Coursework in Pedagogy “Outdoor play as a means of developing physical qualities in children of senior preschool age. Outdoor games: characteristics, classification and tasks

Svetlana Tsymbalenko
Development of coordination abilities through outdoor games

In preschool age, along with the formation of the child’s mental qualities, the active formation of his motor skills occurs. Questions development The psychophysical qualities of a child are currently widely discussed by specialists. Quite common in scientific environment is the statement that psychophysical qualities are manifestations of a person’s motor capabilities. As a result of a systematic, purposeful process of education and training, it is possible to have a significant impact on development of these qualities.

In the process of physical education under the guidance of a teacher, the child masters motor skills and abilities in accordance with the requirements of the program for each age group.

Exercises and outdoor games, promoting the development of coordination abilities in strict sequence and with gradual complication of tasks should be included in physical education classes, independent motor activity while walking.

Many specialists dexterity and coordination movements are considered synonymous. According to definitions, agility is ability perform movements at a certain point in time with a precisely specified amplitude, and coordination - ability build integral motor acts, transform developed forms of actions and switch from one action to another, according to rapidly changing situations.

According to N. Bernstein, coordination is the ability move out of any position, i.e. ability cope with any motor task that arises.

As methodological techniques for training coordination recommended following:

Using exercises with unusual starting positions;

Mirror exercises;

Changing the speed and tempo of movements;

Varying the spatial boundaries within which the exercise is performed;

Complicating the exercises with additional movements.

Development of coordination abilities occurs on the basis of the plasticity of the nervous system, capabilities sensations and perceptions of one’s own movements and the environment. Successful performance of a motor task is determined by the accuracy of the spatial, temporal and force components of a given movement.

The child's upbringing coordination abilities associated with the ability to coordinately and consistently perform a movement. Coordination is a necessary component of any movement (running, jumping, throwing, climbing, etc.).

The best conditions for improvement coordination abilities are created in a variety of outdoor games: the child must show speed, intelligence, evasiveness, the ability to move deftly between objects, initiative when unexpected changes situations, using favorable moments for this with the help of spatial and temporal orientations.

To improve coordination It is advisable to use tasks for better performance of exercises with objects (jump rope, balls, hoops, sticks, etc.). Useful to do joint exercises together or in a small group with balls, hoops, poles, cord, etc. Task development agility requires a systematic change of exercises or performing them in different variations to maintain novelty and increase coordination difficulty. The more motor skills a child accumulates, the easier it is to learn new movements and improve dexterity.

In physical education and gaming activities, you can use running from complicated starting positions. (sitting, sitting on cards, standing on one knee, etc.).

Outdoor games contribute to the development of coordination. In them, when performing tasks according to a signal, the child can independently change the nature of the movement, its speed depending on changes in the situation (for example, the action of the driver when catching, catching up, etc.). The child’s correct motor reaction will be determined by the ability to quickly choose the direction and speed of a moving object. (driving) taking into account the distance and time of its approach. This requires some mobility development nervous processes and contributes to their improvement, as well as some spatial, temporal and visual assessments. All this allows the child to correctly navigate in a changing environment.

In the upbringing of preschool children, the age-related characteristics of their body are taken into account - muscle weakness, insufficient regulation by the nervous system. Therefore, the selection of dynamic exercises should include short-term speed-strength tension (various exercises in running, throwing, jumping, as well as climbing vertical and inclined stairs) and alternating different types of movements, active actions and rest.

In the process of jumping, running, throwing, the child needs develop speed and the ability to show strength - to combine the rapid execution of a movement with the concentration of neuromuscular effort, i.e., to demonstrate speed-strength qualities.

For development of these qualities, according to E. N. Vavilova, you can use jumping from a small height with a subsequent rebound up or forward; jumping onto a hill from a place, with a short run; jump up from a squat; jumping in place and moving forward; jumping over lines or sticks. When performing jumps, more attention should be paid to energetically pushing off with one or both legs, landing shallowly on legs slightly bent at the knees, and quickly straightening them.

Example outdoor games, promoting coordination, are such as "Firefighters", "The most accurate", "Collect Ribbons", "Cat and Mice", "Migration of Birds", "Don't give the ball to the driver", "From bump to bump", "Catching Butterflies" and etc.

To determine the level development of coordination abilities child, you can use diagnostic tests that can be performed in the form of control motor tasks offered to children in a playful or competitive form. They do not require additional teacher training or complex equipment to carry them out, and they also have high statistical reliability.

For diagnostics coordination abilities you can use a variety of physical exercises:

Walking and running between objects;

Obstacle running (climbing through a hoop, jumping over a bench, etc.);

Throwing at a target;

- general developmental exercises with objects.

Completion of exercises can be assessed on a five-point scale.

HERE ARE EXAMPLE TEST TASKS

Test tasks for coordination.

The teacher explains and shows the child simple things general developmental exercise. I. p. main stand. On the count of times - right hand on the belt, two - left hand on the belt, three - right hand to the right shoulder, four - left hand to the shoulder, five - right sleeve up, six - left hand up, seven, eight - clapping hands above the head. Then, in the same sequence, we lower our hands down, counting seven, eight - clapping our hands below. The exercise is performed at first at a slow pace, and then the pace increases. This exercise can be performed by marching in place, then by jumping on two legs. The child’s ability to accurately perform the exercise at a fast pace is assessed by the teacher.

The teacher shows the exercise to the right side. On the count of one, two - an extra step to the right; three, four - two claps in front of you; five, six, seven, eight - turn around yourself to the right. Then the child must perform exactly the same exercise to the left. The accuracy of execution is assessed.

A child jumps forward through a skipping rope. The teacher counts the number of jumps in 10 seconds. Two attempts are made and it counts. best result. You should choose the right jump rope so that its ends reach the child’s armpits when he stands with both feet in the middle and pulls it.

Publications on the topic:

Consultation “Development of coordination abilities in preschoolers through role-playing rhythmic gymnastics” The World Health Organization has defined health as a state of complete physical and social well-being, and not merely absence.

Development of creative abilities of preschool children using non-traditional drawing techniques“The mind of a child is at the tips of his fingers” V. I. Sukhomlinsky A child learns the world and tries to display it in its activity-games.

Formation of coordination abilities in children with OHP using breathing exercises and logorhythms on fitballs It is well known that the foundations of human health are laid in childhood, therefore the essence of physical education and health work in our kindergarten.

Music is one of the brightest and most emotional forms of art, the most effective and efficient means of raising children. She helps more fully.

The value of games as a means of understanding the world and preparing new generations for life was clear quite a long time ago and was used in educational purposes. From the first steps of his life, a child acquires the necessary skills and qualities through play. The game develops the mind, improves perception, forms mechanisms of coordination and control of movements, provides exceptional experience in operating tools and various items; develops mental qualities and much more. And in the future it retains its attractive force, satisfying the natural need for every person to move and creative activity throughout his life. This is precisely the main reason for the special popularity that games enjoy among people all over the world.

Children from an early age need to develop motor abilities(dexterity, speed, balance, eye, flexibility, strength, endurance, etc.). To crawl, walk, run, jump, throw, you need to have the appropriate motor qualities. With the development of strength, speed, and agility, the length, height of the jump, and throwing range increase. Endurance allows children to perform physical exercises and walk long distances without getting tired.

Accuracy of hitting the target when throwing, accuracy of landing when jumping, adherence to direction when walking and running indicate good coordination. A child would not be able to perform even basic exercises, not to mention more complex activities, if his basic motor qualities were not developed to one degree or another.

Hearing impairment complicates spatial orientation, delays the formation of motor skills, leads to a decrease in motor and cognitive activity. Some children experience significant delays in physical development. Due to the difficulties encountered in mastering spatial representations and motor actions are impaired correct posture when walking, running, in natural movements, in outdoor games, coordination and accuracy of movements are impaired. Individual deviations are due to a number of reasons:

1) limitation of the possibilities of visual imitation, giving rise to a distorted idea of ​​the surrounding reality;

2) an unfavorable period of preschool education (for children who did not attend preschool institutions), inhibiting the development of cognitive and motor activity;

3) decreased immunity to infectious and colds, and as a result, missed academic classes and decreased student performance.

During the formation of a motor skill, a modification of the coordination of movements occurs, including the processes of coordinating the activity of the body muscles, aimed at the successful completion of a motor task. At the initial stages, control is carried out, first of all, through active static fixation of these organs, then through short physical impulses that are sent at the required moment to a specific muscle. Finally, at the final stages of skill formation, the emerging inertial movements are used, now directed to solving problems. In the formed dynamically stable movement, automatic balancing of all inertial movements occurs without producing special impulses for correction. When a person’s muscles interact smoothly and effectively, we can talk about good coordination of movements. People with good coordination tend to perform movements easily and without visible effort, such as a professional athlete. However, coordination is needed not only in sports. Every human movement depends on it.

The significance of the game as a diverse social phenomenon goes far beyond the spheres of physical education and even education in general. The concept of the game method in the field of education in the broad sense of the word reflects methodological features games, that is, what distinguishes it methodologically (by the peculiarities of organizing the activities of those involved, guiding it with other pedagogical essentials) from other methods of education. Wherein game method not necessarily associated with any generally accepted games, such as football, volleyball or elementary outdoor games. In principle, it can be applied on the basis of physical exercises, provided, of course, that they are given to the organization in accordance with the peculiarities of this method.

Outdoor games in primary school are an indispensable means of solving a complex of interrelated problems of personality education junior school student, development of his various motor abilities and improvement of skills. At this age, they are aimed at developing creativity, imagination, attention, nurturing initiative, independence of action, and developing the ability to comply with the rules of public order. Achieving these goals depends to a greater extent on skillful organization and compliance with metric requirements for conducting rather than on the actual content of the game.

The variety of motor actions included in outdoor games has a complex effect on improving coordination and speed abilities (ability to react, navigate in space and time, rearrange motor actions, speed and speed-strength abilities, etc.).

At this age, the foundations of gaming activity are laid, aimed at improving, first of all, natural movements (walking, running, jumping), basic gaming skills (catching the ball, passing, throwing, hitting the ball) and technical and tactical interaction (choosing a place, interaction with a partner), necessary for further mastery of sports games in middle and high schools.

Program material on outdoor games is grouped according to their primary impact on the corresponding motor abilities and skills. After mastering basic version During the game, it is recommended to vary the conditions of the game, the number of participants, equipment, time of the game, etc.

A prerequisite for organizing classes on outdoor games (especially with balls) is clear organization and reasonable discipline, based on compliance with the commands, instructions and orders of the teacher; ensuring continuity in mastering new exercises, strict adherence to didactic principles.

The most important feature of outdoor games is that they represent a universal type of physical exercise. Playing games has an impact on both motor and mental sphere engaged. The choice of behavior in constantly changing game conditions predetermines the widespread inclusion of consciousness mechanisms in the process of control and regulation. As a result, the strength and mobility of nervous processes increases, and the functions of regulation of all body systems by the cerebral cortex and central nervous system are improved.

At the same time, gaming activity is characterized by complexity and variety of movement. As a rule, all muscle groups can be involved in them, which contributes to the harmonious development of the musculoskeletal system.

The variability of playing conditions requires constant adaptation of the movements used to new situations. Therefore, motor skills are formed clearly and plastically. Dexterity improves and the ability to create new movements from previously mastered ones develops.

Outdoor games as a means of physical education are distinguished by a number of features in continuously changing conditions:

activity and independence of the players;

competitive nature;

collective action.

The actions of the players will obey the rules. The rules determine the choice of tactics and make it easier to manage the game. Games are usually classified according to the nature of the relationships that develop in the game. This principle was first applied by P.F. Lesgaft. There are three main classes of games:

non-team;

transitional to command;

team

A more detailed classification identifies simulation games, with dashes, with overcoming obstacles, with resistance, orientation, musical games, on the ground, preparatory (leading) games, and so on.

Outdoor games have a significant place in the physical education program of general education and correctional schools. Most of the teaching time is allocated to teaching outdoor games in grades 1-3. Psychologists look at outdoor games as a means of manifestation, disclosure and development of psychological and moral qualities person. Scientists have recognized play as a method of child cognition and as a method of correcting mental and physical development, which in turn is vital for children with hearing impairment. Games consolidate acquired abilities and help children cope with experiences that interfere with their normal well-being and communication with peers in the group. Children in the game converge quickly, and any participant integrates the experience gained from other players. The child learns to act by communicating. Play develops in a child and preserves in an adult such social traits as charm, spontaneity, and sociability.

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GRADUATE QUALIFYING WORK

Outdoor games as a means of developing students’ motor-coordination abilities junior classes

Introduction

Currently, one of the main tasks of physical education for children of primary school age is to ensure the comprehensive physical fitness of each child, acquiring a stock of solid knowledge, abilities and motor skills necessary for a person throughout his life for work and active recreation.

The motor sphere of a schoolchild is formed by physical qualities, an arsenal of motor skills and abilities that he owns.

The development of physical qualities contributes to a targeted impact on the complex of natural properties of the children’s body, has a significant impact on improving the regulatory functions of the nervous system, helps to overcome or weaken deficiencies in physical development, motor skills, increase the overall level of performance, and improve health.

Coordination abilities are of great importance in enriching the motor experience of students. The more motor skills a student has, the higher his level of dexterity, and the faster he can master new movements. Indicators of motor abilities are the coordination complexity of movements, accuracy and time of their execution, which are mainly associated with spatial orientation and fine motor skills.

The targeted development of coordination abilities should be given significant attention in the process of physical education of schoolchildren. The level of development of coordination abilities largely depends on the manifestation of the properties of the nervous system, and especially the human sensory systems.

Physical education of children should not be reduced to muscular activity, as has traditionally been cultivated in the practice of secondary schools.

Motor activity in physical education is the basis for other types of educational work. Much can be learned in movement, in motor play activities. Application gaming facilities allows students to comprehend the “school of emotions”, model a number of interpersonal relationships, and contributes to a significant increase in the emotional background of classes.

The relevance of the topic is that there is a contradiction between the need to develop coordination abilities in younger schoolchildren and the lack of methodology. Outdoor games here act as one of the means of developing the coordination abilities of younger schoolchildren. motor coordination training game

Object of study: The process of physical education of junior schoolchildren.

Subject of research: Outdoor games as a means of developing coordination in younger schoolchildren.

Purpose of the work: to develop a methodology for using outdoor games in the development of coordination abilities of primary schoolchildren.

The study was based on the following hypothesis: the use of outdoor games will increase the level of development of students’ coordination abilities.

Job objectives:

Studying the state of the issue according to literary sources;

Development of an experimental training methodology aimed at increasing the effectiveness of the educational and training process;

Identification of the effectiveness of the applied methodology in practice by comparing test results in the control and experimental groups.

Research methods: theoretical analysis of literature on the research problem; studying and analyzing the work experience of teachers; observation, questioning, testing, survey, pedagogical experiment.

The theoretical significance of the study lies in determining the possibilities of outdoor games in increasing the effectiveness of children’s coordination abilities in physical education lessons, as well as students’ interest in physical education.

The practical significance of the study lies in the use of its results and recommendations by physical education teachers in the classroom.

Experimental part: research was carried out at Odintsovo gymnasium No. 4, primary classes. Two groups took part in the study: an experimental group (where the method of using outdoor games to develop coordination abilities was used) and a control group (which followed the school curriculum).

Research results and conclusions.

CHAPTER 1. Theoretical foundations for the development of motor-coordinating abilities in primary schoolchildren. Motor-coordination abilities and the basics of their education

1.1 The concept of motor coordination abilities

In modern conditions, the volume of activities carried out in probabilistic and unexpected situations has increased significantly, which requires the manifestation of resourcefulness, speed of reaction, the ability to concentrate and switch attention, spatial, temporal, dynamic accuracy of movements and their biomechanical rationality. All these qualities or abilities in the theory of physical education are associated with the concept of coordination - the ability of a person to quickly, efficiently, expediently, i.e. most rationally, to master new motor actions, to successfully solve motor problems in changing conditions. Highest value have highly developed muscle sense and the so-called plasticity of cortical nervous processes. The degree of manifestation of the latter determines the urgency of the formation of coordination connections and the speed of transition from one set of attitudes and reactions to another.

Combining a whole range of abilities related to the coordination of movements, they can to a certain extent be divided into three groups.

First group. Ability to accurately measure and regulate spatial, temporal and dynamic parameters of movements.

Second group. Ability to maintain static (posture) and dynamic balance.

Third group. Ability to perform motor actions without excessive muscle tension (stiffness).

Coordination abilities classified in the first group depend, in particular, on the “sense of space”, “sense of time” and “muscle sense”, i.e. feelings of effort.

Coordination abilities belonging to the second group depend on the ability to maintain a stable body position, i.e. balance, which consists in the stability of the posture in static positions and its balancing during movements. Coordination abilities, which belong to the third group, can be divided into the management of tonic tension and coordination tension. The first is characterized by excessive tension in the muscles that maintain the posture. The second is expressed in stiffness, confinement of movements associated with excessive activity of muscle contractions, excessive involvement of various muscle groups, in particular antagonist muscles, incomplete release of muscles from the contraction phase into the relaxation phase, which prevents the formation of perfect technique.

The manifestation of coordination abilities depends on a number of factors, namely:

1) a person’s ability to accurately analyze movements;

2) activity of analyzers and especially motor activity;

3) complexity of the motor task;

4) the level of development of other physical abilities (speed abilities, dynamic strength, flexibility, etc.);

5) courage and determination;

6) age;

7) general preparedness of students (i.e., a stock of various, mainly variable motor skills), etc.

Coordination abilities, which are characterized by precision control of force, spatial and temporal parameters and are ensured by the complex interaction of central and peripheral motor units based on reverse afferentation (transmission of impulses from working centers to nerve centers), have pronounced age-related characteristics.

Thus, children 4-6 years old have a low level of coordination development and unstable coordination of symmetrical movements. Their motor skills are formed against the background of an excess of indicative, unnecessary motor reactions, and the ability to differentiate efforts is low.

At the age of 7-8 years, motor coordination is characterized by instability of speed parameters and rhythm.

In the period from 11 to 13-14 years, the accuracy of differentiation of muscle efforts increases, and the ability to reproduce a given tempo of movements improves. Adolescents aged 13-14 years are distinguished by a high ability to master complex motor coordination, which is due to the completion of the formation of the functional sensorimotor system, the achievement of the maximum level in the interaction of all analyzer systems and the completion of the formation of the basic mechanisms of voluntary movements.

At the age of 14-15 years, there is a slight decrease in spatial analysis and coordination of movements. During the period of 16-17 years, motor coordination continues to improve to the level of adults, and the differentiation of muscle efforts reaches an optimal level.

In the ontogenetic development of motor coordination, the child’s ability to develop new motor programs reaches its maximum at 11-12 years of age. This age period defined by many authors as particularly amenable to targeted sports training. It has been noted that boys have a higher level of development of coordination abilities with age than girls.

There are five types of coordination abilities: kinesthetic differentiation, sense of rhythm, reaction, balance, spatial orientation.

All five types of coordination abilities (CA) must be developed and improved at all stages of schooling.

How to develop coordination abilities (exercises):

1) Exercises with balls.

These exercises are an important means of developing and improving coordination abilities in younger schoolchildren, including in games. Exercises with balls of different weights and shapes have a positive effect on children’s development of a variety of skills in writing, drawing, modeling, etc. Already the first exercises in catching, passing and dribbling the ball require primary school students to develop coordination abilities. Working with balls in the classroom has a positive effect on the development of CS in children.

Learning to handle a ball of different weights and shapes can begin from the first grade, and these skills are consolidated and improved year after year.

Can be used in lessons the following exercises: passing the ball from hand to hand, standing in a line (in front of the chest, behind the back); passing the ball from hand to hand while standing in a column (over the head, between the legs), throwing the ball down and catching it with both hands, throwing the ball up and catching it with both hands while standing, in a sitting position, legs apart; hitting the ball on the floor with two hands and one hand (front, right, left), followed by catching with two hands; passing and catching the ball with both hands from below the chest, from behind the head, in pairs; throwing with the right or left hand followed by catching with both hands; throwing the ball at the wall and then catching it with both hands; dribbling the ball in place, around the body, with the right and left hand while walking and running; throwing the ball over the net; relay races and outdoor games: “Ball in the basket”, “Quickly and accurately”, “Hit the hoop”, “Roll the ball”, “Pass the ball”, “Ball race in a circle”, “Get hold of the ball”, “Ball to the catcher”, "Fight for the ball."

2) Game martial arts.

Coordination abilities are well developed in martial arts games. These include outdoor games: “Cock Fight”, “Sentries and Scouts”, “Tug of War”, “Tug of War in Pairs”, “Pushing Out of the Circle”, and in high school - all sport games(basketball, volleyball, football), etc.

3) Outdoor games.

The development of the KS is also successfully carried out in such games and relay races as: “Third is a wheel”, “Head and tail”, “Everyone is behind the leader!”, “Stay on your haunches!”, “Who is faster?”, “Tag with a ball”, “Friendly threes”, “Hidden pass”, “Relay with a gymnastic stick”, “Take the ball away after the turn!”, “Relay with jumps over bumps”, “Shuttle pass of the ball”, etc.

4) Sports games.

Sports games, more than other sports, contribute to the development of the CS, instilling in children a sense of teamwork, perseverance, determination, dedication, attention and quick thinking, and also teach children to manage their emotions and improve their basic physical qualities.

Modern sports games are complex and versatile activities. There are many similar components in the construction of technical and tactical actions.

The essence and significance of coordination abilities in movement control

The most important tasks physical education are the development of motor function and the ability to control one’s movements. Also P.F. Lesgaft, speaking about the tasks of physical education, noted the importance of “the ability to isolate individual movements, compare them with each other, consciously control them and adapt them to obstacles, overcome obstacles with the greatest possible dexterity.”

A person’s coordination abilities are involved in controlling his movements important function, namely coordination, ordering of various motor movements into a single whole in accordance with the task.

The importance of developing coordination abilities is explained by four main reasons:

1. Well-developed coordination abilities are necessary prerequisites for successful learning of physical exercises. They influence the pace, type and method of mastering sports technique, as well as its further stabilization and situationally adequate varied application.

CS make movement control processes more dense and variable and help increase motor experience.

2. Only developed coordination abilities are a necessary condition for preparing children for life, work, and military service. They

contribute to the effective performance of work operations under constantly growing demands in the process of work, increase a person’s ability to control their movements.

3. Coordination abilities ensure economical expenditure of children’s energy resources and influence the quantitative amount of use of these resources, since muscle effort precisely dosed in time, space and degree of filling and optimal use of the corresponding relaxation phases lead to rational expenditure of forces.

4. Various options exercises necessary for the development of coordination abilities are a guarantee that you can avoid monotony and monotony in classes and ensure joy from participating in sports activities.

Therefore, in addition to physical qualities, at school age it is equally important to improve the coordination abilities of children and adolescents. Moreover, this age, especially primary school age, is the most favorable in this regard.

1.2 Means of developing coordination abilities

The practice of physical education and sports has a huge arsenal of means to influence coordination abilities.

The main means of developing coordination abilities are physical exercises of increased coordination complexity and containing elements of novelty. The complexity of physical exercises can be increased by changing spatial, temporal and dynamic parameters, as well as by external conditions, changing the order of arrangement of projectiles, their weight, height; changing the area of ​​support or increasing its mobility in balance exercises, etc.; combining

motor skills; combining walking with jumping, running and catching objects; performing exercises on a signal or within a limited period of time.

The widest and most accessible group of means for developing coordination abilities are general preparatory gymnastic exercises of a dynamic nature, simultaneously covering the main muscle groups. These are exercises without objects and with objects (balls, gymnastic sticks, jump ropes, clubs, etc.), relatively simple and quite complex, performed in changed conditions, in different positions of the body or its parts, in different directions: elements of acrobatics (somersaults, various rolls, etc.), balance exercises.

Mastering the correct technique of natural movements has a great influence on the development of coordination abilities: running, various jumps (long, height and depth, vaults), throwing, climbing.

To cultivate the ability to quickly and expediently rearrange motor activity in connection with a suddenly changing situation, highly effective means are outdoor and sports games, martial arts (boxing, wrestling, fencing), cross-country running, cross-country skiing, and alpine skiing.

Special group means consist of exercises with a primary focus on individual psychophysiological functions that provide control and regulation of motor actions. These are exercises to develop a sense of space, time, and the degree of muscle effort developed.

Special exercises to improve coordination of movements are developed taking into account the specifics of the chosen sport and profession. These are coordination exercises similar to technical and tactical actions in a given sport or labor actions.

Two groups of such means are used during sports training:

a) leading, facilitating the development of new forms of movements of a particular sport;

b) developmental, aimed directly at developing coordination abilities manifested in specific sports (for example, in basketball, special exercises in difficult conditions - catching and passing the ball to a partner when jumping over a gymnastic bench, after performing several somersaults in a row on gymnastic mats, catching the ball from a partner and throw into a basket, etc.).

Exercises aimed at developing coordination abilities are effective until they are performed automatically. Then they lose their value, since any motor action mastered before the skill and performed under the same constant conditions does not stimulate further development of coordination abilities.

Coordination exercises should be planned for the first half of the main part of the lesson, since they quickly lead to fatigue.

1.3 Outdoor games: characteristics, classification and tasks

Outdoor games are games where natural movements are used and achieving the goal does not require high physical and psychological stress.

The systematic use of outdoor games helps students master the “school of movements,” which includes the entire range of vital skills. Under their influence, all physical qualities develop more intensively. At the same time, children’s abilities to analyze and make decisions develop, which has a positive effect on the formation of thinking and mental activity in general.

When teaching schoolchildren exercises from the sections of athletics and gymnastics, outdoor games play an important role as a form of consolidation and improvement of the movements being studied.

Games are widely used in working with primary school students, where lessons and other forms of physical education are often practiced, consisting almost entirely of games. As children age, the content of games becomes more complex: they move from imitative movements to games whose content consists of various forms of running, jumping, and throwing.

At the same time, relationships between children gradually become more complicated. They are accustomed to coordinated actions, when each participant fulfills his assigned role. In middle and high schools, outdoor games are used as preparatory games, subject to the technique and tactics of sports games and other exercises in the school curriculum. Games can be held as part of a physical education lesson and in conjunction with other forms of physical education (evenings, holidays, health days, etc.) or as independent events during recess, at the place of residence, in the family, etc.

Outdoor games create good opportunities for using indirect influence techniques when children do not realize that they are being raised. However, students can be openly tasked with teaching them to behave in a certain way: to be polite, helpful. However, one of the main pedagogical tasks is to teach children to play independently.

Educational objectives:

1.Formation and improvement of vital motor skills. Schoolchildren need to develop the following five groups of motor skills:

skills and abilities with which a person moves himself in space (walking, running, swimming, skiing);

skills to control static postures and body positions when moving (stands, starting positions, various poses, drill exercises, etc.)

skills and abilities performs various movements with objects (balls, jump ropes, ribbons, dumbbells, sticks)

skills in controlling the movements of the arms and legs in combination with movements in other parts of the body (somersaults, flips, lifts, hangs, stops, balances);

ability to perform complex movements to overcome artificial obstacles (vault jumps, climbing, long and high jumps).

2.Formation of necessary knowledge in the field of physical culture and sports. Students should know:

conditions and rules for performing physical exercises;

the influence of physical exercise knowledge on the basic systems of the body;

rules for independent training of motor abilities;

basic techniques of self-control during physical exercise;

the role of physical education in the family, etc.

Educational tasks:

1. Fostering the need and ability to independently engage in physical exercise, consciously using it for the purposes of recreation, training, improving performance and improving health. The solution to this problem in the activities of a physical education and sports teacher involves the creation of the necessary prerequisites for students’ independent physical education activities, and this necessitates: increasing the physical education literacy of schoolchildren; stimulating positive motivation for physical education; formation of the foundations of the correct technique for performing vital motor skills; the formation of organizational and methodological skills that give the student the opportunity to correctly structure his independent lesson, dose the load, apply an adequate method of developing physical qualities, carry out simple self-control, etc.

2. Nurturing personal qualities (aesthetic, moral, promoting the development mental processes).

Wellness tasks:

Promotion of health, promotion of normal physical development: formation of correct posture and development of various body groups, correct and timely development of all body systems and their functions, strengthening of the nervous system, activation of metabolic processes.

Ensuring the optimal harmonious development of physical qualities for each age and gender. At primary school age, it is necessary to pay attention to the comprehensive development of physical qualities, but emphasis is placed on developing coordination abilities, as well as speed of movement. In middle school age, much attention is paid to the development of speed abilities in all forms, and speed-strength training is also added, which is not associated with the maximum stress of the strength component.

Increasing the body's resistance to adverse environmental influences. Whenever possible, it is advisable to conduct physical education classes, including physical education lessons, in the fresh air and not in the gym.

Improving overall performance and instilling hygiene skills. These tasks require that schoolchildren perform physical exercises every day, take water, air, and sun treatments, follow study and rest regimes, sleep, and good nutrition. This especially applies to primary and secondary school age, since it is during this period that the most intensive development of all systems and functions of the body takes place.

Classification and content of outdoor games in relation to the tasks of developing motor qualities in the physical education program

The question of the classification of outdoor games in relation to the tasks of developing motor skills in schoolchildren is one of the most important in terms of developing pedagogical recommendations for the practical use of outdoor games in school.

Games are divided into three groups:

Non-team games. This group of games is characterized by the fact that they lack common goals for the players. In these games, children are subject to certain rules that provide for the personal interests of the player and reflect the interests of other participants.

Transitional to command. They are characterized by the fact that they lack a constant, common goal for the players and there is no need to act in the interests of others. In these games, the player, at his own discretion, can pursue his personal goals, as well as help others. It is in these games that children begin to engage in collective activities.

Team games. First of all, these games are characterized by joint activity aimed at achieving a common goal, the complete subordination of the personal interests of the players to the aspirations of their team. These games significantly improve children's health and have beneficial influence for the development of psychophysical qualities.

Analysis of the classification of games makes it possible to highlight several areas:

1. Classification, which depends on the tasks solved during the games.

2. Games with features of the relationship between the participants.

3. Groups of games with features of organization and content.

Games that have a common idea and course, in separate groups, run in parallel. Adhering to this principle, the compilers of teaching aids strive to follow the didactic principle: from simple shapes to more complex ones. Therefore, they distinguish the following groups of games: musical games; running games; ball games; games to develop strength and dexterity; games for developing mental abilities; water games; winter Games; area games; indoor games.

Based on the specific conditions of holding competitions in complexes of outdoor games among schoolchildren, E.M. Geller offers a unique classification. It was created based on the following characteristic features:

1. Motor activity of participants.

2. Organizations of players.

3. Predominant manifestation of motor qualities.

4. Predominant type of movements.

Based on the above, it is clear that the existing classifications are diverse and differ from each other. Therefore, it is very difficult to systematize games so that the games of one group are strictly distinguished from the games of another group. At the same time, groups must be interconnected and interdependent. Therefore, one cannot talk about the advantage of one group over another. It should be noted that from the classifications discussed above in to a greater extent The classifications of V.G. attract attention. Yakovlev and E.M. Geller.

The existing analysis of classifications of games in the process of developing motor qualities during physical education classes for schoolchildren made it possible to develop a grouping of games in accordance with the assigned tasks. The grouping was based on the principle of the predominant influence of games on the development of motor qualities in combination with the formation of basic motor qualities. Outdoor games are based on physical exercises, during which participants overcome various obstacles and strive to achieve a certain, pre-set goal. Games are effective means physical education, active recreation, improve health. Outdoor games help develop willpower, perseverance in overcoming difficulties, and teach children mutual assistance, honesty and truthfulness.

Based on modern ideas about the ways and methods of developing motor qualities in students, it is assumed that a fairly high effect can be achieved by using a certain range of special physical exercises, outdoor games with the so-called “predominant focus.” Outdoor games are aimed at developing motor qualities, so the degree of predominant focus is determined by the nature of the exercises.

An analysis of the literature has shown that outdoor games act as an effective means of physical training, contributing to the development of physical qualities.

The importance of outdoor games when working with children of primary school age

In lessons in grades 1-4, outdoor games occupy a leading place. This is explained by the need to satisfy the greater need for movement characteristic of children. younger age. Children grow, they develop the most important systems and functions of the body.

Children learn activities such as running, crawling, balance, crawling, rhythmic walking, and jumping better through games. They more easily perceive movements that are simplified into concrete, understandable images.

Children of this age have very little motor experience, therefore, at first it is recommended not to challenging games plot-based with basic rules and a simple structure. From simple games it is necessary to move on to more complex ones, which gradually increases the requirement for the coordination of movements, the behavior of the players, and the manifestation of initiative by each participant in the game.

In 1st grade, from the beginning of the school year, it is not recommended to play team games. With the acquisition of motor experience and with the increase in children's interest in collective activities, games with elements of competition in pairs (running, hoop racing, jumping rope, rolling a ball) can be included in the lesson. In the future, you should divide the children into several groups and conduct competitive games with them such as relay races with various simple tasks.

Children in grades 1-4 are very active. They all want to be drivers without taking into account their capabilities. Therefore, drivers must be assigned to these classes in accordance with their abilities or selected by calculation to a conditional number.

For the development of inhibitory functions, the signals given in the game are of great importance. For students in grades 1-3, it is recommended to mainly give verbal signals that contribute to the development of the second signaling system, which is still very imperfect at this age.

Each lesson includes games related to the general objective of the lesson. In the main part, to develop speed and dexterity, games are most often played - dashes ("Octobers", "Two Frosts", "Wolf in the Ditch"), in which children, after a fast run with dodging, jumping, and jumping, can relax.

Games with rhythmic walking and additional gymnastic movements, requiring the players to be organized and pay attention to the coordination of movements, contribute to overall physical development. It is better to include them in the preparatory and final parts of the lesson (“Who approached?”, “Ball for the neighbor,” “Guess whose voice,” “Forbidden movement”).

Some lessons in grades 1-4 may consist entirely of a variety of outdoor games. A game-based lesson requires participants to have some gaming skills and organized behavior. This lesson includes 2-3 games familiar to children, and 1-2 new ones.

A methodically correctly conducted lesson has great educational value, but its educational value is often not sufficient, since in games it is difficult to follow correct formation skills of each participant.

It is recommended to conduct game lessons at the end of each quarter before the holidays (mainly in 1st grade) in order to establish how much students have mastered the basic movements covered in the quarter, check their overall organization and discipline in the game, determine how they have mastered the completed games, and advise conduct them yourself.

Hygienic and health value of outdoor games

Outdoor games have a hygienic and health-improving value only if classes are organized correctly, taking into account age characteristics and physical fitness, which are protected by the main content; outdoor games are a variety of movements and actions of the players. With proper guidance, they have a beneficial effect on the cardiovascular, muscular, respiratory and other systems of the body. Outdoor games increase functional activity, involve large and small muscles of the body in a variety of dynamic work, and increase joint mobility. Of great health value is conducting outdoor games in the fresh air, both in winter and summer. Promotes the hardening of children under the influence of physical exercises used in outdoor games. Muscular work stimulates the functions of the endocrine glands. Games should have a beneficial effect on the nervous system of children. This is achieved through optimal loads, as well as organizing the game in a way that evokes positive emotions. The use of outdoor games compensates for the lack of physical activity. When physical development in children is delayed, it is necessary to use outdoor games that contribute to the health of the body and increase the overall level of physical development. Outdoor games are used in medicinal purposes when restoring health (in hospitals and sanatoriums). This is facilitated by the functional and emotional uplift that occurs during the game.

Educational value of outdoor games

Play is the first activity, which plays a large role in the formation of personality; a child develops through play. The game promotes the comprehensive development of the child, develops observation and the ability to analyze and generalize. Games related in motor structure to individual sports are of educational importance. They are aimed at improving the consolidation of various technical and tactical techniques and skills. Outdoor games (in pioneer camps, at recreation centers, on hikes, on excursions) are of great educational importance. Games on the ground contribute to the formation of the necessary skills: a tourist, a scout, a pathfinder. It is of great educational importance to familiarize students with folk games. Outdoor games contribute to the development of organizational skills, roles: “driver, scorekeeper, assistant referee, etc.” Competitions in outdoor games introduce the rules and organization of competitions, and help children independently conduct competitions.

Educational value of outdoor games

Great importance in the development of physical qualities (speed, flexibility, strength, endurance, agility.). In outdoor games, physical qualities are developed in a complex way: speed, running away quickly, catching up, overtaking, instantly reacting to sound, visual signals. The changing environment of the game requires a quick transition from one action to another. The power of the game with a speed-strength orientation. Endurance: games involving frequent repetitions of intense movements with continuous motor activity associated with significant expenditure of strength and energy. The flexibility of the game is associated with a particular change in the directions of movements. Outdoor games are of great importance moral education child. Outdoor games are collective in nature, developing a sense of camaraderie and responsibility for each other’s actions. The rules of the game contribute to education conscious discipline, honesty, endurance. Great place occupies the creative imagination, which develops in role-playing games, the plot content of the game with musical accompaniment promotes the development of musicality.

1.4 Anatomical and physiological characteristics of children of primary school age

One of the cornerstones of the school reform carried out in the country is to improve the efficiency of education and training based on taking into account the age-related characteristics of the student’s body. The correct solution to the issues of organization and methodology of conducting classes, choice of means, rationing of physical activity, optimal balance of mental and physical activity is possible subject to strict consideration of age and individual psychophysiological characteristics characteristic of certain stages of children’s development.

The method of physical education of children must correspond to age-related morphofunctional and mental characteristics their body. It is known that for children of primary school age, the most burdensome element of the school regime is prolonged sitting at a desk, which contributes to chronic overload of the spine. Therefore, the spine should be the subject of special concern when selecting exercises during physical education.

In 6-year-old children, rapid growth in body length is observed. The child loses excess roundness, his skeleton and muscles grow rapidly, the percentage of ossification increases, and the formation and ossification of the chest and spine begins. Rapid spasmodic growth leads to a discrepancy between the structure and function of organs and systems, which makes the body 6 year old child extremely susceptible to the influence of unfavorable environmental factors, including limitation of physical activity, static loads, and mental stress. Therefore, the school regime for six-year-olds should include a variety of forms and means of physical education that ensure a high level of physical activity.

It has been established that at the age of 6-7 years, the reserve capabilities of the cardiovascular and respiratory systems increase significantly compared to children 4-5 years old, allowing them to perform long-term work of moderate intensity.

The cardiovascular system of a 6-year-old child is able to satisfy the body's needs when performing endurance loads with a capacity of 60-70 percent of the maximum. Many authors have shown the possibility of developing endurance in 6-7 year old children through the widespread inclusion of cyclically repeating sets of physical exercises, even running, skiing, cycling and other exercises of a cyclic nature in physical education lessons and physical education classes. The high effectiveness of pedagogical influence is explained by the fact that at 6-7 years of age there is a natural rapid increase in endurance and, as a result, increased sensitivity to the effects of physical activity aimed at its development.

It is necessary to stimulate the development of endurance, since it is closely related to the child’s performance and determines his readiness to study at school, contributes to the successful overcoming of educational loads, better assimilation of knowledge in general education subjects, significantly increases his physical performance and has a positive effect on the development of speed and strength qualities.

Loads such as moderate-intensity running (40-60% of maximum speed) help to increase functionality body, reducing morbidity. The volume of even running for 6-year-old children should be 1000 - 1500 meters, which they can successfully overcome in 6.5-9 minutes without much strain. At this age, it is possible to develop almost all qualities and teach all movements, which is facilitated by the intensive development of motor function.

The lag in the growth of physical qualities from the growth of anthropometric indicators indicates an incorrect method of physical education and negatively affects both physical development and mental performance.

The comprehensive development of physical qualities with the targeted development of endurance creates the basis for the development of more powerful motor actions in terms of coordination.

At the initial stages of training, it is necessary to lay the foundation for the physical improvement of a person, which will serve as the key to his further success in mental, labor and sports activities.

The age of 7-9 years is characterized by a slower growth rate, smooth development, gradual changes in the structures and functions of the body. Higher nervous activity and motor function reach a fairly high degree of development, and are promoted at this age by technically complex forms of movement that require precision, high coordination of movements, speed, flexibility and dexterity.

Children's ability to perform low-intensity work for a relatively long time increases. Children under 11 years of age are especially sensitive to the effects of low-intensity exercises that develop endurance. From 12 to 15 years, the effectiveness of these exercises decreases, endurance stabilizes or even decreases slightly.

Children of primary school age tolerate speed-strength exercises well (jumping, acrobatic exercises, apparatus exercises). From 9 to 11-12 years old, boys show a high sensitivity to dynamic, strength exercises.

In girls, strength endurance from 9 to 11 years old reaches 15-16 -year-old girls. Static efforts in younger schoolchildren are accompanied by rapid fatigue.

However, in order to maintain correct posture while sitting at a desk, the correct posture for performing the exercise, it is necessary to use static conditions with mandatory breathing control.

To prevent postural defects, more attention must also be paid to the development of the trunk muscles. Due to the fact that the relative sizes of muscles (per 1 kg of body part) are close to those of adults, at this age exercises are widely used to develop strength associated with overcoming body weight (such as inclined and vertical position). It must be remembered that muscles have thin fibers, are poor in protein and fat, and contain a lot of water, so they must be developed gradually and in many ways. Large volume and intensity loads lead to high energy consumption, which can lead to greater growth retardation.

It is necessary to avoid senometric exercises, sharp jolts during landings when jumping, uneven load on the left and right leg, heavy loads on the lower limbs. These exercises can cause displacement of the pelvic bones, their improper fusion, leading to flat feet and postural disorders in children.

The ability to work on debt is also limited in children of primary school age. They stop intensive work when the oxygen debt is only one liter. Endurance to work of submaximal intensity increases only by 12 years. At rest, and even more so during muscle loads, children experience greater tension in the functions of the cardiovascular and respiratory systems, and a high oxygen cost of work.

Working with children of primary school age important place occupies the development of thinking, which consists in the transition from visual-figurative to verbal-logical, reasoning thinking, the final formation of which occurs already in adolescence.

The timely formation and successful restructuring of all mental processes is greatly facilitated by purposeful motor activity.

In addition to developing the vital skills of walking, running, jumping, throwing, in physical education lessons it is necessary to teach children to maintain correct posture, analyze muscle sensations, control their actions, and solve tactical problems.

At this age, children have poorly developed attention span. They are characterized by high emotionality and a highly developed need for movement. If it is impossible to satisfy this need, the child’s muscle tension increases, attention deteriorates, and fatigue quickly sets in. Resistance to fatigue is carried out in younger schoolchildren through movements, which are a protective physical reaction to overexertion. In this case, no advice, prohibitions or comments from the teacher will help. Only exercise will help.

1.5 Psychological and pedagogical characteristics of children of primary school age

The attention function of younger schoolchildren is not yet sufficiently developed; they are often absent-minded and switch from one subject to another. In this regard, it is advisable to offer them short-term outdoor games, in which greater mobility alternates with short breaks. The games consist of a variety of free, simple movements, and large muscle groups are involved in the work. The simplicity and limited number of rules of the game are determined by the lack of stability of attention and the relatively poorly developed volitional qualities of children aged 6-9 years.

Children of this age are active, independent, inquisitive, strive to immediately and simultaneously be involved in the games being played, and during the game they try to be relatively short term achieve set goals; they still lack patience and perseverance. Their mood changes often. They are easily upset when they fail in a game, but, having become carried away by it, they soon forget about their grievances.

Younger schoolchildren perceive more clearly and better assimilate everything that they see, hear, and observe. However, at this age, the child’s figurative, objective thinking is gradually replaced by conceptual thinking. Children demonstrate greater awareness in play activities; they develop the ability to share impressions, compare and contrast what they observe. They begin to be more critical of the actions and actions of their fellow players. The emergence of the ability to think abstractly, critically, and consciously control movements allows schoolchildren to successfully master complex rules of games and perform actions explained and demonstrated by the leader.

The leader should state the rules of the game briefly, since children strive to reproduce everything outlined in the actions as quickly as possible.

Often, without listening to the explanation, children express a desire to play one or another role in the game. It’s not bad if the leader talks about the game in the form of a fairy tale, which is perceived by children with great interest and contributes to the creative performance of roles in it. This method can be used to better assimilate the game when children are not attentive or when they need rest after physical activity.

Children of grades I-III are very active, but, of course, they cannot calculate their capabilities. All of them basically want to be drivers, so the leader himself must appoint them in accordance with their abilities. You can also appoint the player who won the previous game as the driver, rewarding him for not being caught, completing the task better than others, taking the most beautiful pose in the game, etc.

The choice of driver should contribute to children’s ability to correctly assess their own strengths and the strengths of their comrades. It is recommended to change the driver more often so that as many children as possible can play this role.

It is better to give signals in games for primary school children not with a whistle, but with verbal commands, which contributes to the development of the second signaling system, which is still very imperfect at this age. Recitatives are also good. Rhymed words spoken by the choir develop children's speech and at the same time allow them to prepare for performing an action on the last word of the recitative.

Children of this age are very vulnerable, so it is not recommended to take them out of the game for mistakes. If the content of the game requires the temporary exit of the losers, then it is necessary to determine a place for the dropouts and remove them for a very short time. The manager must be tolerant of violations in the game, non-compliance with the rules, remembering that this happens mainly due to inexperience, inability to play group games and insufficient general physical development of children.

For most games in junior classes The manager needs bright, colorful equipment, since in children the visual receptor is still poorly developed, and attention is scattered. The equipment should be light, convenient in volume, and correspond to the physical capabilities of children. Thus, medicine balls weighing up to 1 kg can be used for rolling and passing, but not for throwing; and for games it is better to use volleyballs.

Before a child can benefit from formal learning, he needs to develop self-expression, internal control, coordination and the ability to be assertive, humorous, inquisitive and thoughtful. He must learn to achieve goals and lose. He needs to enjoy physical and mental activities. Games can help you gain these qualities and dexterity.

Informal games allow everyone, regardless of their talents and shortcomings, to participate in them on equal terms with other children and gain very significant experience for future learning.

In addition, the game demonstrates ingenuity and demonstrates physical effort, and serves to prepare children for social life. This contributes to the formation of mental and moral concepts and creates the need for rules. Both games and life need movement, planning a direction and anticipating possible actions of an opponent. Games help teach these techniques.

Modern children move little, play outdoor games less than before due to attachment to TV and computer games. The number of open spaces for games is also decreasing. Parents and educators are increasingly concerned about how, where and when to provide children with opportunities for active and creative play. And in order to maintain children’s interest in such games, they must recognize them, and the teacher’s task is to help them with this.

CHAPTER 2. Objectives, methods, organization of research

2.1 Research objectives

During the research, the following tasks were solved:

1. Analysis of literary sources on this issue.

2. Development of a methodology for developing the coordination abilities of children of primary school age through outdoor games.

3.Checking the effectiveness of the proposed method.

4. Determination of indicators of the development of coordination abilities of children in the experimental and control groups.

2.2 Research methods

When cultivating coordination abilities, the following main methodological approaches are used.

1. Teaching new and varied movements with a gradual increase in their coordination complexity. This approach is widely used in basic physical education, as well as in the first stages of sports improvement. By mastering new exercises, students not only replenish their motor experience, but also develop the ability to form new forms of coordination of movements. Having extensive motor experience (stock of motor skills), a person copes with an unexpected motor task more easily and quickly.

Stopping learning new and varied movements will inevitably reduce the ability to master them and thereby slow down the development of coordination abilities.

2. Developing the ability to rearrange motor activity in a suddenly changing environment. This methodological approach also finds wide application in basic physical education, as well as in team sports and martial arts.

3. Increasing the spatial, temporal and power accuracy of movements based on improving motor sensations and perceptions. The methodical technique widely used in a number of sports (gymnastics, sports games, etc.) and professional applied physical training.

4. Overcoming irrational muscle tension. The fact is that excessive muscle tension (incomplete relaxation at the right moments of performing exercises) causes a certain incoordination of movements, which leads to a decrease in the manifestation of strength and speed, distortion of technique and premature fatigue.

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Federal State Budgetary Educational Institution of Higher Professional Education

Tolyatti State University

COURSE WORK

Outdoor games as a means of developing coordination abilities of children of primary school age with hearing impairment

Student of the AFK-401 group

A.O. Tyshkevich

Teacher:

Doctor of Pedagogical Sciences, Associate Professor V.F. Balashova

Tolyatti, 2012

INTRODUCTION

CHAPTER 1. Theoretical foundations for the development of coordination abilities of children of primary school age with hearing impairment

1 Characteristics of coordination abilities

1.2 Outdoor games as the main means of physical education in primary school age

1.3 Studying ways to determine the level of development of coordination abilities in children with hearing impairment

CHAPTER 2. Research methods and organization

1 Research methods

2 Organization of the study

CHAPTER 3. Research results and discussion

1 Methodology for developing coordination abilities of children of primary school age with hearing impairment

2 Research results

BIBLIOGRAPHY

APPLICATIONS

INTRODUCTION

Relevance. One child in a thousand is born with hearing loss. With age, the number of hearing-impaired children increases - due to past illnesses or treatment with drugs that are harmful to hearing. If it is impossible to restore lost hearing, then the child’s deafness can and should be compensated by other means. Such a means is a game.

A game is an activity, a form of communication between children, which is not obligatory, but brings a feeling of joy, pleasure from achieving a game result, and the game also models life situations. A game for an adult is a means of filling leisure time, and for children it is an opportunity to master and understand the world. The game performs a number of functions, which allows us to talk about its diversity and usefulness; play-work, leisure, holiday.

Outdoor games are one of the most popular and available funds physical education of children, starting from a very early age. Today's child moves little, inactively contemplates the world, composes and fantasizes little, works very little with his hands, draws and designs little. You could say the game is required type activities, during which the children’s accumulated experience is reflected, their ideas about the world around them are deepened and consolidated, and new skills necessary for successful work are acquired. It is in play that a child is an author and performer, a creator who experiences a feeling of admiration and pleasure that frees him from disharmony. Games are disinterested; through them there is an endless flow of information, which children enrich during play. Among the diverse means of physical education for schoolchildren, play can be singled out as the most accessible and effective means, since it has infinitely diverse combinations of movements and allows for a comprehensive impact on the children’s body.

The object of the study is the process of development of coordination abilities of children of primary school age with hearing impairment.

The subject of the study is the method of using outdoor games to increase the level of development of coordination abilities in children of primary school age with hearing impairment.

Based on this, the research hypothesis is that the introduction of systematic exercise in outdoor games into the educational process of hearing-impaired children of primary school age will help increase the level of coordination abilities and motivation of children to engage in physical exercise.

The purpose of the study is to study the effect of outdoor games on increasing the level of development of coordination abilities in children of primary school age with hearing impairment.

Research objectives:

1.Analyze scientific and methodological literature on the chosen research topic.

2.To assess indicators of the level of development of coordination abilities in children of primary school age with hearing impairment.

.To develop and experimentally test a method for increasing the level of development of coordination abilities in children of primary school age with hearing impairment.

CHAPTER 1. THEORETICAL BASIS FOR THE DEVELOPMENT OF COORDINATION ABILITIES OF CHILDREN OF PRIMARY SCHOOL AGE WITH HEARING IMPAIRMENT

1 Characteristics of coordination abilities

In modern conditions, the volume of activities carried out in probabilistic and unexpected situations has increased significantly, which requires the manifestation of resourcefulness, speed of reaction, the ability to concentrate and switch attention, spatial, temporal, dynamic accuracy of movements and their biomechanical rationality.

All these qualities or abilities in the theory of physical education are associated with the concept of agility - a person’s ability to quickly, efficiently, expediently, i.e. most rationally, to master new motor actions, to successfully solve motor problems in changing conditions. Dexterity is a complex motor quality, the level of development of which is determined by many factors. The most important are highly developed muscle sense and the so-called plasticity of cortical nervous processes. The degree of manifestation of the latter determines the urgency of the formation of coordination connections and the speed of transition from one set of attitudes and reactions to another. The basis of agility is coordination abilities.

Motor-coordination abilities are understood as the ability to quickly, accurately, expediently, economically and resourcefully, i.e. most perfectly solve motor problems (especially complex ones and those that arise unexpectedly).

Under physical quality dexterity is understood as the unity of interaction between the functions of central and peripheral control motor system human, allowing to rebuild the biomechanical structure of actions in accordance with the changing conditions of solving a motor task. Dexterity is expressed through a set of coordination abilities, which are manifested under the condition of maintaining body stability and the required range of movements.

Dexterity (more general concept than coordination abilities) is the quality of movement control that ensures the correct, quick and resourceful solution of a motor problem.

One of the characteristics of agility is the speed of mastering new movements, another is the speed of restructuring motor activity. There is no doubt that dexterity is not limited to these two characteristics. At the same time, the features of motor activity, grouped under the name dexterity, have not yet been sufficiently studied.

Dexterity is a person’s ability to quickly master new movements and rearrange motor activity according to changing conditions. The development of a person's dexterity can be judged by what complex movements he is able to master, how much time it takes him to do this, and the degree of accuracy that he can achieve in a given movement after some training.

In modern conditions, the volume of activities carried out in probabilistic and unexpected situations has increased significantly, which requires the manifestation of resourcefulness, speed of reaction, the ability to concentrate and switch attention, spatial, temporal, dynamic accuracy of movements and their biomechanical rationality. All these qualities or abilities in the theory of physical education are associated with the concept of agility - a person’s ability to quickly, efficiently, expediently, i.e. most rationally, to master new motor actions, to successfully solve motor problems in changing conditions. Dexterity is a complex motor quality, the level of development of which is determined by many factors. Of greatest importance are highly developed muscle sense and the so-called plasticity of cortical nervous processes. The degree of manifestation of the latter determines the urgency of the formation of coordination connections and the speed of transition from one set of attitudes and reactions to another. The basis of agility is coordination abilities.

The basis for modern ideas about the structure of coordination was laid by N.A. Bernstein. He suggested that coordination is overcoming the excessive degrees of freedom of our organs of movement, while the degrees of freedom are divided into kinematic and dynamic. Motor control is the control of movements through the senses (the principle of sensory corrections). In his opinion, voluntary movement is not just the activity of the motor systems of the body, mainly muscles as direct motors and motor nerves, but also motor centers of the brain that send impulses to the muscles.

Motor-coordination abilities are understood as the ability to quickly, accurately, expediently, economically and resourcefully, i.e. most perfectly, solve motor problems (especially complex ones and those that arise unexpectedly).

Combining a whole range of abilities related to the coordination of movements, they can to a certain extent be divided into three groups.

First group. Ability to accurately measure and regulate spatial, temporal and dynamic parameters of movements.

Second group. Ability to maintain static (posture) and dynamic balance.

Third group. Ability to perform motor actions without excessive muscle tension (stiffness).

Coordination abilities classified in the first group depend, in particular, on the “sense of space”, “sense of time” and “muscular sense”, i.e. feelings of effort.

Coordination abilities belonging to the second group depend on the ability to maintain a stable body position, i.e. balance, which consists in the stability of the posture in static positions and its balancing during movements.

Coordination abilities, which belong to the third group, can be divided into the management of tonic tension and coordination tension. The first is characterized by excessive tension in the muscles that maintain the posture. The second is expressed in stiffness, confinement of movements, reduced with excessive activity of muscle contractions, excessive involvement of various muscle groups, in particular antagonist muscles, incomplete release of muscles from the contraction phase into the relaxation phase, which prevents the formation of perfect technique.

Solving the problems of physical education for the targeted development of coordination abilities, primarily in classes with children (starting from preschool age), with schoolchildren and with other students, leads to the fact that they:

· master various motor actions much faster and at a higher quality level;

· constantly replenish their motor experience, which then helps to more successfully cope with tasks of mastering motor skills that are more complex in terms of coordination (sports, labor, etc.);

· experience in psychologically feelings of joy and satisfaction from mastering new and varied movements in perfect forms.

The manifestation of coordination abilities depends on a number of factors, namely: 1) a person’s ability to accurately analyze movements; 2) activity of analyzers and especially motor activity; 3) complexity of the motor task; 4) the level of development of other physical abilities (speed abilities, dynamic strength, flexibility, etc.); 5) courage and determination; 6) age; 7) general preparedness of students (i.e., a stock of various, mainly variable motor skills), etc.

Coordination abilities, which are characterized by precision control of force, spatial and temporal parameters and are ensured by the complex interaction of central and peripheral motor units based on reverse afferentation (transmission of impulses from working centers to nerve centers), have pronounced age-related characteristics.

Coordination abilities, which are characterized by precision control of force, spatial and temporal parameters and are ensured by the complex interaction of central and peripheral motor units based on reverse afferentation (transmission of impulses from working centers to nerve centers), have pronounced age-related characteristics.

Thus, children 4-6 years old have a low level of coordination development and unstable coordination of symmetrical movements. Their motor skills are formed against the background of an excess of indicative, unnecessary motor reactions, and the ability to differentiate efforts is low. At the age of 7-8 years, motor coordination is characterized by instability of speed parameters and rhythm.

In the period from 11 to 13-14 years, the accuracy of differentiation of muscle efforts increases, and the ability to reproduce a given tempo of movements improves. Adolescents aged 13-14 years are distinguished by a high ability to master complex motor coordination, which is due to the completion of the formation of a functional sensorimotor system, the achievement of the maximum level in the interaction of all analyzer systems and the completion of the formation of the basic mechanisms of voluntary movements.

At the age of 14-15 years, there is a slight decrease in spatial analysis and coordination of movement. During the period of 16-17 years, motor coordination continues to improve to the level of adults, and the differentiation of muscle efforts reaches an optimal level.

In the ontogenetic development of motor coordination, the child’s ability to develop new motor programs reaches its maximum at 11-12 years of age. This age period is defined by many authors as particularly amenable to targeted sports training. It has been noticed that boys have a higher level of development of coordination abilities with age than girls.

2 Outdoor games as the main means of physical education in primary school age

The value of games as a means of understanding the world and preparing new generations for life has been clear for quite a long time and has been used for educational purposes. From the first steps of his life, a child acquires the necessary skills and qualities through play. The game develops the mind, improves perception, forms mechanisms of coordination and control of movements, provides exceptional experience in operating tools and various objects; develops mental qualities and much more. And in the future it retains its attractive power, satisfying the natural need for every person for movement and creative activity throughout his life. This is precisely the main reason for the special popularity that games enjoy among people all over the world.

Accuracy of hitting the target when throwing, accuracy of landing when jumping, adherence to direction when walking and running indicate good coordination. A child would not be able to perform even basic exercises, not to mention more complex activities, if his basic motor qualities were not developed to one degree or another.

Hearing impairment complicates spatial orientation, delays the formation of motor skills, and leads to a decrease in motor and cognitive activity. Some children experience significant delays in physical development. Due to the difficulties that arise in mastering spatial concepts and motor actions, the correct posture when walking, running, in natural movements, in outdoor games is disrupted, coordination and accuracy of movements are impaired. Individual deviations are due to a number of reasons:

) limitation of the possibilities of visual imitation, giving rise to a distorted idea of ​​the surrounding reality;

) unfavorable period of preschool education (for children who did not attend preschool institutions), inhibiting the development of cognitive and motor activity;

) decreased immunity to infectious and colds, and as a result, missed academic classes and decreased student performance.

When forming a motor skill<#"justify">Outdoor games in primary school are an indispensable means of solving a complex of interrelated problems of educating the personality of a junior schoolchild, developing his various motor abilities and improving skills. At this age, they are aimed at developing creativity, imagination, attention, nurturing initiative, independence of action, and developing the ability to comply with the rules of public order. Achieving these goals depends to a greater extent on skillful organization and compliance with metric requirements for conducting rather than on the actual content of the game.

The variety of motor actions included in outdoor games has a complex effect on improving coordination and speed abilities (ability to react, navigate in space and time, rearrange motor actions, speed and speed-strength abilities, etc.).

At this age, the foundations of gaming activity are laid, aimed at improving, first of all, natural movements (walking, running, jumping), basic gaming skills (catching the ball, passing, throwing, hitting the ball) and technical and tactical interaction (choosing a place, interaction with a partner), necessary for further mastery of sports games in middle and high schools.

Program material on outdoor games is grouped according to their primary impact on the corresponding motor abilities and skills. After mastering the basic version of the game, it is recommended to vary the conditions, number of participants, equipment, time of the game, etc.

A prerequisite for organizing classes on outdoor games (especially with balls) is clear organization and reasonable discipline, based on compliance with the commands, instructions and orders of the teacher; ensuring continuity in mastering new exercises, strict adherence to didactic principles.

The most important feature of outdoor games is that they represent a universal type of physical exercise. Playing games has an impact on both the motor and mental spheres of those involved. The choice of behavior in constantly changing game conditions predetermines the widespread inclusion of consciousness mechanisms in the process of control and regulation. As a result, the strength and mobility of nervous processes increases, and the functions of regulation of all body systems by the cerebral cortex and central nervous system are improved.

At the same time, gaming activity is characterized by complexity and variety of movement. As a rule, all muscle groups can be involved in them, which contributes to the harmonious development of the musculoskeletal system.

The variability of playing conditions requires constant adaptation of the movements used to new situations. Therefore, motor skills are formed clearly and plastically. Dexterity improves and the ability to create new movements from previously mastered ones develops.

Outdoor games as a means of physical education are distinguished by a number of features in continuously changing conditions:

• activity and independence of the players;
• competitive nature;
• collective action.
• The actions of the players will obey the rules. The rules determine the choice of tactics and make it easier to manage the game. Games are usually classified according to the nature of the relationships that develop in the game. This principle was first applied by P.F. Lesgaft. There are three main classes of games:
• non-team;
• transitional to command;
• team

A more detailed classification identifies simulation games, with dashes, with overcoming obstacles, with resistance, orientation, musical games, on the ground, preparatory (leading) games, and so on.

Outdoor games have a significant place in the physical education program of general education and correctional schools. Most of the teaching time is allocated to teaching outdoor games in grades 1-3. Psychologists look at outdoor games as a means of demonstrating, revealing and developing a person’s psychological and moral qualities. Scientists have recognized play as a method of child cognition and as a method of correcting mental and physical development, which in turn is vital for children with hearing impairment. Games consolidate acquired abilities and help children cope with experiences that interfere with their normal well-being and communication with peers in the group. Children in the game converge quickly, and any participant integrates the experience gained from other players. The child learns to act by communicating. Play develops in a child and preserves in an adult such social traits as charm, spontaneity, and sociability.

3 Studying ways to determine the level of development of coordination abilities in children with hearing impairment

Studying ways to determine the motor qualities of schoolchildren is one of the most important and basic methods of pedagogical control. This makes it possible to fully assess the physical development of schoolchildren at one or another stage of education.

The development of methods and criteria for assessing coordination abilities is necessary to solve a number of interrelated problems:

· determining the level of development of certain coordination abilities of children of different ages and gender;

· establishing a connection between coordination abilities with each other and with other factors - physical development, conditioning abilities, psychophysiological functions;

· identifying the impact of classes different types sports on the features of development of coordination abilities;

· the influence of the targeted use of coordination exercises on the dynamics of coordination abilities and on the indicators of effectiveness (effectiveness) of technical and tactical actions;

· preliminary selection and orientation of children to engage in certain sports in which coordination abilities are one of the leading factors of success.

The main methods for assessing coordination abilities are: the observation method, the expert assessment method, instrumental methods and the test method.

To assess the level of development of coordination abilities in physical education, the following tests are most often used:

Tests for assessing coordination abilities related to holistic motor actions.

Shuttle run (3 x 10m) in the starting position facing forward.

Three somersaults forward.

Throwing a tennis ball at a distance (from a sitting position, legs apart).

Throwing a tennis ball for accuracy.

Dribbling the ball with your hand while running while changing the direction of movement.

Tests to assess specific coordination abilities.

Tests to assess the ability to kinesthetic differentiation.

Throwing the ball at a target while standing with your back to the target.

Jumping down onto the markings.

Standing long jumps with a minimal increase in their length.

Differentiation of jump force.

Rolling the ball accurately with your hand.

Accurately rolling the ball with your foot.

Run towards the numbered medicine balls.

Pendulum - throw - goal.

Tests to determine the ability to perform a complex reaction.

Exercise - reaction - ball.

Exercise - pendulum - reaction.

The falling of the stick is a reaction.

Letting go of the stick is a reaction.

Sports reaction test.

Balance tests

(to assess dynamic equilibrium).

Balancing on a gymnastic bench.

Turns on a gymnastic bench.

Walking on a hexagon.

To assess static balance.

Stand on one leg.

Stand on one leg on a plank.

Tests to determine rhythm ability.

Sprint at a given rhythm.

Keeping the rhythm.

Accurate running pace.

Run at a given pace.

Tests to determine the ability to rearrange motor actions and motor adaptation.

Run to the balls.

Jumping up from a place while standing on a hill.

Catching a ruler.

Tests to determine the ability to coordinate movements.

Emphasis crouched - emphasis lying down.

Stepping over a stick.

Jumping up without a swing and with a wave of your arms.

Walking on planks.

At the present stage, in order to successfully solve the problems of physical education in specialized schools for children with hearing impairment, it is desirable to reconsider the entire complex of physical education. Firstly, it is necessary to increase the number of physical education lessons; secondly, revise the content of the physical education program; thirdly, look for effective methods of physical education. The school, of course, cannot itself increase the number of physical education lessons, but it is possible to adjust the program and organize work according to effective methods at school.

CHAPTER 2. ORGANIZATION AND METHODS OF RESEARCH

1 Research methods

To solve these problems, we used the following research methods:

1)analysis of literary sources;

2)pedagogical observation;

)pedagogical experiment;

4)testing of coordination indicators;

5)methods of mathematical statistics.

2.1.1 Analysis and synthesis of specialized and scientific-methodological literature was carried out throughout the study. In order to determine the features of the methodology for developing the physical abilities of children with hearing impairment, we analyzed 25 literary sources. In which the features of the methodology for developing coordination abilities, mental and physical characteristics of deaf schoolchildren were highlighted.

1.2 Pedagogical observation was carried out at the first and second stages of the study, with the aim of studying educational and pedagogical work in a correctional institution, since it has its own significant features. Also, during the pedagogical observation, methodological issues were clarified to determine the level of physical development and functional training of the children’s body.

1.3 The pedagogical experiment was carried out with children aged 7-9 years with hearing impairment in order to develop coordination abilities according to the methodology we developed.

We studied motor abilities in movements of various forms, in which coordination, dexterity, or a combination of both are manifested to one degree or another. Moreover, the degree of development of these abilities determines the motor potential of children, the level of their general physical fitness, which affects the mastery of educational standards in physical education and other more complex motor skills necessary for normal development child.

During the experiment, children were divided into 2 groups: experimental and control groups of 9 people each. The experimental group studied according to the training methodology we developed, and the control group studied according to the standard program existing in this educational institution.

Having analyzed the scientific and methodological literature on the chosen topic, we came to the conclusion that the tests we have chosen will most clearly show the level of development of coordination abilities in children with hearing impairment of primary school age.

1.4 The following tests were used in the experiment:

Indicators of the level of development of coordination abilities:

1.Test "Catching a ruler". The purpose of this test is to determine the time of a simple reaction; the subject must catch a falling object at the most a short time(determined by the shortest distance). The test taker is given 3 attempts to complete the test. The best result is recorded.

2.Test “Jump with a turn of the maximum number of degrees” to assess the ability to coordinate movements. From the starting position with feet closed and hands placed on the belt, make a 360° jump without losing balance when landing and maintaining the original position. The magnitude of the deviation characterizes the student’s ability to coordinate movements.

3.Test according to the method of E.Ya. Bondarevsky (Romberg test) is of practical importance in determining motor coordination abilities. The subject stands on one leg and raises his hands in front, fingers spread and eyes closed. “Very good” if the subject maintains balance for 15 s and there is no swaying of the body, trembling of the hands or eyelids (tremor). For tremor, a “satisfactory” rating is given. If the balance is disturbed within 15 s, the test is assessed as “unsatisfactory”.

4.Test “Shuttle run 3x10m” - ability to orient in space. Any objects are installed at a distance of 10m from each other. The task is that, starting on command, the athlete runs the distance from one object to another three times. Running time is measured in seconds with tenths.

4.1.4 The method of mathematical statistics was used to process the results using a computer.

To process the data obtained during the experiment, it is necessary to calculate the basic mathematical values.

First, the arithmetic mean value M was calculated using the following formula:

where ∑ is the sum symbol, Mi is the value of an individual measurement (option), n is the total number of measurements.

Next, we determined the value σ - standard deviation according to the formula:

where M imax - the highest indicator; M imin - the lowest indicator;

K - tabular coefficient.

Determination of the reliability of the difference between the results of the subjects was found using the formula t - Student's test:

The resulting t value was assessed using the Student distribution table to assess the static power of differences in groups.

2 Organization of the study

The experiment was carried out in the city. Tolyatti from 2011 to 2012 in three stages on the basis of the state budgetary correctional institution boarding school No. 5.

At the first stage (September - October 2011), scientific and methodological literature on the problem of this research was studied. Current trends in the development of correctional pedagogy, current trends in the development of coordination abilities in children with hearing impairment, the development of children of primary school age with hearing pathology have been studied, and an analysis of students’ medical records has been carried out. The object, subject, hypothesis, purpose, main objectives and research methods are defined.

At the second stage (October 2011 - April 2012), a pedagogical experiment was conducted, in which 18 schoolchildren from 7 to 9 years old took part. The children were divided into two groups: experimental (EG) and control (CG) of 9 people each. The age and gender composition of schoolchildren in both groups was identical. The experimental and control groups had the same level of coordination training, functional readiness and also belonged to the same medical group. All classes, both in the experimental and control groups, were conducted under the guidance of one teacher.

The control group studied according to the standard program of a correctional institution of type I-II. The experimental group studied according to the method we proposed 3 times a week for 45 minutes. Twice a week in physical education classes and once in extracurricular activities.

At the third stage (May 2012), statistical processing of the results of the pedagogical experiment, drawing conclusions, and designing the work were carried out.

At the same stage, the final experiment was carried out, the results of the experimental study were processed and analyzed, and the research materials were systematized. The results obtained are presented in the work in the form of tables.

game physical school student hearing

CHAPTER 3. RESEARCH RESULTS AND THEIR DISCUSSION

1 Methodology for developing coordination abilities of children of primary school age with hearing impairment

Violation auditory perception cause specific changes in a decrease in motor memory and voluntary attention, especially in students of primary and secondary school age. Many deaf schoolchildren have difficulty mastering the concepts of time measures and the relationships between units of measurement. In the studies of many scientists, it was noted that in deaf children the time of simple motor reaction is slowed down compared to hearing ones. According to scientists, hearing damage leads to a slower rate of effort and a lag in the development of motor memory, which may also be associated with some general limitations physical capabilities deaf schoolchildren.

Hearing is closely related to movement. Bernstein, pointing to the relationship between the motor and auditory analyzers, emphasized that movement is corrected not only by vision, but also by hearing. Auditory signals, like visual ones, are involved in the regulation of movements. Switching off hearing from the system of analyzers means not just an isolated “loss” of one sensory system, but a disruption of the entire course of development of people of this category. There is a close functional interdependence between hearing impairment, speech function and the motor system. Pedagogical observations and experimental studies, confirming this position, allow us to highlight the following uniqueness of the motor sphere of deaf schoolchildren:

• insufficiently precise coordination and uncertainty of movements, which manifests itself in basic motor skills;
• relative slowness in mastering motor skills;
• difficulty maintaining static and dynamic balance in deaf people;
• relatively low level of development of spatial orientation;
• slow reactivity, speed of execution of individual movements and the pace of motor activity in general;
• deviations in the development of the motor sphere: fine motor skills of the hand and fingers, coordination of movements of individual parts of the body in time and space, switchability of movements, differentiation and rhythm of movements, relaxation, the totality of which characterizes violations of coordination abilities;
• lag in the development of vital physical abilities, such as speed-strength, strength, endurance and others that characterize the physical fitness of children and adolescents.

The listed disorders in the motor sphere of deaf schoolchildren are interrelated and are caused by common reasons: the structure of the auditory defect, insufficiency of speech function, reduction in the volume of incoming information, the state of the motor analyzer, the degree of functional activity of the vestibular analyzer.

The development of dexterity occurs in the process of human learning. This requires constant mastery of new exercises. Any exercise can be used to develop dexterity, provided that it has elements of novelty.

The second way to develop dexterity is to increase the coordination difficulty of the exercise.

The third way is to fight irrational muscle tension, since the ability to show dexterity largely depends on the ability to relax the muscles at the right moment.

The fourth way to develop a person’s coordination is to increase his ability to maintain body balance.

To develop coordination of movements, various, gradually more complex combinations of elementary movements of the arms and legs are used: more difficult acrobatic exercises; dance movements - rhythmic walking, alternating walking and running in various combinations; complicated jumping ropes, with various additional hand movements; jumping over various obstacles; exercises with large balls - passing, throwing with catching, etc. For these purposes, games are also used that encourage students to immediately move from actions to others according to changing situations (“Tag” - 1st grade, “Hares in the garden” - 2nd grade, “Movable goal" - 3rd grade).

At the age of 7-8 years, the ability to make various, precise movements quickly improves. This is helped by throwing at a target, exercise with small balls - hitting the floor, throwing against a wall with catching, throwing and catching the ball with various additional movements; various complex manipulations with others small objects- sticks, rings, cubes, etc. With the help of these exercises, students quickly master writing and drawing techniques.

The practice of physical education and sports has a huge arsenal of means to influence coordination abilities.

The main means of developing coordination abilities are physical exercises of increased coordination complexity and containing elements of novelty. The complexity of physical exercises can be increased by changing spatial, temporal and dynamic parameters, as well as by external conditions, changing the order of arrangement of projectiles, their weight, height; changing the area of ​​support or increasing its mobility in balance exercises, etc.; combining motor skills; combining walking with jumping, running and catching objects; performing exercises on a signal or within a limited period of time.

The widest and most accessible group of means for developing coordination abilities are general preparatory gymnastic exercises of a dynamic nature, simultaneously covering the main muscle groups. These are exercises without objects and with objects (balls, gymnastic sticks, jump ropes, clubs, etc.), relatively simple and quite complex, performed in changed conditions, in different positions of the body or its parts, in different directions: elements of acrobatics (somersaults, various rolls, etc.), balance exercises.

Mastering the correct technique of natural movements has a great influence on the development of coordination abilities: running, various jumps (long, height and depth, vaults), throwing, climbing.

To cultivate the ability to quickly and expediently rearrange motor activity in connection with a suddenly changing situation, highly effective means are outdoor and sports games, martial arts (boxing, wrestling, fencing), cross-country running, cross-country skiing, and alpine skiing.

A special group of means consists of exercises with a primary focus on individual psychophysiological functions that provide control and regulation of motor actions. These are exercises to develop a sense of space, time, and the degree of muscle effort developed.

Exercises aimed at developing coordination abilities are effective until they are performed automatically. Then they lose their value, since any motor action mastered before the skill and performed under the same constant conditions does not stimulate further development of coordination abilities.

Coordination exercises should be planned for the first half of the main part of the lesson, since they lead to fatigue.

With minor or profound hearing loss, as noted by a number of authors, children experience a significant lag in physical and motor development, and there are impaired coordination of movements compared to normally hearing children. Currently, the features of the development, training, and upbringing of such children, mainly of middle and high school age, have been studied, and not enough research has been conducted on children of primary school age. At the same time, this particular age requires close attention teachers and scientists.

Based on an analysis of literary sources, we selected outdoor games that correspond to the age of students and are aimed at increasing the level of development of coordination abilities of children of primary school age with hearing impairment.

The main features of classes using this technique are as follows:

.Outdoor games for each lesson are selected depending on the objectives of the lesson and the level of preparedness of the students.

2.Outdoor games are carried out in the main part of the lesson, based on the requirements of the methodology for conducting outdoor games for this age group.

3.Outdoor games were used in the following sequence. Every two months consisted of one block, which included an eight-week microcycle. It consisted of three games every two weeks (Appendix 1), so it turns out that six outdoor games should be played per month. The next two months, the second block, followed the same pattern, which amounted to six new games. The next two months, the third block, were already repeated according to the first. At the end of the third block, the final fourth began, which repeated the complex of the second block again. Which in the end of the study amounted to twelve outdoor games.

This is designed to diversify the load for those involved and so that by the time they return to the completed games, the children will have formed an idea of ​​the material they have covered and will help bring the movements to automatism.

.Classes are held three times a week. Two of them are in a physical education lesson, and the third is additionally organized by physical education teachers.

5.An additional focus of the classes was that each lesson focused on certain coordination abilities, in order to make it possible to cover all areas of such physical abilities as coordination during the games.

To assess the level of general physical fitness of children with hearing impairment 7-9 years old after the experiment, the same methods were used as at the beginning of the study. After analyzing the data obtained at the beginning of the experiment, it was found that those in both the control and experimental groups had coordination abilities at the same level.

The control and experimental groups included the same 9 children as at the beginning of the experiment.

Analysis of the results showed that there were significant differences between the experimental group and the control group.

The results of the final control showed that the introduction of a complex of outdoor games into physical education classes in the experimental groups had a reliable and qualitative effect on the children’s body, which is confirmed by the data from Tables 1 and 2.

Thus, the indicators of coordination abilities of the experimental and control groups are as follows:

From Tables 1 and 2 it can be seen that the average result of the test “Shuttle run 3 x 10m” in the control group before the start of the experiment was 9.3 seconds, and at the end of the experiment - 9.2 seconds. The indicators in the experimental group were 9.3 seconds. at the beginning of the experiment and 9.1 sec. at the end of the experiment. Thus, the increase in the average result in the control group was 0.1 seconds. and in the experimental group - 0.2 seconds. This indicates that the classes conducted with children in the experimental group gave higher results than in the control group.

The average result of the “Jump to the maximum number of degrees” test before the experiment in the control group was 317.8 degrees. (Table 1) and 330.6 deg. after the experiment (Table 2). Which gave a difference between the results before and after the experiment of 12.8 degrees. In the experimental group, the increase in this indicator was 30.9 degrees. with the result before the experiment 320 degrees. and 350.9 degrees. after (Table 1 and 2).

Thus, the increase in the average result in the control group was only 12.8 degrees, while in the experimental group it was 30.9 degrees, which indicates the most effective training method in the latter group.

When assessing the level of simple reaction time (the “ruler catching” test) for the experimental period in the control group before the experiment, the result was 24 cm and 22 cm, respectively, after (Table 1 and 2). In the experimental group, this figure was 24.5 cm before the experiment and 19.2 cm after (Table 1 and 2). Thus, the increase in the average result was 2 cm in the control group, and 5.3 cm in the experimental group.

We explain this difference in results by the fact that children studying according to our method had a higher level of increase in results than children studying according to the standard method.

The average result according to the method of E.Ya. Bondarevsky (Romberg Test), also showed qualitative changes in the experimental group during the study period.

In the experimental group, the result was 20.7 s before the experiment, and 28.8 s after the experiment. With the indicators in the control group before the experiment - 20.4 s., and after - 24.6 s.

The increase in results in the experimental group at the end of the study was 8.4 seconds, while in the control group it was only 3.9 seconds, which is significantly lower than the results in the experimental group (Table 1 and 2).

Table 1

Average results of tests of coordination abilities of children of primary school age before the experiment

TestsDataEGCGEGCGMmMmP 1P 2Shuttle run (s)9.3±0.69.3±0.2<0,05<0,05Ловля линейки (см)24,5±2,119,2±2,3<0,05<0,05Проба Ромберга (с)20,4±1,320,7±1,2<0,05<0,05Прыжок с поворотом (град)320,0±8,7317,8±9,72<0,05<0,05

CG - control group;

table 2

Average results of tests of coordination abilities of children of primary school age after the experiment

TestsDataEGCGEGCGMmMmPPShuttle run (s)9.1±0.39.2±0.3<0,05<0,05Ловля линейки (см)24,5±2,322,0±2,0<0,05<0,05Проба Ромберга (с)28,8±0,8324,6±1,3<0,05<0,05Прыжок с поворотом (град)350,9±9,28330,6±5,27<0,05<0,05

EG - experimental group;

CG - control group;

M - arithmetic mean value;

m - static error of average value;

p - reliability coefficient.

After analyzing the data obtained before and after the experiment in the control and experimental groups, we obtained the following research results.

In the 3x10 m shuttle run test, at the end of the experiment the difference in the results of the control and experimental groups was 0.1 s. in favor of the experimental group, whereas before the experiment the results were identical.

In the test indicators, there was a jump by the maximum number of degrees, as well as an increase in results in favor of the experimental group. The difference in results was 18.1 degrees, while before the start of the experiment it was only 2.2 degrees.

The results of the Romberg test also have a higher increase in results in the experimental group. Before the experiment, the performance of this test was higher in the control group, the difference between the data was 0.3 seconds, and after the experiment, it was already 4.2 seconds. in favor of the experimental group.

The same picture is observed in the indicators of the fourth test, simple reaction time (the “Catching a Ruler” test). Before the experiment, the difference in results was only 0.5 cm, while after the experiment it was 2.8 cm in favor of the experimental group.

Thus, we see that after the final stage of the study and processing of the results, we received a significant improvement in coordination indicators in all tests and positive dynamics are observed in both groups, where the results are reliable (p ≤ 0.05), but it should be noted that in The results of the control group were significantly lower than those of the experimental group.

All of the above allows us to conclude that the research hypothesis was confirmed and our method is effective.

conclusions

1.An analysis of scientific and methodological literature has shown that children of primary school age with hearing impairment differ from their peers. That is why it is necessary to constantly look for new methods and forms for the development of such children. At this age, it is necessary to lay down and develop the basic qualities of optimal physical and functional training. Since, in children with hearing pathology, coordination abilities suffer the most, increasing the level of coordination becomes a priority task of physical development. Since these are children of primary school age, play is such a means.

2.A study of coordination abilities in children 7-9 years old with hearing pathology before and after the experiment showed a significant improvement in results in the experimental group, while in the control group the increase in indicators was not significant. We attribute the difference in performance gains to systematic training using our methodology.

3.Thus, the results of the study showed that the developed experimental methodology using systematic exercise in outdoor games for children 7-9 years old with hearing pathology provides an effective increase in the level of physical condition of children and an increase in the level of development of coordination abilities. This indicates that the research hypothesis was confirmed and this technique is effective.

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ANNEX 1

Approximate complex of the first block of the experiment

HUNTERS AND DUCKS

The players are divided into two teams - “hunters” and “ducks”. The hunters line up in a circle outside it or behind the drawn lines, dividing in half.

The ducks are randomly placed in the middle of a circle or in the middle of a rectangle. One of the hunters has a ball (volleyball or football) in his hands.

Progress of the game. At the leader’s signal, the hunters begin to pass the ball in different directions without entering the circle (or rectangle) and try to make fun of them - “shoot” the ducks.

A shot duck is out of the game. Ducks, running and jumping inside the circle, dodge the ball.

The hunters, passing the ball to each other, suddenly throw it at the ducks. The shot duck leaves the game and stands behind the circle to the side.

When all the ducks have been shot, the leader notes how long it took the hunters to knock all the ducks out of the circle.

The players change roles (hunters become ducks, and ducks become hunters), and the game continues.

After two games, it is noted which team of hunters shot all the ducks faster.

The winner is the team that shoots all the ducks in the shortest time.

You can play the game for a while; Some hunters shoot for 3 minutes, then others for 3 minutes.

It is noted who “knocked out” more ducks during this time.

1. When throwing the ball at the ducks, the hunter must not cross the circle line. Players who cross the line do not get hit.

Ducks that have been touched by the ball to any part of the body except the head are considered stung.

If a duck is hit by a ball that bounced off the ground (floor) or from another player, then it is not considered touched.

If a duck, dodging the ball, runs out of the circle, it is considered greasy.

Shot ducks do not participate in the game until the team changes

PROTECTION OF FORTENATION

The players stand in a circle at arm's length or a little more. In front of their socks, a circle is drawn on the floor (ground), in the center of which a fortification of 3 sticks tied at the top is placed. It is advisable to outline the tripod with a line. A driver is selected who stands in the middle of the circle to protect the fortification. One of those standing in a circle has a volleyball. At the set signal, they begin to knock down the fortification (tripod) with the ball. The defender closes the tripod, hitting the ball with his hands and feet. The player who manages to knock down the fortification changes places with the defender.

They play for a set time. In conclusion, the best defenders who defended the fortification for the longest time are noted, as well as the best players who performed well in throwing.

Notes: 1) players must not go beyond the circle line; 2) the defender has no right to hold the fortification with his hands; 3) if the fortification is moved by the ball but does not fall, the defender continues to guard it; 4) if the defender himself knocks down the fortification, then the player who happens to have the ball at that moment takes his place.

BODGEBALLS

Hoops are laid out in the center of the 7*16 meter playing area; the player who will be knocked out can move in them. On the side, seven-meter lines, there are other players who will knock out the partner. The game involves 7 balls. If, after a throw, the ball does not hit the target and is not caught by a player in the designated area on the opposite side, then the ball does not return to play. If, after the throw, the one who is knocked out catches the ball, then he earns himself a “life”, which gives him the right to continue the game after he is hit.

You can only move inside the hoops; if a player goes beyond them, he is considered knocked out.

Those who knock out throws in turns; throwing two or three balls at the same time is not allowed.

Outdoor games as a means of developing coordination abilities of children of primary school age with hearing impairment

3.1 Methodology for developing coordination abilities of children of primary school age with hearing impairment

Disturbances in auditory perception cause specific changes in the decrease in motor memory and voluntary attention, especially in students of primary and secondary school age. Many deaf schoolchildren have difficulty mastering the concepts of time measures and the relationships between units of measurement. In the studies of many scientists, it was noted that in deaf children the time of simple motor reaction is slowed down compared to hearing ones. According to scientists, hearing damage leads to a slower rate of effort and a lag in the development of motor memory, which may also be associated with some general limitations in the physical capabilities of deaf schoolchildren.

Hearing is closely related to movement. Bernstein, pointing to the relationship between the motor and auditory analyzers, emphasized that movement is corrected not only by vision, but also by hearing. Auditory signals, like visual ones, are involved in the regulation of movements. Switching off hearing from the system of analyzers means not just an isolated “loss” of one sensory system, but a disruption of the entire course of development of people of this category. There is a close functional interdependence between hearing impairment, speech function and the motor system. Pedagogical observations and experimental studies, confirming this position, allow us to highlight the following uniqueness of the motor sphere of deaf schoolchildren:

insufficiently precise coordination and uncertainty of movements, which manifests itself in basic motor skills;

relative slowness in mastering motor skills;

difficulty maintaining static and dynamic balance in deaf people;

relatively low level of development of spatial orientation;

slow reactivity, speed of execution of individual movements and the pace of motor activity in general;

deviations in the development of the motor sphere: fine motor skills of the hand and fingers, coordination of movements of individual parts of the body in time and space, switchability of movements, differentiation and rhythm of movements, relaxation, the totality of which characterizes violations of coordination abilities;

lag in the development of vital physical abilities, such as speed-strength, strength, endurance and others that characterize the physical fitness of children and adolescents.

The listed disorders in the motor sphere of deaf schoolchildren are interrelated and are caused by common reasons: the structure of the auditory defect, insufficiency of speech function, a reduction in the volume of incoming information, the state of the motor analyzer, the degree of functional activity of the vestibular analyzer.

The development of dexterity occurs in the process of human learning. This requires constant mastery of new exercises. Any exercise can be used to develop dexterity, provided that it has elements of novelty.

The second way to develop dexterity is to increase the coordination difficulty of the exercise.

The third way is to fight irrational muscle tension, since the ability to show dexterity largely depends on the ability to relax the muscles at the right moment.

The fourth way to develop a person’s coordination is to increase his ability to maintain body balance.

To develop coordination of movements, various, gradually more complex combinations of elementary movements of the arms and legs are used: more difficult acrobatic exercises; dance movements - rhythmic walking, alternating walking and running in various combinations; complicated jumping ropes, with various additional hand movements; jumping over various obstacles; exercises with large balls - passing, throwing with catching, etc. For these purposes, games are also used that encourage students to immediately move from actions to others according to changing situations (“Tag” - 1st grade, “Hares in the garden” - 2nd grade, “Movable goal" - 3rd grade).

At the age of 7-8 years, the ability to make various, precise movements quickly improves. This is helped by throwing at a target, exercise with small balls - hitting the floor, throwing against a wall with catching, throwing and catching the ball with various additional movements; various complex manipulations with other small objects - sticks, rings, cubes, etc. With the help of these exercises, students quickly master writing and drawing techniques.

The practice of physical education and sports has a huge arsenal of means to influence coordination abilities.

The main means of developing coordination abilities are physical exercises of increased coordination complexity and containing elements of novelty. The complexity of physical exercises can be increased by changing spatial, temporal and dynamic parameters, as well as by external conditions, changing the order of arrangement of projectiles, their weight, height; changing the area of ​​support or increasing its mobility in balance exercises, etc.; combining motor skills; combining walking with jumping, running and catching objects; performing exercises on a signal or within a limited period of time.

The widest and most accessible group of means for developing coordination abilities are general preparatory gymnastic exercises of a dynamic nature, simultaneously covering the main muscle groups. These are exercises without objects and with objects (balls, gymnastic sticks, jump ropes, clubs, etc.), relatively simple and quite complex, performed in changed conditions, in different positions of the body or its parts, in different directions: elements of acrobatics (somersaults, various rolls, etc.), balance exercises.

Mastering the correct technique of natural movements has a great influence on the development of coordination abilities: running, various jumps (long, height and depth, vaults), throwing, climbing.

To cultivate the ability to quickly and expediently rearrange motor activity in connection with a suddenly changing situation, highly effective means are outdoor and sports games, martial arts (boxing, wrestling, fencing), cross-country running, cross-country skiing, and alpine skiing.

A special group of means consists of exercises with a primary focus on individual psychophysiological functions that provide control and regulation of motor actions. These are exercises to develop a sense of space, time, and the degree of muscle effort developed.

Exercises aimed at developing coordination abilities are effective until they are performed automatically. Then they lose their value, since any motor action mastered before the skill and performed under the same constant conditions does not stimulate further development of coordination abilities.

Coordination exercises should be planned for the first half of the main part of the lesson, since they lead to fatigue.

With minor or profound hearing loss, as noted by a number of authors, children experience a significant lag in physical and motor development, and there are impaired coordination of movements compared to normally hearing children. Currently, the features of the development, training, and upbringing of such children, mainly of middle and high school age, have been studied, and not enough research has been conducted on children of primary school age. At the same time, it is precisely this age that requires close attention from teachers and scientists.

Based on an analysis of literary sources, we selected outdoor games that correspond to the age of students and are aimed at increasing the level of development of coordination abilities of children of primary school age with hearing impairment.

The main features of classes using this technique are as follows:

1. Outdoor games for each lesson are selected depending on the objectives of the lesson and the level of preparedness of the students.

2. Outdoor games are carried out in the main part of the lesson, based on the requirements of the methodology for conducting outdoor games for this age group.

3. Outdoor games were used in the following sequence. Every two months consisted of one block, which included an eight-week microcycle. It consisted of three games every two weeks (Appendix 1), so it turns out that six outdoor games should be played per month. The next two months, the second block, followed the same pattern, which amounted to six new games. The next two months, the third block, were already repeated according to the first. At the end of the third block, the final fourth began, which repeated the complex of the second block again. Which in the end of the study amounted to twelve outdoor games.

This is designed to diversify the load for those involved and so that by the time they return to the completed games, the children will have formed an idea of ​​the material they have covered and will help bring the movements to automatism.

4. Classes are held three times a week. Two of them are in a physical education lesson, and the third is additionally organized by physical education teachers.

5. An additional focus of the classes was that each lesson focused on certain coordination abilities, in order to make it possible to cover all areas of such physical ability as coordination during the games.

3.2 Discussion of the results of the pilot study

To assess the level of general physical fitness of children with hearing impairment 7-9 years old after the experiment, the same methods were used as at the beginning of the study. After analyzing the data obtained at the beginning of the experiment, it was found that those in both the control and experimental groups had coordination abilities at the same level.

The control and experimental groups included the same 9 children as at the beginning of the experiment.

Analysis of the results showed that there were significant differences between the experimental group and the control group.

The results of the final control showed that the introduction of a complex of outdoor games into physical education classes in the experimental groups had a reliable and qualitative effect on the children’s body, which is confirmed by the data from Tables 1 and 2.

Thus, the indicators of coordination abilities of the experimental and control groups are as follows:

From Tables 1 and 2 it can be seen that the average result of the test “Shuttle run 3 x 10m” in the control group before the start of the experiment was 9.3 seconds, and at the end of the experiment - 9.2 seconds. The indicators in the experimental group were 9.3 seconds. at the beginning of the experiment and 9.1 sec. at the end of the experiment. Thus, the increase in the average result in the control group was 0.1 seconds. and in the experimental group - 0.2 seconds. This indicates that the classes conducted with children in the experimental group gave higher results than in the control group.

The average result of the “Jump to the maximum number of degrees” test before the experiment in the control group was 317.8 degrees. (Table 1) and 330.6 deg. after the experiment (Table 2). Which gave a difference between the results before and after the experiment of 12.8 degrees. In the experimental group, the increase in this indicator was 30.9 degrees. with the result before the experiment 320 degrees. and 350.9 degrees. after (Table 1 and 2).

Thus, the increase in the average result in the control group was only 12.8 degrees, while in the experimental group it was 30.9 degrees, which indicates the most effective training method in the latter group.

When assessing the level of simple reaction time (the “ruler catching” test) for the experimental period in the control group before the experiment, the result was 24 cm and 22 cm, respectively, after (Table 1 and 2). In the experimental group, this figure was 24.5 cm before the experiment and 19.2 cm after (Table 1 and 2). Thus, the increase in the average result was 2 cm in the control group, and 5.3 cm in the experimental group.

We explain this difference in results by the fact that children studying according to our method had a higher level of increase in results than children studying according to the standard method.

The average result according to the method of E.Ya. Bondarevsky (Romberg Test) also showed qualitative changes in the experimental group during the study period.

In the experimental group, the result was 20.7 s before the experiment, and 28.8 s after the experiment. With the indicators in the control group before the experiment - 20.4 s., and after - 24.6 s.

The increase in results in the experimental group at the end of the study was 8.4 seconds, while in the control group it was only 3.9 seconds, which is significantly lower than the results in the experimental group (Table 1 and 2).

"right">Table 1

Average results of tests of coordination abilities of children of primary school age before the experiment

CG - control group;

"right">Table 2

Average results of tests of coordination abilities of children of primary school age after the experiment

EG - experimental group;

CG - control group;

M - arithmetic mean value;

m - static error of average value;

p - reliability coefficient.

After analyzing the data obtained before and after the experiment in the control and experimental groups, we obtained the following research results.

In the 3x10 m shuttle run test, at the end of the experiment the difference in the results of the control and experimental groups was 0.1 s. in favor of the experimental group, whereas before the experiment the results were identical.

In the test indicators, there was a jump by the maximum number of degrees, as well as an increase in results in favor of the experimental group. The difference in results was 18.1 degrees, while before the start of the experiment it was only 2.2 degrees.

The results of the Romberg test also have a higher increase in results in the experimental group. Before the experiment, the performance of this test was higher in the control group, the difference between the data was 0.3 seconds, and after the experiment, it was already 4.2 seconds. in favor of the experimental group.

The same picture is observed in the indicators of the fourth test, simple reaction time (the “Catching a Ruler” test). Before the experiment, the difference in results was only 0.5 cm, while after the experiment it was 2.8 cm in favor of the experimental group.

Thus, we see that after the final stage of the study and processing of the results, we received a significant improvement in coordination indicators in all tests and positive dynamics are observed in both groups, where the results are reliable (p ? 0.05), but it should be noted that in The results of the control group were significantly lower than those of the experimental group.

All of the above allows us to conclude that the research hypothesis was confirmed and our method is effective.

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