscle mass could lead to death, now no one dies from this - the causes of death have become different - the insufficiency of the function of internal organs that are not able to ensure the vital activity of the organism;

20 thousand years ago man ran on soft ground and breathed clean air; running on asphalt and subjecting your spine to constant blows is a sure way to “plant” intervertebral discs with all the ensuing consequences in the form of pinched nerves, etc., breathing polluted city air while running is nonsense.

There are many examples when people, wanting to maintain health and prolong longevity, broke their bodies using active physical activity and running, including Academician Amosov and Yuri Gushcho ...; there are also anti-examples - Shelton, who said: “I will never stand if I can sit” - and adhering to such rules that allow you to protect your body (including from unnecessary physical exertion) - he lived up to 110 years;

Just look at an elderly person who has been running for a long time - and you are unlikely to say that he looks good.

2.4 Physical and recreational forms of classes that have the character of extended active recreation

These activities to a large extent allow you to maintain a normal physical condition of the body and at the same time satisfy the need for healthy rest. They have been practiced for a long time, although still not in all suitable cases, in the school day (big “moving breaks”), in free time at home, on weekends and in other similar situations. They can be called “occupations”, of course, only in the conditional sense of the word, since according to the defining content it is rest, but active rest, based on objective motor activity, which in this case is most valuable for its restorative and health-improving effect. As you know, there are quite a lot of options suitable for this - from, for example, elementary outdoor games (at big school breaks, on yard playgrounds) or sports games according to free regulations agreed between the participants, to such as weekend hikes days and during the vacation period, provided that the loads imposed on them are moderate, they are not accompanied by a long-term cumulative fatigue, and even more so by a debilitating effect (I mean not sports tourism, but one-day and multi-day trips practiced in the active recreation mode on foot, by bicycle, boats, skis, etc.).

Such forms of physical activity, both in content and structurally, are much less strictly regulated than training and other activities typical for physical education, which follows from their restorative-recreative (including moments of entertainment-rest) orientation, which implies free independent variation of behavior. with the installation not on an imposed business, but on a personally interesting and meaningful vacation. This, however, does not exclude the need to regulate the load, prevent injuries and exclude other undesirable phenomena, which is provided again on the basis of physical education knowledge, skills and abilities.

Chapter 3. Competitive forms of training

3.1 Competitive method in physical education

Competition (or competition), like a game, is one of the widespread social phenomena. It is of great importance as a way of organizing and stimulating activity in various spheres of life: in production activities, in art (art competitions, festivals), in sports, etc. Naturally, the specific meaning of the competitions in them is different.

The competitive method in physical education is used both in relatively elementary forms and in a detailed form. In the first case, this is expressed in the use of the competitive principle as a subordinate element of the general organization of the lesson (as a way of stimulating interest and activating activity when performing individual exercises), in the second case, as a relatively independent form of organizing classes, subject to the logic of competitive activity (testing, official sports and similar competitions).

The main, defining feature of the competitive method is the competitive comparison of forces in the conditions of orderly rivalry, the struggle for superiority or perhaps a high achievement. All other features of this method follow from this.

Factors of rivalry in the process of competitions, as well as the conditions for organizing and holding them (officially determining the winner, rewarding for the results achieved in proportion to their level, recognition of the social significance of achievements, screening out the weaker ones in multi-stage competitions, championships, etc.) create a special emotional and physiological a background that enhances the impact of physical exercises and can contribute to the maximum manifestation of the body's functional capabilities, as a rule, more significant than with outwardly similar non-competitive loads (at present, this has been shown by many studies).

During competitions, especially significant in personal and social terms, even more than in the game, moments of mental tension are expressed, since the factor of opposition, confrontation, clash of opposing interests is constantly at work. Team competitions are characterized along with this attitude of mutual assistance, mutual responsibility and responsibility to the whole team for achieving the competitive goal.

The competitive method is also characterized by the unification (bringing to some uniformity) of the subject of the competition, the order of the struggle for victory and the methods of assessing the achievement. It is quite clear that it is impossible to compare the strengths of the participants in the competition if there is no common standard for comparison and if the comparison process itself is not streamlined. In some cases, unification may be valid only within a given group of competitors (group, class, etc.). In sports, it is fixed by uniform rules, which in many cases have already acquired the significance of international competition standards. At the same time, unification in the competitive method does not regulate the activities of the competitors in all details. The nature of this activity is largely determined by the logic of the struggle for superiority, victory, or perhaps a high achievement. Therefore, the competitive method provides relatively limited opportunities for accurate regulation of the load, regulation of influences and direct management of the activities of those involved. We can say that in this respect it occupies, as it were, an intermediate position between the game method and the methods of a strictly regulated exercise (if they compete in games, then the competitive and game methods, of course, coincide.).

The competitive method is used in solving various pedagogical problems: the education of physical, volitional and moral qualities, the improvement of skills, the formation of the ability to rationally use them in complicated conditions. Compared with other methods of physical education, it allows you to make the highest demands on the functional capabilities of the body and thus contribute to their highest development. The importance of the competitive method is also exceptionally great in the development of moral and volitional qualities: purposefulness, initiative, determination, perseverance, the ability to overcome difficulties, self-control, selflessness, etc. It is necessary, however, to remember that the rivalry factor and the relationships associated with it can contribute to the formation positive, but also negative character traits (selfishness, excessive ambition, vanity, etc.). Therefore, the competitive method justifies its role in moral education only under the condition of highly qualified pedagogical leadership. .

The competitive method has many of the hallmarks of a competition, but it has a wider range of applications. The subject of the competition when using the competitive method can be any physical exercise in the classroom from building to leaving the gym.

The most characteristic features of the competitive method are the following:

1. Comparison of the forces involved in order to determine the winner. Victory is subject to all the activities of the participants in accordance with the established rules.

2. The competitive method makes it possible to fully reveal the functional and mental capabilities of students and bring them to a new level of preparedness.

3. Limited ability to regulate the workload of students. It is used for improving exercises and educating physical qualities, when extreme efforts are necessary and permissible.

With the correct use of game and competitive methods, ample opportunities are revealed for instilling a sense of collectivism, initiative, perseverance, endurance, and conscious discipline.

If the teacher in the process of managing games and competitions makes mistakes, underestimating the negative manifestations in the behavior of students, then irreparable harm can be done to their education.

The practical application of physical education methods requires taking into account the stage of training, and, consequently, the phase of assimilation of educational material. So, at the stage of preliminary learning of exercises (stage I), when there is an acquaintance with the technique of motor action, in work with younger schoolchildren we use game exercises of an imitative nature. Imitating the actions of a bunny, a mouse, children enter the image and perform exercises with great satisfaction. The positive emotions that arise in this case encourage children to repeatedly perform actions that contribute to their consolidation and the development of physical qualities. Children can imitate the movements, habits of animals, birds, insects, plants, various modes of transport, labor operations. Images that correspond to the nature of the movement being learned help to create a correct visual representation of it, to compare one's own performance with a given image. This helps to increase the awareness of children in the learning process.

The creation of a correct idea about the studied motor action is also facilitated by the use of movements that are close to the one being studied in terms of execution technique and that were encountered earlier in the motor experience of children. For example, snowball fights help to master throwing a ball at a distance and at a target.

With in-depth learning of motor actions (stage II), the formation of an idea in children about the place of this exercise in the practical activity of a person is of great importance. When teaching the same throwing, students should be offered the role of soldiers in a situation where it is necessary to hit an “enemy tank”, and when teaching a long jump, simulate a number of obstacles. So, the elements of the technique of the motor action being learned are included in the games. In such a situation, children become more attentive and diligent.

Applying the competitive method at this stage, the object of the competition should be an indicator of the quality of the movements (“Who is more correct?”, “Who is more accurate?”). The use of relay races with the inclusion of exercises being learned or their parts is permissible only if they are performed in conditions familiar to students. At the same time, the conditions of games and competitions may include mutual assessments by the players of the quality of the performance of the studied exercise included in the relay race.

If at the II stage of training the ability of students to perform exercises under constant conditions was assessed, then at the stage of improving and consolidating the motor action (stage III), the task is to bring it to the level of skill, i.e. the exercise must always be performed freely, with appropriate speed, amplitude, strength and variety.

For this, all the variety of methods is used, but a special place is given to the game and competitive ones. The studied exercise is performed in different conditions in combination with other actions. Here, the methods of performing the studied action depend on the specific conditions of the game situation and, which is very important, are subordinate to the goal of the game, its intention and plot, and the attention of the players is focused on the result of the activity, and not on the technique. Problem situations that arise in games and competitions require an urgent decision, which improves the psychological functions of the student.

The competitive method helps to form in children the ability to apply the studied exercise in conditions of limited time and emotional stress. The inclusion of several studied motor actions in the relay races, when one causes difficulty in performing the other, makes it possible to bring learning closer to the conditions of life situations. So, for example, they improve throwing at a target after running, and catching and passing the ball while moving in a circle.

These and similar situations help to simulate the natural conditions of the exercise and firmly assimilate the training material.

3.2 The concept of competitive forms of training

In a number of various forms of organizing classes in the long-term process of physical education, the competitive form is extraordinary in a certain sense. As one of the private methods or methods of activating classes, elements of the competition are already included, as is known, at the early age stages of physical education, but they develop into a special integral form of building classes as they are introduced to regular physical culture and sports activities, the formation of a personal attitude to sports achievements, the acquisition of physical and mental readiness for the tests that are associated with sports rivalry.

The well-known fact that specific competitive requirements and relationships tend to reveal the individual's physical and mental capabilities to the maximum extent, up to the limiting mobilization of the body's functional reserves and thereby effectively stimulate their development in a special way, has led to the spread of variants of competitive forms of training not only in sports, but also in most areas of physical culture practice. They are most widely represented, of course, in sports activities proper, where participation in official competitions for highly qualified athletes takes 10-15 or more percent of the total time spent on sports activities during the year. For obvious reasons, in the general course of physical education and in the amateur mass physical culture movement, sports competitions are not practiced so widely, but here, too, competitive forms of organizing classes are of significant importance.

It is necessary to distinguish between proper sports competitions in the strict sense of this concept and similar forms of organizing physical education classes. The former are distinguished by such features as: the directly dominant orientation of the behavior of the competitors to victory or individually the highest achievement, a clear regulation of the subject, methods and a number of other conditions of the competition by officially unified rules (moreover, the unification of the rules in many sports has been brought, as you know, to the international level), regulation the order of the competition and the determination of its outcome by official arbiters, the specific emotional intensity and saturation of the atmosphere, the competition, due, among other things, to its situation and the empathy of the audience. When using competitive forms of training in various areas of physical culture practice, these signs of actual sports competitions are often partially absent or expressed, as it were, in a transformed form. The main thing that unites the various variants of competitive forms of training here is the use of naturally comparative methods of identifying individual capabilities that mobilize them to demonstrate the current level of certain personal qualities, abilities, abilities, and skills in specially created conditions for this. These forms of training also have some common structural features that characterize the sequence of behavioral acts of the competitors (introductory-organizing actions, warm-up, the very act of performing a competitive exercise, summing up, measures that normalize the post-competition state).

Sports competitions or similar physical activities are modified and acquire a different specific focus depending on the defining profile of the system of classes within which they are organized. So, within the framework of the general compulsory course of physical education in a general education school and other educational institutions, the use of competitive forms of organizing classes is primarily subject to the logic of the pedagogical process, the interests of improving its quality, and solving educational problems. Competitive and lesson forms of employment here, in certain cases, seem to merge (the so-called control lesson or test, organized in a competitive environment to fulfill educational standards, standards or sports classification, etc.). At the same time, competitions are mostly internal in nature (the composition of participants is limited to the composition of permanent educational units - classes, groups, courses, etc.). Competitive forms of training are also peculiar in the amateur physical culture movement, which does not have a purely sports orientation. For many, in fact, they are not so much a way to achieve a sports victory or a sports and technical result (as studies show, most participants in mass physical culture and sports competitions have such individual attitudes weakly or completely absent), but a form of emotional rich communication, healthy recreation and entertainment. It is no coincidence that with an informal approach to the organization of such competitions, the sports and competitive principle in them is deliberately leveled or relegated, as it were, to the background, which is provided, in particular, by the conditions for encouraging all participants, regardless of the level of results demonstrated, the introduction of handicaps and other organizational and methodological techniques. and conditions.

In regular sports activities aimed at the highest achievements, specific competitions and training sessions form the basis of the athlete's training system and at the same time are the target points on which the entire process of sports training is oriented. Accordingly, they are fully deployed and deeply specialized here (preparatory, classification, control, qualifying, basic, etc.), depending on the specific purpose and place in the overall organization of sports activities. Moreover, as the scale of competitions, the level of competition in them and the degree of responsibility grow, they make more and more serious demands on the physical and mental qualities of an athlete. .

Not only in high-ranking sports competitions, but also in similar competitive forms of training, there is a rather high probability of extreme, stressful situations fraught with overstrain and other negative effects, which raises the problem of the adequacy of competitive loads to the capabilities and level of preparedness of the competitors, and hence the problem of admission to competitions of different ranks, control and regulation of competitive loads. The system of officially organized sports competitions provides, as is well known, a number of measures that somehow contribute to solving these problems (established requirements for medical admission to participate in competitions, officially adopted differentiation of them according to the program, scale, duration, mode, depending on age, sex and the level of sports qualification of participants, officially regulating the recommendations on the regulation of competitive loads for individual contingents of competitors, etc.). The situation is more complicated with the extension of the relevant regulatory provisions to the unofficial practice of amateur sports competitions. To rationalize it, much remains to be done, primarily along the path of the organic introduction of sports culture into the consciousness and life of the people, expanding the network of sports clubs of interest in territorial and communal regions, and qualitative training of public sports activists.

Conclusion

1. The main features that distinguish the so-called small forms of physical exercise from large ones are mainly the following: a relatively narrow focus of activity, a relatively short duration.

The methodology for building small forms of classes cannot, of course, not depend on the level of preparedness of the trainees, their age, individual and other characteristics, as well as on external circumstances.

Small forms of organization of classes include:

Morning hygiene routine.

Introductory gymnastics.

Fizkultpauzy and fizkultminuty.

2. With all the relativity of the differences between small and large forms of organizing classes in physical education and self-education, they are objectively far from equivalent, including when they are organized on an amateur basis. Conditionally large can be called those of the forms of occupations in the amateur physical culture movement, which have a multi-minute length, differ from small forms in a wider content and a more isolated structure, and therefore have their own independent meaning. Allocate:

* Amateur training sessions similar to lesson sessions

* Physical and recreational forms of classes that have the character of extended active recreation

Conducting the analysis of literary sources, we came to the conclusion that the main types (forms) of health-improving physical culture used in practice can be attributed to amateur training sessions. These include:

Rhythmic gymnastics

Athletic gymnastics

Gymnastics according to the “hatha yoga” system

Aerobics

Wellness walking

Jogging

3. In a number of various forms of organizing classes in the long-term process of physical education, in a certain sense, the competitive form is extraordinary.

Specific competitive requirements and relationships tend to reveal the physical and mental capabilities of the individual to the maximum extent, up to the maximum mobilization of the functional reserves of the body and thus effectively stimulate their development in a special way, led to the spread of options for competitive forms of training not only in sports, but also in most areas of physical culture. practices.

It is necessary to distinguish between proper sports competitions in the strict sense of this concept and similar forms of organizing physical education classes.

Sports competitions or similar physical activities are modified and acquire a different specific focus depending on the defining profile of the system of classes within which they are organized.

In regular sports activities aimed at the highest achievements, specific competitions and training sessions form the basis of the athlete's training system and at the same time are the target points on which the entire process of sports training is oriented.

Bibliography

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1.1 General characteristics of small forms of employment

The main features that distinguish the so-called small forms of physical exercise from large ones are mainly the following:

Relatively narrow focus. Within the framework of small forms, as a rule, private tasks are solved, the implementation of which does not objectively guarantee a far-reaching cardinal shift in the state of those involved, although it can contribute to it to some extent; typical here, in particular, are the tasks of moderate toning and accelerating the development of the body during the transition from a state of rest to everyday activities (as provided for in sessions of morning hygienic exercises or introductory industrial gymnastics), some optimization of the dynamics of operational performance in the process of production or other work and prevention its adverse effects on the state of the body (as when using the positive effect of active rest within the framework of physical pauses, physical minutes and micro sessions of industrial gymnastics), maintaining certain aspects of acquired fitness and creating some prerequisites that contribute to the effectiveness of basic classes (as is provided, for example, when performing exercises, included in homework for the school course of physical education), etc.;

Relatively short time span. Small forms of building classes are, as it were, compressed in time, they are short-term sessions or a series of physical exercises that often take only a few minutes; slight differentiation of the structure. In small forms, the structure is, as it were, overthrown: the preparatory, main and final parts of the lesson are not only short-term, but also limited in content, and in certain situations are practically not expressed (especially when physical exercises are most closely integrated into the mode of dominant activity - labor, service, training, - are directly subordinate to him, as in the case of introductory gymnastics, physical education breaks, physical education minutes); relatively low level of functional loads.

From all this follows, in essence, the additional role of small forms of training in the general system of physical education. It does not follow from this, of course, that their value is generally low and they do not deserve a sufficiently serious attitude towards themselves. The inadmissibility of underestimating their significance is clearly indicated by many special studies carried out in recent decades. Systematically practiced such physical exercises, no doubt, are important factors in optimizing the current functional state of those involved, contribute to maintaining their health and ensuring normal life activity, and serve as public forms of introducing physical culture into everyday life. Their significance especially increases, of course, when, for some reason, the physical activity of an individual in specific conditions of life is limited mainly to them. At the same time, it is unrealistic to place hopes only on them as the main factors of a full-fledged physical education and development - such functions are not inherent in small forms, only a holistic system of comprehensive physical education can provide this, where small forms are one of the necessary components.

The methodology for building small forms of classes cannot, of course, not depend on the level of preparedness of the trainees, their age, individual and other characteristics, as well as on external circumstances. Most of all, its specificity is due to the specific focus of the occupation and its place in the general mode of life of the individual.

1.2 Morning hygiene exercises

Morning hygienic exercises, as you know, are one of the most common, popular forms of physical education in the daily life mode (note that as a small form of exercise, it is not identical to either morning training sessions that have become widespread in the practice of sports, or similar cases of using physical exercises with fairly large load). Its main purpose is to optimize the transition from long rest (sleep) to everyday life. The basis of morning hygienic exercises is a kind of warm-up, with the peculiarity that it is not focused on prompt preparation for any one type of activity, but on a gradual general activation of body functions, overcoming the inertia of rest, inclusion in everyday activities in a normal state. tone and in a good mood. In parallel, within the framework of this form of training, it is possible to partially solve such tasks as the formation and maintenance of a normal posture, maintaining the achieved level of development of individual motor qualities and general fitness, and some others, but only in so far as this does not lead to an unjustified forcing of the load here, does not contradict regularities of the gradual deployment of the body's functional capabilities after many hours of being in a state of deep rest.

One of the fully justified schemes for compiling a set of exercises for charging provides:

- "leveling" exercise (for example, smooth sipping with straightening of the limbs and torso, lying in bed or in a standing position);

An exercise that unforcedly activates blood circulation mainly in the large muscles of the lower extremities and the pelvic region (for example, leisurely squats or alternately stretching the rubber tourniquet with the legs in a sitting position);

Tilts, turns, rotation of the body with accompanying movements of the hands, a gradual increase in the amplitude and pace of movements;

An exercise of general or regional impact with pronounced, but not extreme, muscular efforts (for example, push-ups in an emphasis lying down, imitation of a push of a barbell with overcoming the resistance of a rubber band);

A series of "stretching" movements (for example, alternate swinging movements of the arms and legs with an increase in amplitude to the maximum);

An exercise of a cyclic nature that activates the functions of the respiratory and cardiovascular systems within the framework of an aerobic regime (for example, serial jumps in place or running for 3-5 minutes, causing an increase in heart rate to 140-150 beats / min);

The final series of movements (soothing-transitional), partially leveling the excess functional activity caused by previous exercises (for example, walking at a decreasing pace with accentuated respiratory movements).

The approximate duration of the entire charge is about 10-15 minutes, not counting, of course, the subsequent shower and other individual hygiene procedures. Depending on the state of health of the student and the nature of the upcoming main activity, it is permissible, of course, to duplicate the types of exercises listed and vary the partial loads associated with them. The limiting criterion here can be, in particular, the indicator of heart rate normalization at the 5th minute after the last of the exercises, which imposes a significant load (in the given complex, this is the sixth exercise); we can assume that the load in the exercise as a whole does not exceed the expedient measure, if the value of the heart rate by this time is equal to or close to the level that is individually usual in a state of operational rest. With the relative standardization of charging within a certain period (for example, a month), it also acquires the meaning of a kind of functional test, the identification of a reaction to which can serve as one of the simple and at the same time informative ways of everyday self-control.

Although, as you adapt to the complex of morning exercises used, it makes sense to periodically increase the load parameters associated with them, it is not advisable to turn it into a training session of the main type - judging by the prevailing arguments, it is better to start it no earlier than an hour and a half after breakfast (we also note that exercises can be presented in the daily mode not only as morning hygiene, but also in a different form, with a freer load rationing, for example, in the middle of the day).

The most common small forms of occupations in the field of industrial physical culture are introductory gymnastics, physical minutes and physical pauses. Their distinctive features are to a decisive extent due to the fact that they are organically, directly built into the structure of the labor process and are subject to the laws of its optimization. This means, among other things, that only such types of physical exercises are acceptable in them and only such parameters of the loads associated with them that contribute to labor productivity, are consistent with its objective logic and optimize its impact on workers.

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