Requirements for a modern physical education lesson in the conditions of the Federal State Educational Standard

Drill exercises in physical education lessons

Drill exercises are motor actions of students performed simultaneously by the whole class, groups of students or individual students. With the help of drill exercises, the tasks of developing collective action skills (in formation), instilling discipline and organization, developing a sense of tempo and rhythm, and developing correct posture are solved. The use of drill exercises in gymnastics lessons allows you to quickly and efficiently place students in the gym or on the playground. The physical education teacher uses drill exercises in various parts of the lesson. In the preparatory part of the lesson, they are used to organize the start of classes and place students to perform general developmental exercises. In the main part of the lesson, drills are used to provide an organized transition from one type of exercise to another. At the end of the lesson (in its final part), these exercises are a good way to reduce the load, prepare students for the upcoming academic work and finish the lesson in an organized manner.

Drills are joint actions in one way or another strictly.

Drill exercises are a means of organizing students and placing them appropriately on the site. They contribute to the formation of correct posture, develop an eye, a sense of rhythm and tempo. They form collective action skills, raise the emotional state of those involved, and can serve as a means of reducing physical activity. And in combination with other exercises they contribute to the development of motor and mental abilities.

Effective organization of physical education classes is unthinkable without the use of drill exercises. Their use allows you to quickly and efficiently place a group in a hall or on a site. Due to the ability to control large masses of students and the variety of different forms of movement, drill exercises are one of the main parts of mass gymnastic performances. Most of the combat actions and commands were taken from the Drill Regulations of the Armed Forces, others were created in the process of working on gymnastics.

Drill exercises are classified into four groups:

- drill techniques;

— construction and rebuilding;

- movement;

- opening and closing.

To use drill exercises when conducting physical education classes, you need to know the basic concepts of drill.

2.

Basic concepts about structure

Formation is the established arrangement of students for joint actions.

Flank - the right or left end of the formation. When the formation turns, the names of the flanks do not change.

The back side of the formation is the side opposite to the front.

Front - the side of the formation towards which the participants face.

Spacing is the distance along the front between students. For a closed formation, it is equal to the width of the palm between the elbows of students standing next to each other.

Distance - the distance in depth between students standing in a column; for a closed formation, the norm is the distance of an arm extended forward.

The width of the formation is the distance between the flanks.

The depth of the formation is the distance from the first rank (the student in front) to the last rank (the student behind).

The leader is the student walking first in the column.

The last one is the student who comes last in the column.

Line - a formation in which students are placed one next to the other on the same line and face one way.

Column - a formation in which students are located, with the back of their heads facing each other.

Closed formation - a formation in which the participants are located in ranks with an interval equal to the width of the palm (between the elbows), one from the other or in columns at a distance equal to the arm raised forward.

Open formation - a formation in which students are located in ranks at intervals of one step or at intervals specified by the teacher.

Row - two students standing in a two-rank formation behind each other's heads, the last row should always be full.

3.

Drill techniques

The drill techniques include the commands: “Stand up!”, “Equal!”, “At attention!”, “At ease!”, “Leave aside!”, “Right (left) - at ease!”. Calculation, which includes the commands: “In order - Calculate!” etc. Turns on the spot. In some cases, commands may be replaced by orders.

Constructions and reconstructions

Formations are the actions of students following the teacher’s command and the adoption of a particular formation.

Restructuring is a transition from one formation to another.

Changes from one line to two. After a preliminary calculation, two at a time, the command is given: “In two ranks - Form up!” On this command, the second numbers take a step back with their left foot, step back with their right foot, without placing it, and, standing at the back of the head of the first, put their left foot. A command is given to change lanes back. In one line - Line up! After the command, everything is performed in the reverse order (Fig. 1).

Formation from one line to three. After preliminary calculations, the command is given: “In three ranks - Form up!” At this command, the second numbers stand still, the first numbers take a step back with their right foot without putting their foot down, step with their left to the side and, putting their right foot in, stand at the back of the second numbers’ heads. The third numbers take a left step forward, a right step to the side and, placing their left, stand in front of the second numbers. To change lanes back, the command is given: “In one line - Form up!” And everything is done in reverse order (Fig. 2).

Rearrangements from columns one at a time to columns of two (three). After the preliminary calculation, the command is given: “Two (three) in a column - Form up!” The students’ actions in this case are similar to those performed when changing formations from one line to two or three (Fig. 3).

Rearranging from a line to a ledge. After a preliminary calculation (6 -3 - on the spot, 6 - 4 - 2 - on the spot, etc.), the command is given: “According to the calculation, march in step!” The trainees reach the calculated number of steps. The teacher counts one more than the maximum number of steps. When calculating 6 - 3 - on the spot - up to seven.

To change lanes back, the command is given: “Step to your places - March!” All those who leave the ranks make a turn in a circle, go to their places and, having reached them, make a turn in a circle. The teacher keeps count until the last person to enter the formation makes a circle (Fig. 4).

Rebuilding from one column to three ledges. After a preliminary calculation, the command is given in threes: “The first numbers - two (three, etc.) steps to the right, the third numbers - two (three, etc.) steps to the left, step by step - March!" On command, students perform the specified number of steps.

To change lanes back, the command is given: “Step to your places - March!” The lane change is carried out in incremental steps (Fig. 5).

Changing from a line to a column by entering the squads with the shoulder. After a preliminary calculation of three, four, etc. The command is given: In sections of three (four) left (right) shoulders in a column, step forward, - March! At this command, students, maintaining alignment along the front, begin to walk with their shoulders until a column is formed. Second command: “Group - Stop!”

To change the lane back, the following commands are given:

1. “All around!”

2. “In squads in one line, right (left) shoulders step forward - March!”

3. “Group - Stop!” The last command is given at the moment when the students reach their place in the line (Fig. 6).

Changing from a column one at a time to a column of two (three, etc.) by turning while moving. When the group moves to the left in a detour, we give the command: “In a column of two (three, etc.) to the left - March!” After the first two (three, etc.) turn, the next ones make a turn under the command of their leader, in the same place as the first.

To change the lane back, the following commands are given:

1. “To the right!”

2. “In the column, one at a time, to the right, in a roundabout step - March!”

When teaching, it is advisable to pre-calculate students by two (three, etc.) Fig. 7.

Rebuilding from a column one at a time into a column of two, four, eight by crushing and combining. Lane changes are performed while moving.

Teams:

1. “Through B the columns, one to the right, to the left, bypassing - March!” (served in the opposite middle). With this command, the first numbers go to the right, the second numbers go to the left, bypassing.

3. “In a column of two, holding hands, in a circle, walking - March!” (the teacher first marks the center of the future circle). On this command, both flankers go around the specified point until they meet each other, “opening” everyone involved for the specified interval.

Rebuilding from one circle to two. The commands are given: 1. “In threes - Pay off!” 2. “The second numbers take three steps (two, etc.) forward, the third numbers half a step to the right, step - March!” Students perform the indicated actions. The reverse formation is carried out by the command: “In one circle - Form up!” With this command, everything is performed in the reverse order (with a rotation in a circle) Fig. 9 a.

Rebuilding from one circle to three. The commands are given: 1. “In sevens - Pay off!”, 2. “The fourth numbers six steps forward, the second and sixth - three steps forward, the seventh half a step to the right, step. - March!” Those engaged in carrying out these actions line up in three circles. The reverse formation is carried out by the command: “In one circle - Form up!”, according to which the students take their places and turn in a circle.

Opening and closing

Openings are the actions of those involved in increasing the interval and distance.

Closing is a method of compacting an open system.

1. Disconnection according to the aircraft charter. Command: “To the right (to the left, from the middle) two (three, etc.) steps. Open up! If the number of steps is not specified, then the opening is performed in one step.

Everyone, with the exception of the one from whom the opening is made, turns right (left) and, having dialed the specified interval, turns to face the front. The count is carried out in twos until the last one puts his foot down.

2. Opening with additional steps is carried out along the front. Command: “From the middle (right, left) two (three, etc.) steps with side steps at once - Knead!” After giving the command, count two at a time until the last one puts his foot down. To close, the command is given: “To the middle (to the right, to the left) with side steps som - Knead!”, Counting in twos until the last one puts his foot down.

3. Openings by order. For example, “type interval - two steps”, etc.

4. Openings along guides in columns, which the teacher places at the required interval.

5. Opening with arcs can be performed from a column in groups of 3, 4, 5 (three openings are performed by the first and third numbers; four - by the second and third) The command is given: “Use arcs two (three) steps at once - Knead!” At this command, the above numbers go forward, going around in an arc for five counts to the right and left of those standing, and stop at the indicated interval from them, placing their foot (at the count of six) and at the count of seven - eight they turn in a circle (Fig. 9 b).

To open with arcs from a column of five, the command is given: With arcs for two steps at once - Knead! After that, the first and fifth numbers, on a count of six, arc around those standing next to them at an interval of two steps and, on a count of seven to eight, turn in a circle. When opening with arcs backwards, first a rotation is performed in a circle, and then an opening in an arc.

Movement

This group includes exercises related to movements of various types.

Movement can be carried out in a marching or marching (regular) step, which differs from the first in greater freedom of movement.

Movements in place are performed by command:

1. “Step on the spot - March!”

2. "Guide - On the spot!" - when it is necessary to close a moving group at a distance of one step.

3. To resume forward movement when walking in place, the command is given: “Straight!”, - under the left foot, after which the right one takes a step in place and the forward movement begins with the left.

To change the speed, pace and rhythm of movement, the following commands are used: “Wider - Step!”, “Shorter - Step!”, “More often - Step!” “Re - Zhe!” The executive command is given under the left foot.

To move by running, the command is given: “Run - March!” When transitioning from a step to music, the executive command is given under the left foot, after which the practitioners take a step with the right and start running with the left (the same when transitioning from running to music on the command: “Step - March!”. If there is no musical accompaniment, the command “March!” is given under the right foot.

Turns while moving. The executive command to turn right is given under the right foot, after which the practitioners take a left step forward, turn on the toe of the left foot and begin moving in a new direction with the right foot. The executive command and actions when turning left are similar.

To perform a turn in a circle, the command is given: “Circle - March!” Executive team: “March!” moves under the right foot, after which the practitioner takes a left step forward, half a step forward with the right, and turns on the toes of both feet and begins moving in a new direction with the left foot.

When making turns while moving, it is advisable to count to maintain the rhythm of movement.

Counter movement is the movement of the entire column behind the guide in the opposite direction. Command: “Counter-movement to the right (left) - March!” The interval between opposing columns is one step (Fig. 11).

Snake - several counter moves in a row. The size of the snake is determined by the first counter-movement. Commands: 1. “Counter-movement to the left (right) March!” - 2. Snake - March!” (Fig. 12).

Methodological features of conducting physical education lessons in grades 1–3 of school

Bibliographic description:

Rajapov, U. R. Methodological features of conducting physical education lessons in grades 1–3 of school / U. R. Rajapov, T. B. Zainiddinov. — Text: direct // Education and upbringing. — 2020. — No. 1 (11). — P. 33-36. — URL: https://moluch.ru/th/4/archive/52/1696/ (date of access: 10.10.2020).


Methodological features of conducting physical education lessons in grades 1–3 of school

Rajapov Usmonbay Rakhimovich, and. O. associate professor;

Zainiddinov Tojiddin Bakhriddinovich, senior lecturer

Tashkent State Pedagogical University named after Nizami (Uzbekistan)

Key words: physical education, health, physical education, lesson, physical education and sports, health, method, gymnastics physical education minutes

In order for physical education lessons to be carried out with maximum efficiency, certain requirements must be met:

‒ the lesson should be based on the principles of educational teaching;

‒ educational, educational and health-improving tasks must be solved at each lesson;

- means and methods of teaching must correspond to the age and gender characteristics of students;

- it is necessary to connect previously covered material with the objectives of today’s lesson and create prerequisites for the future;

- every lesson should be interesting and evoke positive emotions;

- in each lesson, strive to ensure high motor density of activities.

When characterizing a lesson as the main form of conducting classes, one should dwell on its structure. The structure is determined by changes in the performance of students and provides for consistency in solving pedagogical problems.

The school has adopted a three-part lesson structure (preparatory, main and final parts of the lesson). In the practical work of primary school teachers, a four-part lesson structure is also encountered (introductory, preparatory, main and final).

The introductory part, as a rule, is allocated in grades 1–2 due to the fact that the teacher needs to devote some time to organizing the children to start the lesson, since children do not yet know how to quickly change clothes in order to enter the hall on time, they do not know how to line up, organize, standing in line, being silent, not pushing, listening to the teacher, doing attention exercises, etc. But as children master these requirements, the need for an introductory part disappears. When highlighting the introductory part of the lesson, the preparatory part acquires the features of the main one, since it solves the problems of not only training the body and preparing children to work at full capacity, but also educational tasks - the comprehensive development and improvement of coordination of movements.

Proper organization of the preparatory part helps to increase the density of the lesson.

Lessons at school are allotted 45 minutes 2 times a week. This is a very short time, and therefore the main task of the teacher is to properly organize the children, distribute educational material, and combat the loss of time.

This can only be achieved with careful preparation for the lesson, a well-thought-out methodology for organizing the lesson, competent selection of tools, and perfect knowledge of the educational material of the program. The time in a school lesson is divided into parts approximately as follows: 10–15 minutes - the preparatory part of the lesson (in grades 1–2 up to 20 minutes); the main part of the lesson is 20–25 minutes and the final part is 3–5 minutes (in grades 1-2 up to 7–10 minutes).

Conducting lessons in grades 1–3

In pedagogy, school age is usually divided into junior - 7-10 years, teenage - 11-14 years and youth - 15-17 years.

Primary school age includes students in grades 1-4. This is a period of uniform, but quite intensive development of organs and functions. Body weight increases annually by 2–4 kg, height by 2–4 cm, and chest circumference by 2–4 cm.

The bones and muscular system are intensively formed, the pelvic bones begin to fuse, and the bones of the hand and forearm begin to ossify. Boys grow by increasing the length of their legs, girls by increasing their torso. The joints are strengthened, the intervertebral joints retain cartilage in their composition, and therefore have great elasticity and mobility. The curves of the spine, characteristic of adults, are just being formed in children at this age. Incorrect body position can lead to poor posture.

Muscle mass increases. Muscles are elastic; when they contract, they shorten more, and when they relax, they lengthen more. It should be remembered that children develop muscles unevenly: large ones develop faster, small ones develop more slowly. This is one of the reasons that at primary school age, students are uncertain in performing fine movements, for example, with a brush, and do not cope well with accuracy tasks.

At this age, the height of jumps should be limited, since the pelvic bones are still very mobile; reduce the load when performing exercises in hangs and supports due to the fact that the bones of the chest have not yet fused and become stronger.

The child’s heart is small in volume, his muscles do not have sufficient strength, and the regulatory mechanisms of the cardiovascular system are in their infancy. Physical activity causes a significant increase in heart rate: 90–100 beats per minute. at rest, 140–170 beats when performing exercises. Increased blood flow to the muscles is ensured by an increase in heart rate, and not by the force of contraction of the heart muscle.

The respiratory rate is increased - 20–22 times per 1 minute. During physical activity, pulmonary ventilation increases mainly through increased breathing. Shallow breathing is one of the distinctive features of the respiratory system of primary schoolchildren.

Children of this age are very emotional, easily excited, and inhibition processes are still poorly developed. All this leaves an imprint on the psyche.

They are very easily suggestible, so the authority of the teacher, parents and senior comrades is of great importance to them, but their friendship is unstable.

Younger schoolchildren are characterized by a greater need for physical activity. They strive to use every opportunity to run and jump. Movement gives children pleasure.

Children 7–10 years old love physical education lessons. This period is one of the most effective for forming the habit of systematic physical exercise in schoolchildren. At primary school age, muscle-motor sensations develop, visual and kinestatic control over the execution of movements improves. Improving coordination between visual sensations and the execution of movements is the most important task in the physical education of children of this age. The peculiarity of the perception of younger schoolchildren is integrity, indivisibility. Children often, based on the most random signs, try to guess, rather than find out, the features of the object, movement, or action being shown. At this age, the role of words in the perception of elements and details of movements increases. Words serve as a guide and can attract students' attention. Therefore, when teaching, a teacher can rely on explanations, introduce special terms, offer to do word exercises, but do not forget to supplement students’ knowledge with visual representations of movements.

Children have a lot of difficulty finding their way around the hall and on the playground. Children confuse the right and left sides. Their attention span is narrow; they can perceive one or two movements at a time. Their attention often switches to all sorts of secondary objects and elements of movement. Absent-mindedness in children is often the result of fatigue and lack of habit of looking and listening carefully.

At the beginning of the school year, the teacher must identify the level of dressing skills, teach order in the locker room, orderly entry into the hall, the ability to line up after the bell, focusing attention, etc.

In the introductory part, it is necessary to formulate the attitude of students for the upcoming work. To do this, schoolchildren are given a specific task in a form that is understandable to everyone and arouses a certain interest.

At the same time, the tasks should not be too detailed (they will be specified as the lesson progresses, before each individual type of task). You should not waste time on announcements, lengthy comments about discipline or defects in sports uniform, etc. (this must be done at the end of the lesson).

The content of general developmental and preparatory exercises in the introductory part depends on the main material planned for this lesson, on the conditions of its implementation, the condition of the students, and is aimed at instilling organizational skills in children.

The introductory part begins with students' construction. In grades 1–2, the teacher himself gives organizing commands; from grade 3, the lesson begins with formation under the guidance of a teacher or duty officer, who then gives a report to the teacher in the prescribed form.

The preparatory part of the lesson solves the problem of preparing the children’s body for work in the main part: warming up the muscles, improving blood circulation, metabolism, raising the emotional background, etc. General developmental exercises are widely used here - these are the simplest, elementary movements, the basic positions of the arms, legs, and torso , combinations for 4 counts, jumping and dance exercises, games with elements of general developmental exercises - “ball to neighbor”, “cosmonaut”, from Uzbek folk games, exercises with apparatus, without apparatus, using small equipment (flags, tennis balls, mugs, cubes, etc.).

When organizing a class in performing exercises, they use various forms of formations: in columns, circles, ranks, etc.

The selection of tools in the preparatory part of the lesson should correspond to the tasks to be solved in the main part of the lesson.

The main part solves the problem of forming special knowledge and improving motor skills, qualities, forming correct posture and coordination of movements, using acquired skills in a complex and constantly changing environment. The main content consists of exercises in jumping, throwing, balance, climbing, acrobatics, games with running, throwing, jumping, overcoming obstacles, etc. (“Wolf in the Moat”, “Foxes and Chickens”, “Gallop-Shepherdess”, “ Who will throw further”, “Be accurate”, “Target shooting”, etc.).

An integral component of the main part of the lesson is to increase emotional tone.

The final part is aimed at reducing the excitation of the nervous system, reducing the activity of the cardiovascular and respiratory systems, preparing the body for the upcoming mental work in theoretical disciplines. Various types of walking, attention tasks, games for attention, orientation (“Deaf blind man’s buff”, “Mousetrap”, musical games, “Ok terak va kuk terak” - “White and green poplar”, etc.) are widely used here.

At the end of the lesson, it is necessary to summarize the results, give marks either to individual students or to a group of students, and accompany the assessment with explanations (Although Rustam did not do the exercise very well, I give a mark of 4 for his diligence and hard work). After grading, be sure to give homework, for example:

‒ in front of a mirror, learn to properly hold your arms to the sides without raising your shoulders;

- bring paper flags to the next lesson (explain and show how to make them).

At the next lesson, be sure to play a game with flags so that the children’s work is not aimless (in reserve, the teacher should have flags, balls, cubes, etc. in the classroom, and if one of the children did not complete the task, then after an appropriate remark give him a flag to do the exercises).

Posture exercises in elementary grades should take place in any part of the lesson. In grades 1–3, the entire lesson should be educational in nature. No exercise should be given aimlessly; it should always teach the child something.

In 1st grade, drill commands and orders are not yet used, but are given starting from grades 2–3. By the end of 3rd grade, children must master basic drills and commands, must be able to line up, give a report, and be able to be a group leader. In the lesson it is necessary to introduce as much as possible various competitive elements on speed, formation, silence, order, and accuracy in following orders.

The main method of creating ideas about the movements being studied, clarifying, correcting errors, is a visual, accurate demonstration by the teacher, accompanied by a figurative explanation using comparisons, imitations, etc. (jump like bunnies; stomp like bears; flap wings like a bird, etc.).

While working with children, the teacher should not use diminutive words: legs, arms, head, etc. Children love to be treated and talked to as equals, to trust them, respect them, and protect them from humiliation and insults. Handling children should be calm, without irritation, and not noisy. The teacher must be extremely fair, he must give a comprehensive answer to every question, the complaint must be sorted out, the culprit must be punished to the extent of his guilt, but children cannot be taught to complain for no reason.

In a physical education lesson, a reward system is widely used - assessment is an incentive for work. All the teenager’s activities must be assessed, for which it is necessary to widely use an oral and five-point rating system (since children do not yet understand the sports rating system - seconds, meters, kilograms, points).

The main method of organizing students when performing exercises is the frontal method, and the group method is used less frequently (since children do not know how to behave in an organized manner in groups). The teacher must ensure that all children are occupied in the lesson and avoid waiting in line. To do this, use continuous exercises, jumping rope one after another, or group jumps into a pit; continuous balance exercises, performing exercises on several apparatuses located nearby (so that the whole class can see). In basic gymnastics lessons, motor density sharply decreases when learning new forms of movements, because children often have to be stopped, explained, shown, and corrected. This reduces the overall load level. To increase it, at the end of the main part, an outdoor game is introduced with the inclusion of various forms of movements for consolidation.

During the lesson, it is necessary to instill in children a love of work, as well as instructor skills, involve them in helping each other, give feasible instructions for preparing classes, cleaning, etc.

Individual work is widely used in the lesson. Here the peculiarities of the psychological make-up of children are very clearly manifested: phlegmaticity, timidity, cowardice, energy, courage, audacity, strength, etc. Some need a lot of help, encouragement, encouragement, while others need to be restrained sometimes and limited in their workload.

You need to monitor the load very carefully. Do not overload under any circumstances, especially during outdoor games. Avoid excessive redness of the face, sweating, and shortness of breath. It is necessary, skillfully using a variety of methodological techniques, for example, to interrupt the game under the guise of comments, corrections, clarification of the rules (at this time the children can recover somewhat).

Children's appearance, sportswear, and behavior should be in the teacher's field of vision at all times. From the first lessons, ensure that you come to class without fail and on time, in appropriate sportswear. It is necessary to have an explanatory conversation with parents about this.

It is recommended to conduct classes outdoors all year round, with the exception of cold, rainy days.

Literature:

1. Ashmarin B. A. Theory and methodology of physical education. "Enlightenment", M, 1978.
2. Vydrin V.N., Guzhalovsky A.A., Kryazh V.N. Fundamentals of the theory and methodology of physical culture. Textbook for gekhn.FK, Ed. FiS, Moscow, 1986.
3. Kerimov F. A. Sport kurashi nazariyasi va uslubiyati. Tashkent, 2001,286 6.
4. Koshbakhtiev I. A. Fundamentals of health-improving physical culture for youth. Tashkent, 1994, 100 p.
5. Matveev L.P. Theory and methodology of physical culture. Uch. for institute of physical culture. M, "FiS", 1991.
6. Matveev L.P. Forms of structure of classes in physical education. Method, developed by M, 1998, 74 p.
7. Ponomarev I.I et al. Physical education. M, Higher School, 1983.
8. Usmonov G., Abduzhabbarova T., Mamajonov N., va bosh-k, alar. Bolalar bogchalarida va maktabda bolalarni halq, uyinlari vositalari bilan jismoniy tayorlash. Fargona, 1995, 38 6.

Basic terms
(generated automatically)
: child, lesson, doing exercises, introductory part, exercise, task, final part, main part, main part of the lesson, preparatory part of the lesson.