What is the name of an effective way to perform physical exercise. Basic physical exercises

The effectiveness of the formation of motor skills largely depends on correct selection teaching methods and techniques. There are three groups of methods: visual, verbal and practical.

visual methods. This group of methods includes the demonstration of physical exercises, the use of visual aids (drawings, photographs, cinegrams, filmstrips, films, film rings), imitations (imitations), visual cues, sound signals, help.

Show of physical exercises. When shown to children through the organs of vision, a visual representation of physical exercises is created. The display is used when children are introduced to new movements. The exercise is shown several times. In order to create a correct visual representation of a physical exercise in a child and encourage him to perform it in the best possible way, it is necessary to show the movement at a high technical level, that is, in full force, at a normal pace, with emphasized ease. After that, the exercise is explained as a whole and shown again. In the future, the display is used to create visual representations of the individual elements of the exercise technique. And before the show, the children are told which element they should pay attention to. As the exercise is mastered (if possible), they resort to partial display, i.e., to show that element of technology that is being mastered in this lesson. When the children have already created the correct visual and musculo-motor idea of the movement, it is advisable to evoke its image with a word, while activating the child's thinking.
To show The teacher is well prepared. It is important to choose the right place so that the exercise shown can be seen by all children. For example, it is advisable to show general developmental exercises while standing on a raised platform and at some distance from the group, putting small children in front. The most complex exercises (throwing, jumping, etc.) should be shown in different planes in order to create a correct idea of the position of the torso, legs, arms. In the learning process, it is useful to give children the task of observing their comrades and noting the quality of the exercises. To children should also be involved in the demonstration of exercises: when the movement is performed by their peers, children can better consider the position of individual parts of the body; in addition, children have an interest in the movement being learned, confidence and a desire to perform the exercise themselves as best as possible. Children are also attracted to the demonstration of physical exercises due to the discrepancy between the size of the allowances and the growth of the teacher (exercises on the gymnastic wall, crawling under the rope, climbing into the hoop, etc.)

Use of visual aids. For technical refinements physical exercises, visual aids are used in the form of planar images (paintings, drawings, photographs, cinematographs, filmstrips), as well as films, film loops. Visual aids should be shown in free from class time. Considering them, children clarify their visual representations of physical exercises, perform them more correctly in physical education classes and more accurately depict them in their drawings.

Imitation . Imitation of the actions of animals, birds, insects, natural phenomena and social life takes great place when teaching children exercise. It is known that a preschooler is characterized by imitation, the desire to copy what he observes, what he is told about, read. Imitating, for example, the actions of a bunny, a mouse, children enter the image and perform exercises with great pleasure. The positive emotions that arise in this case encourage repeating the same movement many times, which helps to consolidate the motor skill, improve its quality, and develop endurance. Images that correspond to the nature of the movement being learned help to create the correct visual representation of it. For example, to perform jumps on two legs, moving forward, the teacher uses the image of a sparrow. Images that do not fully correspond to the nature of the movement being learned (jump like bunnies) are used to ensure that children perform physical exercises with great interest. Such images are used after the movement is basically mastered, that is, when motor skills are consolidated. Imitation is widely used in the development of general developmental exercises and movements such as walking, running, etc. Children can imitate the movements, habits of animals (bear, fox, bunny, etc.), birds (goose, rooster, mother hen, sparrow, heron) , insects (butterfly, beetle, fly, mosquito, bee, caterpillar), plants (flower, grass, etc.), various types transport (train, tram, car, plane), labor operations (chopping firewood, rinsing clothes, cutting with scissors, etc.). Imitation is used in all age groups. But more often it is used in work with younger children. This is due to the visual-figurative nature of the thinking of children of this age and the use of simple exercises for which it is easy to choose images.

Visual landmarks (objects, floor markings) encourage children to work, help them clarify their ideas about the movement being learned, master the most difficult elements of technology, and also contribute to more energetic exercise. For example, bright toys stimulate children to walk, crawl. The task to touch an object suspended above the raised hands encourages the child to increase the force of the push and jump to the appropriate height; the task when bending to get the toes of the legs with your hands contributes to an increase in the amplitude of movement. Visual cues are usually used after children have already developed a general idea of the movements they are learning.

Sound landmarks are used to master the rhythm and regulate the tempo of movements, as well as a signal for the beginning and end of an action, to fix the correct execution of the exercise (climbing under the rope to which the bell is attached, the child leans lower so as not to touch it). Musical chords, tambourine and drum beats, handclaps, etc. are used as sound reference points.

Help when teaching physical exercises, it is used to clarify the position of individual parts of the body, to create the correct muscle sensation. In the first year of life, the movement of individual parts of the body and the entire body of the child is first performed completely by the educator, and later with a little help from him, for example; when learning to crawl. The older teacher helps to straighten his back when squatting, to overcome uncertainty when walking on the bench, taking the child by the hand. Wheelchairs, strollers encourage walking and running, and a chair-chair on runners encourages skating on ice. When climbing a gymnastic wall and when jumping long and high, the teacher helps the children in the form of insurance.

verbal methods. This group of methods includes the name of the exercise, description, explanations, instructions, orders, commands, questions to children, story, conversation, etc. Verbal methods activate the child's thinking, help to purposefully perceive the technique of exercises, and contribute to the creation of more accurate visual representations of the movement. It is known that temporary connections are established in the cerebral cortex faster and stronger when a musculo-motor stimulus is combined with a speech motor stimulus. Thanks to this combination, in the future it is easy to revive the trace of the visual image of the movement by revitalizing the trace of the verbal designation (the name of the exercise evokes a clear idea of it). And, conversely, when observing the performance of physical exercises, the trace of the verbal designation comes to life. Thus, verbal designations can be just as irritating as physical exercise. With the help of the word, children are given knowledge, given tasks, increase interest in their implementation, analyze and evaluate the results achieved.

The name of the exercise. Many physical exercises have conditional names that to a certain extent reflect the nature of the movement, for example: “stretching the elastic band”, “inflating the pump”, “locomotive”, “geese hissing”, etc. The teacher, showing and explaining the exercise, simultaneously indicates what action it looks like, and names it. After the exercise is basically mastered, the teacher only calls it. The name evokes a visual representation of the movement, and the children perform it correctly. Titles reduce the amount of time it takes to explain an exercise or remind you how to do it.

Description - this is a detailed and consistent presentation of the features of the technique for performing the movement being learned. The description necessary to create a general idea of movement is usually used when teaching children senior preschool age. The verbal description is often supplemented by a demonstration of the exercise. For example, showing in slow motion how to throw bags at a distance with the right hand, the teacher says: “Children, look how I will throw a bag of sand. Here I took the bag in right hand and hold it tight. I stand near the rope. I put my right foot back, turn slightly to the right, lower my hand with the bag down. And now I'm looking ahead, aiming. Then I swing, take the hand with the bag away and put my foot as far back as possible, throw the bag with all my might, and in order not to fall, put my right foot to my left. Now look again. Such a description allows us to verbally designate basic elements of movement technique and create a clear idea of them. Explanation is used when learning the exercise. The explanation emphasizes the essential in the exercise and highlights the element of technique to which you need to draw attention in this lesson. Gradually, children develop an idea about each element.

Explanation should be short, precise, understandable, figurative, emotional. The content of the explanations varies depending on the specific tasks of learning, the readiness of children, their age and individual characteristics. When explaining, you should refer to already known exercises. So, when teaching throwing at a target, the teacher, when explaining, relies on knowledge of throwing at a distance, makes comparisons, pointing to the same starting position, similarity in swing. This activates the child's thinking, and he perceives the studied movement faster and more accurately. Children are involved in the explanation of physical exercises, as a rule, while consolidating motor skills.

Explanations are used to direct attention to something or deepen the perception of children, to emphasize certain aspects of the movement being learned. The explanation accompanies the demonstration or performance of physical exercises. The word in this case plays an additional role.

Directions. When learning movements, consolidating motor skills and abilities, the word is also used in the form of short instructions that can be used to clarify the task; reminders how to act; to prevent and correct mistakes in children; assessment of exercise performance (approval and disapproval); encouragement. Instructions can be given both before the exercise and during it. In the first case, they are used as a method of preliminary instruction. In the second case, the teacher evaluates the correctness of the tasks. Evaluation of the quality of performance contributes to the clarification of children's ideas about movement, helps to form the ability to notice mistakes in oneself and among peers.

Teams. Orders. The command is understood as an oral order pronounced by the educator, which has a certain form and precise content (“Attention!”, “All around!”, Etc.). This form of speech influence is distinguished by the greatest conciseness and imperative tone. The team is one of the main methods of direct management (emergency management) of children's activities. Team Goal - to ensure the simultaneous beginning and end of the action, a certain pace and direction of movement. The team consists of two parts: preliminary and executive. The preliminary part indicates what needs to be done and in what way, while the executive part contains a signal for the immediate execution of the action. It is important to learn how to give a command correctly, i.e. skillfully accentuate words, vary the strength and intonation of the voice. So, giving the command “On the spot, march!”, First they say the words “On the spot, step ...” (preliminary command), and then - “March!” (executive). The preliminary part of the command is given slowly, then a pause is made, and after it the performance part is pronounced loudly, abruptly, energetically. When giving a command, the teacher must stand in the “attention” position. His confident tone, smartness, distinctness of the team discipline, organize the children, make them quickly and accurately complete the task. Orders differ from the team in that they are formulated by the educator himself ("To the window - turn!"). But they are also served in an imperative form. Orders are also used to perform tasks related to preparing a place for classes, distributing and collecting physical education equipment. AT junior groups when conducting physical exercises, orders are used; Gradually, children are taught to understand and follow the commands adopted in gymnastics. The strength of the voice when giving commands and orders should correspond to the size of the room where the lesson is held. The main thing is that the children hear and understand the teacher, correctly and in a timely manner begin to act. If the exercise is performed to music, then the preliminary part of the command (instruction) is called words, and the executive part (signal for execution) replaces the first musical chord.

Questions for children encourage observation, activate thinking and speech, help clarify ideas about movement, arouse interest in them. At the beginning of the lesson, it is advisable, for example, to ask the children who knows how to perform this exercise who remembers the rules of the outdoor game. During the lesson, you can ask if the exercises are performed correctly. These questions help spot errors. When answering, children name the elements of technology, determine the nature of the effort, note errors, etc.

Story, invented by a teacher or taken from a book, it is used to arouse children's interest in physical exercises, the desire to get acquainted with the technique of their implementation. The plot (thematic) story can be used directly in the lesson. For example, the teacher talks about a trip to the country, a walk in the forest, etc., and the children perform the appropriate exercises. Also used in the classroom poems, rhymes, riddles.

Conversation. Most often it takes the form of a question-answer. The conversation helps the teacher to find out the interests of children, their knowledge, the degree of assimilation of movements, the rules of an outdoor game; children - to realize, comprehend their sensory experience. In addition, the conversation contributes to the clarification, expansion, generalization of knowledge, ideas about the technique of physical exercises. The conversation can be connected with reading a book, looking at drawings, paintings, with an excursion to the stadium, skiing, etc. The conversation is carried out both before classes, walks, excursions, and after them. For example, a conversation after a ski trip will help clarify the technique of skiing, turning, climbing and descending a hill, as well as generalize knowledge about preparing for such a walk (grease the skis, taking into account the properties of snow at different temperatures, dress according to the weather). The conversation is conducted with the whole group or with a subgroup. The teacher selects topics in advance, outlines questions and thinks over the methodology for conducting the conversation (techniques for activating children, etc.).

To practical methods include the repetition of exercises without change and with changes, as well as their implementation in game and competitive forms.
Practical methods. They are used to create muscular-motor ideas about physical exercises and to consolidate motor skills and abilities. Children easily form temporary connections, but without repetition they quickly fade away, so it is important to be able to rationally distribute the repetition of exercises over time so as not to tire children in one lesson.
Repetition of exercises. At first, in order to create muscle sensations, it is advisable to repeat the exercises without change and in general. Against the background of such a holistic implementation, the elements of technology are mastered. The most complex movements can be divided into relatively independent elements and, mastering them in light conditions, gradually approach the mastery of the movement as a whole. So, at first, exercises are usually performed in bouncing and reaching suspended objects, in jumping off a hill, and then high jumps from a running start. After the children have basically mastered physical exercise, one should increase the distance, the mass of benefits, and also change the conditions (room, plot, forest, etc.). In order to consolidate motor skills, exercises should be carried out in game and competitive forms.
Conducting exercises in a playful way. This method is used to consolidate motor skills and develop physical qualities in changing conditions. Game activity is complex and is based on a combination of various motor actions (running, jumping, etc.). In the game, children are given the opportunity to creatively solve emerging problems, display independence, resourcefulness in choosing a method of action. Sudden changes in situations during the game encourage you to act faster, more dexterously. Performing movements in a playful way leads to the dynamism of the formed motor stereotypes.

Carrying out exercises in a competitive form. When performing physical exercises in a competitive form, a special physiological and emotional background arises, which enhances the effect of exercises on the body, contributes to the manifestation of maximum functionality and mental strength. At the same time, higher requirements are imposed on physical and moral-volitional qualities (decisiveness, honesty, nobility, etc.). The competitive method increases interest in physical exercises and contributes to their better performance. In addition, children develop the ability to apply motor skills and abilities in difficult conditions. Competitive approach must be used with caution. With the wrong technique, it can cause severe nervous excitement, adversely affect the well-being and behavior of preschool children. Relay races, in particular, should not be abused: a long stay as spectators-fans, alternately performing exercises in a tense atmosphere overexcites nervous system children. The competitive method is used when the children have mastered the movements well. You need to conduct competitions quickly and with the whole group at the same time. At first, they are organized on the correctness of the exercises: who will jump better, who will walk more correctly along gymnastic bench etc. In the future, as the motor skill is consolidated, the evaluation criteria are the throw distance, the height of the jump, the speed of the exercise: who will jump further, who will hit the target more times with the ball, who will run to the flag faster, etc. competitions, individual and collective results are summed up: who will reach the middle earlier, whose detachment, the link will gather sooner.

The technique of physical exercises is a way of performing a motor action, with the help of which the motor task is solved most expediently with relatively greater efficiency.

There are three phases in physical exercise:

Preparatory (creates the most favorable conditions to fulfill the main task of the action); - main (movements with the help of which the main task of the action is solved); - final (completes the action).

The effect of physical exercises depends on the biomechanical characteristics of individual movements:

Spatial - the position of the body and its parts (IP, operational posture), direction, amplitude, trajectory;

Temporary - the duration of movements (the magnitude of the impact - the load) and the pace (the number of movements per unit of time);

Space-time - speed and acceleration (determine the nature of the movement of the body and its parts in space);

Dynamic - the interaction of internal (active contraction forces - muscle traction, elastic resistance to muscle stretching, reactive forces) and external (support reactions, gravitational, friction and resistance of the external environment, etc.) forces in the process of movement.

Technique efficiency criteria are signs on the basis of which the measure of compliance of the observed method of motor action with the objectively necessary one is estimated:

1) the effectiveness of physical exercise:

Efficiency - compliance with the tasks to be solved and high final results, the level of physical, technical, mental fitness;

Stability - noise immunity, independence from external and internal conditions;

Variability - correction of motor actions from the conditions of the competition;

Profitability - a rational expenditure of effort, time, space;

Minimum tactical information for the opponent.

2) parameters of the reference technique (comparison of the parameters of the observed action with the parameters of the reference technique);

3) the difference between the real and the possible result.

Technique physical exercises: general concept, the foundation technology, main link, details.
2) reference parameters technology(comparison of the parameters of the observed action with the parameters of the reference technology)

Technique physical exercises: general concept, the foundation technology, main link, details. Technique physical exercises- a way of performing a motor action, with the help of which d.

Technique physical exercises: general concept, the foundation technology, main link, details. Technique physical exercises- a way to perform a motor action, with the help of which e. Loading.

Technique physical exercises: general concept, the foundation technology, main link, details.
Special preparatory exercises - elements

Technique physical exercises: general concept, the foundation technology, main link, details.
Special preparatory exercises - elements competitive actions, their connections and variations, and ... more details ».

Lesson physical culture - main form of employment physical exercises at school.
1. Refine the action in all major anchor points, as in basis, as well as in details technology.
3. Eliminate minor bugs in technique, especially in her mostly link.

The goal is to form the student basics technology of the studied movement and achieve its implementation in general features.
points ( elements actions) by mastering the leading exercises or structural
As a rule, training begins with the leader link technology.

It is enough to download cheat sheets for Physical culture - and you are not afraid of any exam!
1 - Refine action in all major anchor points, as in basis, as well as in details technology.
3 - Fix minor bugs in technique, especially in her mostly link.

- due to the unusual conditions (features of external physical conditions, regulations of activities, defects in psychological
Main the condition for positive skill transfer is the presence of structural similarity in main link technology motor action.

Main methodological direction in the process physical parenting is a strict regulation exercises.
You can learn individual details, elements and phases in general structure of the movement, focusing on major details technology.

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The target result of the movement depends not only on the content, but also on the technique of physical exercises. The technique of physical exercises is understood as the ways of performing motor actions, with the help of which the motor task is solved expediently with relatively greater efficiency.

There are three phases in physical exercise: preparatory, main (leading) and final (final).

Preparatory phase designed to create the most favorable conditions for the implementation of the main task of the action (for example, the starting position of the runner on short distances, swing when throwing a discus, etc.).

Main phase consists of movements (or movements) with the help of which the main task of the action is solved (for example, starting acceleration and running at a distance, performing a turn and final effort in discus throwing, etc.).

Final phase completes the action (for example, a run by inertia after the finish, movements to maintain balance and repay the inertia of the body after the release of the projectile in throwing, etc.).

The effect of physical exercises significantly depends on the biomechanical characteristics of individual movements. There are spatial, temporal, space-time and dynamic characteristics of movements.

Spatial characteristics of physical exercises

These include the position of the body and its parts (initial position and operational posture in the process of performing the movement), direction, amplitude, trajectory.

The effectiveness of subsequent actions largely depends on the initial position. So, for example, bending the legs and swinging the arms before repulsion in jumping from a place largely determines the effectiveness of subsequent actions (repulsion and flight) and the final result.

An equally important role is played by a certain posture in the process of performing the exercise. The final result depends on how rational it is. For example, if the skater's seat is incorrect, the running technique becomes difficult; incorrect posture when ski jumping does not allow full use of the air cushion and gliding flight.

The direction of movement affects the accuracy of the motor action and its final result. For example, the deviation of the hand from the correct position when throwing a javelin or discus significantly affects the direction of the projectile. Therefore, when performing a motor action, each time one chooses a direction that would best correspond to rational technique.

Rational technique largely depends on the amplitude in the preparatory or main phases of the movement. In many cases, it defines:

the duration of the application of forces and, consequently, the magnitude of the acceleration (which is very important, for example, for the result in throwing);

completeness of stretching and contraction of muscles;

aesthetics and beauty of the performed movements, characteristic of sports and rhythmic gymnastics, figure skating, etc. The amplitude of movements depends on the structure of the joints and the elasticity of the ligaments and muscles.

The trajectory of movement is essential for the effectiveness of physical exercises. In shape, it can be curvilinear and rectilinear. In many cases, the rounded shape of the trajectory is justified. This is due to the inappropriate expenditure of muscle effort. In other cases, the rectilinear form of the trajectory is preferable (hit in boxing, thrust in fencing, etc.).

Features of the form (technique) of physical exercises and its significance

In the field of physical education and sports, knowledge about the studied motor actions exists as a “physical exercise technique” (since in that area motor actions act as means and methods of education, they are usually called “physical exercises”).

At present, the concept of "technique" is defined as "a way of performing a motor action, with the help of which a motor task is solved expediently, with relatively greater efficiency" .

In the same sense, "technique" is understood by other authors, i.e. as a separate, single, concrete movement (system of movements). D.D. Donskoy notes that technique can be understood in several aspects: as an action, as a characteristic of the quality of movements, as information about movement; L.P. Matveev believes that "technique" can be understood as a model of competitive action and as a specific way of action that really exists in someone's performance. However, the last two authors did not reveal the essence of technology as a theoretical model of action, essentially remaining on the positions of interpreting technology as an ideal model (reflection in consciousness) of real action.

The progress in the technique of physical exercises is due to the improvement of sports equipment, clothing, equipment, which constantly leads to the emergence of effective forms of exercise, which is easy to see on the example of sports equipment that has changed so much in all sports in recent years.

The concept of "technique of movements" has a double meaning:

1) denotes actually observed individual ways of performing motor actions;
2) denotes some abstract "models" of actions (their ideal "examples" described in words, graphically, mathematically or in some other conditional form).

It is better to use the concept of "technique model". If it is developed correctly, it gives an idea of the rational foundations of the technique of movements, its supposed effective forms. The search for standards of the ideal technique of various physical exercises led to the identification of some, mainly biomechanical, patterns of their construction. Before a specialist physical education and sports, there is always the problem of developing and refining specific models of technology that could correspond to the individual characteristics of the trainees. The real forms of the technique of the same physical exercises at various stages of physical improvement do not remain unchanged, they depend on the degree of development of the physical and mental qualities of the individual, which change in the process of training and education.

In the process of improving physical qualities, rational ways of performing motor actions are sought. In each arbitrary motor act there is a motor task, which is perceived as a desirable result of the action, a method by which it is solved. The same motor task can be solved in several ways (for example, you can perform a high jump by pushing closer to the bar), and among them there are more and less effective ones. Those ways of performing motor actions, with the help of which the motor task is solved expediently, with greater efficiency, are usually called the technique of physical exercises.

This concept is on a par with the concept of "form of physical exercise", if we consider not only the external, but also the internal structure of movements. The difference is that the concept of "technique" refers to effective forms of physical exercises, rationally built taking into account the patterns of movements. The degree of effectiveness of the technique of physical exercises at each moment is relative, since the technique itself does not remain unchanged. It is constantly being improved and updated, becoming effective both for an individual student (as his motor skills and abilities improve), and in general (as scientific knowledge regularities of movements, improvement of methods of teaching physical exercises and formation of physical qualities).

The concept of the form of physical exercise is usually associated with the final part of the motor reflex - the movement performed. This implies appearance, i.e., the visually perceived general picture of a given movement. It is an external form of physical exercise. It distinguishes the main types and varieties of physical exercises, as well as any movements in general. However, only such an understanding of form is superficial, not enough.

Observing the external form of physical exercise, it is easy to see that its implementation takes a certain time, the overall picture of the performance does not appear immediately, but is created gradually, as if drawn by the body. This pattern is formed as a result of a fused, interconnected movement in space of various parts of the body. On closer observation, it can be seen that in the process of performing a holistic movement, some parts of the body - temporarily or continuously - retain a relatively unchanged position, while other moving parts move in strictly defined directions, with a certain amplitude, speed and force. It is also possible to trace that the movement of various parts of the body occurs either simultaneously or sequentially.

Thus, by simple observation it is possible to discover a certain structure, the structure of movement. It is the concrete structure of the movement that is objective and represents its form.

Therefore, for example, during the period of entry into work, until the state of the body changes and the coordinated activity of all working organs is established, certain exercises can have stronger and sometimes even adverse effects on the body. When, by means of a preliminary special warm-up or after some time of “working out”, the functions of various organs become sufficiently coordinated, coordinated, and a good blood supply to the working organs is established, the effects of the same actions become more moderate. The appearance and development of fatigue when performing the same actions is associated with a drop in working capacity. This reveals new, rapidly progressive changes in the functions of many organs, especially in the activity of the cerebral cortex. This leads to new changes in the degree and even the nature of the influence of the exercise performed.

The teacher must also take into account the phenomenon of the so-called aftereffect of exercises. It lies in the fact that after performing any exercise in the activities and states of the body, corresponding traces remain for some time in the form of residual excitation, an increase or decrease in working capacity, an increase or decrease in the vulnerability of the body, etc. Depending on the nature and strength of the aftereffect, either unfavorable or more favorable conditions are created for the subsequent activity of the body during the next exercise. As a result, the influence of the latter may also change significantly. So, for example, the same rope climbing exercise will have a different effect on the body, depending on whether it is given after light floor exercises or whether it follows immediately after a very fast run.

The teacher is obliged to analyze all the conditions for solving the planned tasks and to flexibly use the methodological possibilities at his disposal to provide the really necessary this moment the effects of exercise.

Distinguish the basis of the technique of movements, its main link and details.

The basis of movement technique is a set of links and structure of movements necessary for solving a motor task in a certain way (the order of manifestation of muscle efforts, elements of coordination of movements in space and time). The loss or violation of one element or ratio in a given set makes it impossible to solve the motor task itself.

The main link (or links) of movement technique is an important part of the method of performing a motor task. For example, when jumping high with a run - repulsion, combined with a fast and high leg swing; in throwing - the final effort; when lifting with a kip on gymnastic apparatus - timely and energetic extension in hip joints followed by inhibition and synchronous tension of the muscles of the girdle of the upper extremities. The execution of the movements that make up the main link occurs in a short period of time and requires significant muscle effort.

The details of the technique of movements include individual components in which individual variations of the technique of an unprincipled nature are manifested. They differ because they are determined by morphological and functional features(for example, differences in the ratio of the length and frequency of steps when running are due to differences in the length of the limbs; unequal squat depth when lifting the bar - varying degrees development of flexibility and power abilities). With the inevitable individual differences in the details of the technique, one cannot deviate from the general regular basis of the technique of movements, the expediency of its individual variation. The technique of movement can be compared to a sizeless clothing that fits everyone. Mechanical copying of the individual technique of outstanding athletes often leads to negative results.

To characterize the technique of physical exercises, the concept of “structural basis of the system of movements” is of key importance, which implies a regular and stable order of association individual elements systems of movements as part of a motor act. When analyzing the technique of movements, a kinematic (spatial, temporal and spatio-temporal), dynamic (power), rhythmic, or general coordination structure of movements is distinguished. The edges of the structure are not isolated from each other, they are carried out for the knowledge and practice of the relationship and interdependence of all the characteristics of the technique of physical exercises.

There are three phases in physical exercise: preparatory, main (leading) and final (final).

The preparatory phase is designed to create the most favorable conditions for the fulfillment of the main task of the action (for example, the starting position of the sprinter, swing when throwing the discus, etc.).

The main phase consists of movements (or movements) with the help of which the main task of the action is solved (for example, starting acceleration and running at a distance, performing a turn and final effort in discus throwing, etc.).

The final phase completes the action (for example, a run by inertia after the finish, movements to maintain balance and extinguish the inertia of the body after the release of the projectile in throws, etc.).

Classification of physical exercises. To classify physical exercises means to logically represent them as some ordered set with division into groups and subgroups according to certain characteristics.

In the theory and methodology of physical education, a number of classifications of physical exercises have been created.

Classification of physical exercises on the basis of historically established systems of physical education. Historically, society has developed in such a way that the whole variety of physical exercises gradually accumulated in only four typical groups: gymnastics, games, sports, tourism.

Each of these groups of physical exercises has its own essential features, but mainly they differ in pedagogical capabilities, specific purpose in the system of physical education, as well as their specific methods of conducting classes.

In our system of physical education, gymnastics, games, sports and tourism provide an opportunity to:

firstly, to provide a comprehensive physical education of a person;

secondly, to satisfy the individual needs and interests of many people in the field of physical education;

third, embrace physical education people practically throughout their lives - from elementary children's outdoor games to exercises from the arsenal of therapeutic physical culture in old age.

Classification of physical exercises according to their anatomical features.

On this basis, all physical exercises are grouped according to their effect on the muscles of the arms, legs, abdominals, back, etc. With the help of this classification, various sets of exercises are compiled (hygienic gymnastics, athletic gymnastics, warm-up, etc.).

Classification of physical exercises on the basis of their primary focus on the development of individual physical qualities. Here, the exercises are classified into the following groups: speed - strength exercises, characterized by maximum power of effort (for example, sprinting, jumping, throwing, etc.); 2) exercises of a cyclic nature for endurance (for example, running for medium and long distances, cross-country skiing, swimming, etc.); 3) exercises requiring high coordination of movements (for example, acrobatic and gymnastic exercises, diving, figure skating, etc.); 4) exercises that require a complex manifestation of physical qualities and motor skills in conditions of variable modes of motor activity, continuous changes in situations and forms of actions (for example, sports games, wrestling, boxing, fencing).

Classification of physical exercises on the basis of the biomechanical structure of movement. On this basis, cyclic, acyclic and mixed exercises are distinguished.

Classification of physical exercises on the basis of physiological power zones. On this basis, exercises of maximum, submaximal, high and moderate power are distinguished.

Classification of physical exercises on the basis of sports specialization. All exercises are combined into three groups: competitive, specially preparatory and general preparatory.

In any classification of exercises, it is assumed that each of them has relatively constant features, including the effect on the performer.

The healing powers of nature

The healing forces of nature have a significant impact on those who exercise. Changes in meteorological conditions (solar radiation, the effect of air and water temperature, changes in atmospheric pressure at sea level and at altitude, air movement and ionization, etc.) cause certain biochemical changes in the body, which lead to a change in the state of health and human performance.

In the process of physical education, the natural forces of nature are used in two ways:

1) as concomitant factors that create the most favorable conditions in which the process of physical education is carried out. They complement the effect of physical exercises on the body involved. Classes in the forest, on the shore of a reservoir contribute to the activation of biological processes caused by physical exercises, increase the overall performance of the body, slow down the process of fatigue, etc.;

2) as relatively independent means of healing and hardening the body (sun, air baths and water procedures).

With optimal exposure, they become a form active rest and increase the recovery effect.

One of the main requirements for the use of the healing forces of nature is the systemic and complex application them in combination with exercise.

1.2 Exercise technique and its characteristics

Characteristics of human movements are those features, or signs by which movements differ from each other.

There are qualitative and quantitative characteristics.

Qualitative characteristics- characteristics that are described only in words and do not have an exact quantitative measure (for example: tense, free, smooth, soft, etc.).

Quantitative characteristics - characteristics that measure or calculate, they have a quantitative measure.

During the lesson, the teacher has nothing and no time to measure and record quantitative characteristics. He has to use qualitative characteristics, he conducts a qualitative biomechanical analysis of the movements of each student.

By studying movements with the help of measuring and recording equipment, quantitative characteristics are obtained. They are processed, calculations are carried out for quantitative biomechanical analysis. Of course, a qualitative analysis must then follow in order to understand the laws of motion and use them in physical education. Having good skills in quantitative analysis, in everyday practical work only qualitative analysis can be successfully used.

It can be seen that the most important are those that characterize changes in body position and movement. These include kinematic and dynamic characteristics. At the same time, it should be noted that the movements of a person and objects moved by him can be noticed and measured only by comparing their positions with the position of the body selected for comparison (reference body). Therefore, all human movements in biomechanics are considered as relative.