Differentiated approach at the physical education lesson as a means of increasing the physical fitness of students. Technologies of differentiated teaching at physical education lessons

Speech at the district methodological association of physical education teachers 1

Topic: "Providing a differentiated and individual approach to students at physical education lessons"

Currently, the education sector is going through a period of qualitative transformations.

Physical culture lesson improvement and its efficiency increase is impossible without developing the issue of differentiated teaching. The most important requirement of a modern lesson is to provide a differentiated and individual approach to students, taking into account the state of health, gender, physical development, physical fitness, and the peculiarities of the development of mental properties. Getting started, first of all, it is necessary to determine with what composition of students you will have to work for several years. At the beginning of the school year, it is necessary to identify the level of physical fitness (using tests) and the state of health of students (according to medical examinations). An idea of the degree of preparedness of students in mastering a certain motor action can be obtained by observing the ability to reproduce a task or exercise at a given tempo, rhythm, with a given amplitude.

Differentiated and individual approaches are important for students with both low and high results in the field of physical education. A low level of development of motor qualities is often one of the main reasons for a student's poor progress in physical culture. And a student with a high level is not interested in a lesson designed for an average student. In addition to dividing students into main, preparatory and special groups, in almost every class, children can be conditionally divided into several more groups (categories):

Perfectly healthy, but "obese" children who do not want to work;

Children who temporarily entered the preparatory group due to illness;

Poorly physically developed children who are afraid of ridicule become withdrawn;

Well-physically developed children who may lose the desire to study in the classroom if it is very easy and uninteresting for them.

Therefore, it is necessary to differentiate both the tasks, and the content, and the pace of mastering the program material, and assessing the achievements.

^ 1. Features of the differentiated approach to the organization of lessons on teaching motor actions

In order to implement a differentiated approach to the organization of physical education lessons, all schoolchildren in terms of health and physical fitness are divided into three medical groups - basic, preparatory and special medical.

Classes in these groups differ in curriculum, volume and structure of physical activity, as well as requirements for the level of mastering the educational material.

When developing practical tasks, it is necessary to carry out a differentiated approach to students, taking into account their state of health, the level of physical development and physical fitness.

In the process of teaching motor actions, a person must master their dynamic and rhythmic parameters.

By the 6-7th grade, interest in physical education lessons disappears. After analyzing the situation, we can conclude: weak students lack skills, therefore they cannot cope with the task, and hence they do not want to get into a situation of failure in the classroom. As a result, their interest in physical education is significantly reduced. For strong students, on the contrary, the learning task is too easy, and therefore does not develop their cognitive interest. Students of the average level of preparedness are not sufficiently motivated under the influence of the general mood. Based on this, it became necessary:

1 to create a methodology that would take into account all three groups of students, and with the possibility of students moving from one group to another;

2 to find means and methods that contribute to the development of not only the motor functions of children, but also the development of a sustainable interest in physical education.

A large role is given to planning the preparatory and final parts of the lesson, since the lesson began and how it was finished depends on the success of the lesson. One of the effective means of promoting the development of interest in physical education is outdoor games, so they must be included in the preparatory and final parts of the lesson. Positive emotions not only make a person happy, but at the same time effectively stimulate his muscular activity.

Therefore, work should be based on a differentiated approach to students. At the beginning of the passage of the program material in sections, students must be divided into departments, each of which would have children of different levels of preparedness and organize the work as follows:

a) the staffing of the departments was carried out based on the interests and capabilities of the child;

b) a squad leader was chosen, and in each series of lessons he changed and as a result, everyone was in the role of a squad leader;

c) the task of the squad leader was to provide insurance, help, and correct the mistakes of his squadmates;

d) the level of tasks (combinations) was selected taking into account the individual abilities of children;

e) if a student in a weak group succeeded in combinations on apparatus, then he was asked to perform the exercises of the next - middle group, and so on in relation to other groups.

The warm-up begins with running - the most monotonous activity that needs to be diversified. Problem solving games in running exercises are a good practice to stimulate students.

In the final part of the lesson, games of medium and low mobility are carried out, their task is to bring the body into a relatively calm state, contributing to active rest after an intense load in the main part of the lesson. Having resorted to the play method of teaching the lesson, the course of the lesson is not disrupted, and the children are activated to complete the task, the interest in completing the task increases. Children begin not only to perform, but also to think.

Also, when conducting physical education lessons, it is necessary to use music as a stimulator of working capacity in the process of educational activity. Performing physical exercises to pleasant, specially selected music, the trainees involuntarily begin to experience the feelings and moods expressed in it and associate it with the work being performed, which begins to seem much more pleasant, attractive and less tiring than usual. The role of positive emotions in a physical education lesson, through outdoor games and musical accompaniment, as a means of increasing efficiency and at the same time instilling a steady interest in classes is great.

To increase the effectiveness of teaching motor actions, a methodology is proposed that was developed and tested in the course of a natural pedagogical experiment. This technique includes the following main stages of educational work with children.

1. Formation of educational and cognitive motives:

a) a conversation with students in order to give them the necessary theoretical knowledge;

b) with the help of a teacher, the allocation of general motor abilities by children: speed, speed-power, power and endurance. This creates the basis for teaching motor actions and prerequisites for teaching certain types of movements;

c) the study by children of the origin of each type of movement;

d) repetition of these movements in the form of a game with the aim of improving them (thus, students develop an interest in the studied motor actions).

2. Formulation and solution of the educational task of mastering motor actions through educational actions and operations:

a) at the very beginning of solving an educational problem, students discover the principle of solving a whole class of concrete-practical motor problems (this principle consists in the interconnection of efforts and movement);

b) the formation of knowledge about the general biomechanical foundations of movements;

c) improving the technique of a specific type of movement by modeling them in graphic form (using graphs-schemes of movements of the arms and legs);

d) teacher control over students in mastering movements and control over movements in a team (students control the correctness of each other's execution of movements, compare them);

As a result of the correct organization of the differentiated approach in teaching, the following increases: positive motivation for physical education lessons; the effectiveness of the educational process; the creative activity of students in the classroom, the interest of children in studying the technique of movements as a way to achieve a result.

How are the issues of optimization of the educational process in physical culture solved when using the technology of differentiated physical culture education?

^ 2. Teaching motor actions

The training is carried out in a holistic way with subsequent differentiation (highlighting the details of the technique and "diluting" them in terms of complexity) and then integrating (combining) these parts in different ways, depending on the level of technical readiness of the students in order to perform the exercise better. Teaching motor actions provides for the choice of operations for solving certain motor tasks. In this case, each student can master a motor action in a preferable composition of operations, which will become the basis for the formation of an individual, most effective style of activity. Students, strong groups within the class, master the teaching material on average two lessons faster than average and weak students. It is necessary to regulate the different pace of learning with the help of differentiation of practical teaching methods, when training for each motor action ends for strong groups with the fulfillment of the studied exercise in competitive conditions and the process of developing physical qualities through the studied exercise, and for students of weak and medium groups more time is spent on performing the exercise on parts and repeated execution under standard conditions. The proof of the effectiveness of this approach in teaching motor actions is the change in the quality of performance in technical readiness. Determination of the complexity of parts of technology and the ways of combining them is the essence of differentiated teaching of motor actions.

To consolidate and improve motor skills and develop the corresponding coordination abilities in the classroom, it is necessary to repeatedly use special preparatory exercises, purposefully and often change individual parameters of movement, their combinations, conditions for performing these exercises.

The group method of work is very effective in the main part of the lesson, when the class is divided into groups depending on the readiness for mastering a particular section of the program. However, the organization of pupils in the main part may differ depending on the stage of study.

^ The first stage is familiarization with new educational material.

The lesson is held simultaneously with the whole class, all departments receive the same task, for example, to perform new exercises shown by the teacher.

^ The second stage is the assimilation and consolidation of educational material.

It is rational to give different educational tasks to each group: one - preparatory or lead-in exercises performed in light conditions; another - complicated lead exercises; the third is the action as a whole, but in a lightened version, etc. This creates optimal learning conditions for all schoolchildren. Students assigned to the preparatory group for health reasons can perform tasks and exercises that are feasible and recommended by doctors by specialists.

^ The third stage is the improvement of motor action.

It may turn out that there will be no third stage at all for the most poorly prepared schoolchildren - they have not mastered the educational material well enough. These children continue the work of the second stage, albeit somewhat more complicated. More prepared children perform exercises in competitive conditions or changing complicated conditions (use of weights, increased support, various resistances), as well as for them the number of repetitions and the number of laps increases. Less prepared students work in standard conditions.

In the lesson, it is imperative to carry out individual work with students who are unable to perform one or another motor action. These children receive individual tasks, both in the lesson and homework on this motor action. Individual work with students at different stages of the lesson helps to preserve the physical, moral and social health of students.

^ 3. Differentiated development of physical qualities

Differentiated development of physical qualities in groups of different readiness is carried out using both the same and different means and methods, but the size of the load is always planned to be different, as a result of which the level of physical readiness of students significantly improves in comparison with the initial level. In weaker groups, children finish tasks earlier, they have more time for rest and recovery.

For students who have an insufficient level of physical fitness, you can use cards of individual tasks indicating the exercises, the sequence of their implementation, dosage. Exercises of task cards, respectively, become more difficult with age.

In the classroom, it is advisable to use non-standard equipment and small equipment (gymnastic sticks, jump ropes, hoops, dumbbells, rubber and spring resistance bands, etc.), conduct lessons with musical accompaniment, include elements of aerobic gymnastics, rhythmics, muscle relaxation exercises, breathing exercises. This increases the motor density of the lessons and makes them more interesting.

It is imperative to monitor physical activity by heart rate before and after the session. To determine the functional state of students in the process of physical exertion of a different nature, not only to compare the magnitude of the pulse shifts with the nature and magnitude of the load, but also to trace the rate of recovery of the pulse during rest. Children who have a heart rate above 80 beats / min before the lesson, and less prepared children should be placed on the left flank when forming. For such learners, using the restraints, you can make an inner circle with a smaller radius, where they can do individual exercises, breathing and relaxation exercises, walking, jogging, etc. (island of health).

In the preparatory part of the lesson, tasks are completed by all children, but for the weaker ones, the load decreases, the time for completing tasks, their volume, intensity, number of repetitions, and pace of movement decreases; simpler introductory and preparatory exercises are given, it is allowed to make more frequent and longer rest pauses.

In the practice of physical culture and recreation, competitive and game technologies are widely used, which help to solve not only the problems of motivation, development of students, but also health preservation and socialization. In play and through play communication, a growing child manifests and forms a worldview, the need to influence the world, to adequately perceive what is happening. It is in the game, regardless of the consciousness of the child, that various muscle groups work, which also has a beneficial effect on health.

When exercises are carried out in a game or in a competitive manner, weak students are distributed among all teams and these players are replaced more often.

If an obstacle course is overcome, some of them are excluded for weak children.

In relay races, students who are more prepared start and finish the relay and do two repetitions if necessary. When performing tasks in pairs, children should be selected according to their strength and they are given exercises of different complexity, while cards with tasks and with exercise schemes can also be used.

In the lesson, pay special attention to overweight children and weak children who do not want to study because of their awkwardness. Good results can be obtained if you first involve such children to help with outdoor games and relay races. First, they help in refereeing, then, being involved in events, they take part in the game and cease to be ashamed of their motor awkwardness. Continuing to study in this way in the classroom, these children gain confidence in their abilities and gradually become involved in regular activities. The motor mode with weak children is carried out at a pulse rate of up to 130-150 beats / min. At this stage, the training regime for different groups should be different: training, tonic or gentle.

In the final part of the lesson, the class is united into one group, all students perform the same exercises. Exceptions are those cases when, according to the schedule, the physical education lesson is the last and at the end of it you can conduct a game of great mobility, the participation of less prepared children in such a game is limited.

^ 4. Formation of knowledge and methodological skills of schoolchildren on the organization of independent forms of physical exercise

The technology of differentiated formation of knowledge and methodological skills involves: 1) identifying the levels of training of schoolchildren in the field of knowledge and methodological skills using a diagnostic test (carried out at the end of each topic and serves as the basis for dividing students into groups of different preparedness). 2) "dilution" of the tasks of studying the topic according to the levels of training of schoolchildren and groups of different preparedness; 3) "dilution" of the content of the program.

Students are offered tasks of different complexity, content, volume. These can be: small messages, more detailed reports, project activities (presentations), drawing up a complex of morning exercises or warm-ups, exercises with objects.

Daily instruct on safety rules in the classroom and the rules of conduct for students in gyms.

^ 5. Differentiated marking of physical and technical readiness of students

When assessing physical fitness, both the maximum result and the increase in the result are taken into account. Moreover, individual achievements (i.e., an increase in results) are of priority importance. When placing a mark on physical culture, theoretical knowledge, and the technique of fulfilling a motor action, and diligence, and the ability to carry out physical culture and health-improving activity are taken into account. To widely apply methods of encouragement, verbal approval. Some children need to be convinced of their own capabilities, reassured, encouraged; others - to restrain from excessive zeal; the third - to interest. All this forms a positive attitude towards the performance of tasks among schoolchildren, creates the basis for social activity. All marks must be reasoned.

Temporarily released children and students assigned for health reasons to a special medical group should be present at the lessons: help in preparing equipment, refereeing. In games, they are interested in feasible roles, in relay races they can be appointed team captains to organize children and help with discipline, they can take part in permissible tasks, get acquainted with theoretical information in the classroom, with the technique of performing some motor actions that do not require large energy expenditures, can do the exercises recommended by your doctor. This student work can also be assessed.

Constantly orient strong children on the fact that they are obliged to help the weak, invite them to prepare a weaker friend for the successful implementation of the exercise and give high marks for this.

When assessing the activities of students, focus not only on the child's assimilation of knowledge, skills and abilities, but also on the formation of his motivational sphere of hygienic behavior in the implementation of the acquired knowledge and ideas.

A comprehensive study of schoolchildren, a comparison of various data allows us to identify the reasons for the lagging of children, to establish the main of these reasons and to carry out pedagogical influence based on the method of differentiated education.

This technology facilitates the learning process, the student approaches the intended goal with a gradual accumulation of a stock of motor skills, from which the desired action is formed. From the richness of exercises, forms and methods of their application, lessons become more varied, and the learning process - more interesting. Pupils readily study, with interest they perceive feasible and varied tasks, perform them consciously, feel pleasure from the very process of implementation.

Providing a differentiated approach to students, taking into account their physical development and motor fitness; achievement of high motor density, dynamism, emotionality, educational and instructive orientation of lessons; the formation of students' skills and abilities of independent physical exercises - all these are the most important requirements of a modern physical education lesson.

1 When developing the report, materials from the Internet were used

Technologies of differentiated teaching at physical education lessons

The most important requirement of a modern lesson is to ensure a differentiated and individual approach to students, taking into account the state of health, gender, physical development, physical fitness, and the peculiarities of the development of mental properties.

Differentiated and individual approaches are important for students with both low and high results in the field of physical education. A low level of development of motor qualities is often one of the main reasons for a student's poor progress in physical culture. And a student with a high level is not interested in a lesson designed for an average student. In addition, physical education students are divided into basic, preparatory and special groups. Therefore, it is necessary to differentiate both the tasks, and the content, and the pace of mastering the program material, and assessing the achievements.

Differentiated physical education is understood as the purposeful physical formation of a person through the development of his individual abilities. TDFO is a way of realizing the content of differentiated physical education through a system of means, methods and organizational forms, ensuring the effective achievement of the goal of education. The content of the TDFO is a set of pedagogical technologies for differentiated teaching of motor actions, the development of physical qualities, the formation of knowledge, methodological skills, technologies for managing the educational process, ensuring the achievement of physical perfection.

The training was carried out in a holistic method with subsequent differentiation (the details of the technique are highlighted and divided according to their complexity) and then the integration of these parts in different ways, depending on the level of technical readiness of the students, in order to perform the exercise better. Teaching motor actions provides for the choice of operations for solving certain motor tasks. In this case, each student can master a motor action in a preferable composition of operations, which will become the basis for the formation of his individual, most effective, style of activity. So, for example, when consolidating educational material, children are conditionally divided into groups, depending on their preparedness. One group is offered preparatory or lead-in exercises in lightened conditions, the other - complicated lead-in exercises, the third - action as a whole, but in a lighter version, etc. Students of strong groups, within the classroom, master the educational material on average two lessons faster than average and weak students, therefore, training in motor action ends for them by performing the studied exercise in competitive conditions, and students of weak and medium groups continue to perform the exercise in parts or repeat it many times under standard conditions.

In the process of teaching motor actions, a person must master their dynamic and rhythmic parameters.

By the 5-7th grade, interest in physical education lessons disappears. After analyzing the situation, we can conclude: weak students

lack skills, therefore they cannot cope with the task, and hence they do not want to get into a situation of failure in the classroom. As a result, their interest in physical education is significantly reduced. For strong students, on the contrary, the learning task is too easy, and therefore does not develop their cognitive interest. Students of the average level of preparedness are not sufficiently motivated under the influence of the general mood. Based on this, it became necessary:

- 1 create a methodology that would take into account all three groups of students, and with the possibility of students moving from one group to another;

- 2 to find means and methods that contribute to the development of not only motor functions of children, but also the development of sustainable interest in physical education.

SOUTH. Kojaspirov said: « It would be nice to study against the background of positive emotions, and not force yourself and the children to work against their will, through « I don’t want to! ”, Gritting his teeth and mobilizing all his willpower. Have the happy opportunity to learn and learn with pleasure, not under duress. "

a) the recruitment of departments was carried out based on the interests and capabilities of the child;

b) a squad leader was chosen, and in each series of lessons he changed and as a result, each was in the role of a squad leader;

c) the task of the squad leader was to provide insurance, help, and correct the mistakes of his squadmates;

d) the level of tasks (combinations) was selected taking into account the individual abilities of children;

e) if a student in a weak group succeeded in combinations on apparatus, then he was asked to perform the exercises of the next - middle group, and so on in relation to other groups.

The warm-up begins with running - the most monotonous activity that needs to be diversified. Problem solving games in running exercises are a good practice to stimulate students.

Based on the theory of learning activities developed in 1974.

D.B. Elkonin and V.V. Davydov, the main features of the experimental methodology of teaching motor actions on the basis of the theory of educational activity was that the provisions of this theory were supposed to build learning "from the general to the particular."

In the pedagogical experiment, the previously developed main stages of a new approach to teaching movements were applied. First, the main motor abilities for this type of motor actions (locomotion) were identified; to create the prerequisites for training, these motor abilities (speed-strength, speed, endurance) developed for a certain time, which prepared a general basis for mastering this class of movements. Then the students were taught the regularities common to all locomotions. To develop interest in the studied movements, the students, with the help of the teacher, investigated the genesis of certain types of locomotion (walking, running, skiing). There was an appeal to the origins of the motor action, and in order to arouse interest in the studied movements, to better understand their foundations, the children in the game repeated the path of the formation of these movements. Further, the students, with the help of the teacher, identified the general biomechanical foundations of the movement technique (in this case, modeling was applied and schemes were used), after which they mastered these key moments.

To increase the effectiveness of teaching motor actions, a technology is proposed that was developed and tested in the course of a natural pedagogical experiment. This technology includes the following main stages of educational work with children:

1. Formation of educational and cognitive motives:

a) a conversation with students in order to give them the necessary theoretical knowledge;

c) the study by children of the origin of each type of movement;

d) repetition of these movements in the form of a game with the aim of improving them (thus, students develop an interest in the studied motor actions).

2. Formulation and solution of the educational task of mastering motor actions through educational actions and operations:

b) the formation of knowledge about the general biomechanical foundations of movements;

c) improving the technique of a specific type of movement by modeling them in graphic form (using graphs-schemes of movements of the arms and legs);

d) teacher control over students in mastering movements and control over movements in a team (students control the correctness of each other's execution of movements, compare them);

The authors' studies have shown that abilities based on proprioceptive sensitivity (muscle feeling) are quite specific. These are the ability to reproduce, evaluate, measure, differentiate the spatial, temporal and power parameters of movements. The presence of such a number of so-called simple abilities can probably be explained by the fact that the control of movements according to various parameters is carried out with the help of various proprioceptors (V.S. Farfel, 1975; E.P. Ilyin, 1976). Proprioceptors - terminal formations of nerve fibers in skeletal muscles, ligaments, articular bags; irritated by contracting, straining, or stretching muscles.

The ability to reproduce, evaluate, measure and differentiate parameters is based primarily on the accuracy of motor sensations, which are often combined with visual and auditory sensations. With a small motor experience, the student's sensations and perceptions are still too coarse, inaccurate, poorly understood. As a result, they make significant errors in the reproduction, assessment or differentiation of spatial, temporal, spatio-temporal and power signs of movements.

As you gain experience, sensations and perceptions about the parameters of the movements performed become more accurate, distinct and clear. Thus, athletes under experimental conditions are able to perform movements with an accuracy of up to 0.3 ° in amplitude, up to 0.1 s in duration, and up to 0.5 kg in intensity of efforts.

In each sport and physical exercise, musculoskeletal sensations and perceptions are specific. Specialized perceptions in sports activities are otherwise called feelings. The most famous feelings are: distances - among fencers and boxers; time - for runners, cyclists, skiers, skaters, swimmers; ice - for skaters; the ball - from volleyball players, basketball players, football players; snow - for skiers and biathletes; projectile - from gymnasts; carpet - from the wrestlers; water - in swimmers, etc. It follows from this that the ability to reproduce, differentiate, measure and evaluate the spatial, temporal and power parameters of movements, actions or activities in general, are very diverse, have a specific character and develop depending on the characteristics of a certain kind of sport.

At the same time, these abilities, although they can be presented as independently existing simple abilities, nevertheless, in isolation, they are extremely rare. In addition, these abilities are in certain relationships and connections with other special and specific COPs, as well as with physical and mental abilities. These connections are due to the fact that in real motor activity, coordination of movements acts as an integral psychomotor process.

The ability to accurately reproduce, evaluate, measure and differentiate the parameters of movements is developed, first of all, with the systematic use of general preparatory and special preparatory coordination exercises, methods and methodological techniques for the development of special CS. The effectiveness of pedagogical influence can be increased if you use methodological approaches aimed at improving these abilities. These approaches are based mainly on the systemic fulfillment of tasks, which impose increased requirements for the accuracy of the fulfillment of motor actions or individual movements. They can be presented in two main versions: analytical (selective) tasks for the accuracy of reproduction, assessment, measurement and differentiation of predominantly one of any parameter of movements (spatial, temporal or power) and synthetic - for the accuracy of control of motor actions in general. It is clear that such a division is conditional, since the accuracy of, say, a spatial parameter is isolated from the accuracy of the temporal or force attribute of movements. In the real process of control and regulation of motion, these types of precision always appear in an organic unity.

Therefore, although it is possible to have a predominant, differentiated effect on improving the accuracy of any one parameter of movements, it is obligatory to aim at achieving the accuracy of the fulfillment of a motor action as a whole. Tasks for the accuracy of reproduction of reference spatial, temporal, spatio-temporal and power parameters are more widely presented in physical exercises with a relatively standard kinematic structure (acrobatic, gymnastic, general developmental exercises, etc.).

Examples of them can be: tasks on the accuracy of reproduction of simultaneous or sequential movements and positions of arms, legs, trunk when performing general developmental exercises without objects, walking or running along the markings and (or) for a given time. And also repeated passes or throws of the ball (projectile) along the same trajectory at the same distance, etc.

In close connection with the tasks for the accuracy of reproduction of the parameters of movements, tasks should be systematically used that require the accuracy of the assessment and measurement of these parameters. For example, when performing general developmental exercises, the student is asked to independently and as accurately as possible estimate the amplitude of movements performed by the arms, legs or trunk; in athletics running, jumping from a spot or running start, throwing range or running speed, etc. The student's self-assessment is checked against the result recorded by the teacher.

Tasks for the accuracy of differentiation of movement parameters, as a rule, are the most difficult for the performer. They should be performed either by the “contrasting tasks” technique, which require relatively rough differentiations, or by the “approaching tasks” technique, where subtle differentiations are required. These techniques were first described and applied by a team of researchers headed by V.S.Farfel. The essence of the "contrasting tasks" methodology consists in alternating the performance of certain exercises that differ sharply in any parameter. For example: a) alternation of ball throws into the ring from 6 and 4 meters, from 4 and 2 meters; b) alternation of ball passes for accuracy in football from 25 and 15 m, 30 and 20 m; c) long jump from a spot to the maximum distance and half of it; d) shot put 8 and 5 m, 6 and 4 m; e) alternation of running at 30-60 m with maximum speed and half of it; alternate throws of the ball into the ring from the free-throw line and from a distance of 10-20 m closer or further from this line.

An important role in improving the abilities, based mainly on proprioceptive sensitivity, belongs to coordination exercises specifically aimed at increasing the clarity of musculoskeletal perception or feelings: the ball, bar, distance, water, projectile, etc. For example, to increase the feeling of the ball when throwing, passes, kicks use balls of different masses and shapes, changing the force of the impact and the range of the ball.

The effectiveness of methodological approaches, techniques and conditions aimed at improving the ability to accurately reproduce, evaluate, measure and differentiate the parameters of movements is not the same in each specific case. However, knowing the main ones, the teacher or trainer will always select the most adequate, taking into account the tasks

coordination improvement of children at each age stage, the complexity of motor actions that need to be mastered, the individual characteristics of the student and other circumstances.

Each motor action consists of movements. The act of movement (motor act) is performed with certain interrelationships of forces (internal and external) and leads to a change in the position of the body in space and time.

In the process of teaching motor actions, a person must master their kinematic, dynamic and rhythmic parameters.

Mastering a motor action begins with the formation of a system of knowledge about the parameters of the characteristics of his technique and options for its implementation.

Knowledge is usually considered as a generalized reflection in the human mind of the objective world, the surrounding reality.

In the process of training, students acquire various knowledge. These include the following:

On the social essence and role of physical education and sports;

On the human body and the effect of physical exercise on it;

About the regime of the day, rest, nutrition, sleep, hygiene of clothes, shoes when doing physical exercises;

On technique and tactics, on the requirements for them in various sports;

On the methodology of teaching motional actions and the development of physical abilities;

On the rules of conduct in the classroom, insurance, measures to prevent injuries:

On the rules and refereeing of competitions, on equipment, equipment maintenance, preparation of training sites;

On the methodology and organization of self-study, on self-control, etc.

Knowledge is an important tool for cognitive and practical activities in the field of physical education, sports training, physical recreation. Expanding the volume and improving the quality of knowledge contributes to: the implementation of the principle of conscientiousness in teaching; upbringing of the cognitive activity of those involved, their creative attitude to the implementation of educational tasks.

Differentiated development of physical qualities, in groups of different preparedness, is carried out using both the same and different means and methods, but the size of the load is always planned to be different. As a result, the level of physical fitness of students significantly improves in comparison with the initial level. In weaker groups, children finish tasks earlier, they have more time to rest and recover. For students who have an insufficient level of physical fitness, cards with individual tasks are used (indicating exercises, the sequence of their implementation, dosage).

In the final part of the lesson, the class is united, all students perform the same exercises, play.

Formation of knowledge and methodological skills of schoolchildren on the organization of independent physical exercises

The technology of differentiated formation of knowledge and methodological skills involves:

Revealing the levels of training of schoolchildren using diagnostic tests (serves as the basis for dividing students into groups of different preparedness);

Division of the tasks of studying the topic according to the levels of training of schoolchildren and groups of different preparedness;

Students are offered tasks of different complexity, content, volume. These can be: small messages, more detailed reports,

abstracts, project activities (presentations), preparation of a warm-up complex, etc.

In the course of the exercises, students are familiarized with what a particular physical exercise affects (posture, strength, dexterity, etc.), attention is paid to the execution technique and safety precautions when performing exercises, a general analysis of the exercise is given and attention to technical errors.

Differentiated marks for physical and technical readiness of students.

When assessing physical fitness, both the maximum result and the increase in the result are taken into account. Moreover, individual achievement is a priority. When setting a mark in physical culture, I take into account both theoretical knowledge, and the technique of fulfilling a motor action, and diligence, and the ability to carry out physical culture and health-improving activity. Methods of encouragement and verbal approval are widely used. Some children need to be convinced of their own capabilities, reassured, encouraged; others - to restrain from excessive zeal; the third - to interest. All this forms a positive attitude towards the performance of tasks among schoolchildren, creates the basis for social activity.

Methods of pedagogical research in the process of a differentiated approach to physical culture lessons. Development of the child's abilities through a differentiated approach to the process of physical education. Methods for managing student activities.

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Introduction

Chapter IV. Development of the child's abilities through a differentiated approach to the process of physical education

Conclusion

Literature

INTRODUCTION

The term differentiation (from Lat. Differentia - difference) in relation to the learning process implies a separate methodological approach to different groups of students in order to maximize the effect of classes. At the same time, classes, in our case, physical culture, are built taking into account the individual characteristics of students, according to which they are allocated to the indicated groups. In the pedagogical practice of physical education, differentiation is distinguished according to a number of the following main characteristics: age, sex, psychophysical.

Physical culture is an integral part of human life. It occupies a rather important place in the study, work of people.

Physical exercises play a significant role in the health and performance of members of society, which is why knowledge and skills in physical culture should be laid in educational institutions of various levels in stages: kindergarten - school - higher education institutions.

An integral part of the methodology of teaching physical culture is the system of knowledge on conducting physical exercises. Without knowledge of the methodology of doing physical exercises, it is impossible to clearly and correctly perform them, and therefore the effect of performing these exercises will decrease, if not completely disappear.

Improper performance of physical exercises only leads to a loss of excess energy, and therefore vital activity, which could be directed to more useful exercises, even the same physical exercises, but in the correct execution, or other useful activities.

The development of a methodology for physical exercises should be carried out by highly professional specialists in the field of physical culture, since an incorrect method of implementation can lead to more serious consequences, even injuries.

From the first moments of birth, the child adapts to intrauterine existence. He masters the basic laws of life. Interacting with the external environment, the child gradually acquires the ability to harmony with it, and this is considered by M.P. Pavlov as the fundamental law of life.

Taking into account the potential of the child, adults have an educational impact on him. This is primarily expressed in concern for the physical health of the baby, his spiritual, intellectual, moral and aesthetic development.

The methods of a differentiated approach to the process of physical education for a child cover natural and developed specifically for him in the system of education, means of psychophysical development. They are aimed at the comprehensive expansion of the functional capabilities of the body.

Age differentiation.

Pupils of I - IV grades in physical education lessons learn the basics of physical education knowledge, are engaged in gymnastics, outdoor games, as well as ski, cross or speed skating training.

In the IV class, elements of athletics and swimming appear.

Classes in grades V - IX are undergoing serious changes due to the transition of children into adolescence, the need to take into account their sexual, physical, mental capabilities and characteristics. The number of hours for gymnastics is reduced, and the number of hours for athletics is significantly increased. Outdoor games give way to sports ones: volleyball, basketball, football, handball. Skiing, cross-country skiing, speed skating training and swimming retain their place.

The peculiarity of working with a student of the 8th - 9th grades is that young men and women (at will) are given the opportunity to master the techniques of wrestling (individual single combats). The fundamentals of knowledge in all types of physical culture activities, received by adolescents in the classroom, represent theoretical information and attitudes necessary for mastering practical skills.

In the X-XI grades, all the main types of physical culture are developed: gymnastics, athletics, sports games, skiing, cross-country or speed skating training, swimming, and where there are the necessary conditions, and wrestling. As children grow up, already, starting from the 5th grade, gender differentiation becomes more and more important.

Gender differentiation.

The content of classes for girls and boys acquires its own specifics, both in terms of types and nature of activities. Taking into account the requirements of the manual on the physical training of the Armed Forces of the country, the program for young men introduces types of activities of a military-applied nature, as well as the execution of combat commands. The physical training of high school students is linked to their occupation with productive labor. Depending on the nature of the profession (construction, machine operator, conveyor, machine, assembly, locksmith) boys and girls perform specific exercises.

Thus, in the classroom, there should be a gradual increase in the complexity of both the types of physical culture and sports activities themselves, and exercises within each type. Teachers are advised to strictly take into account the physical and moral capabilities of each student, to carry out a thoughtful, differentiated approach in the process of physical development of children, the formation of their skills and abilities of independent physical education at home.

Chapter I. Technology of a differentiated approach to the process of physical education

In order to increase the body's resistance to a rapidly changing external environment, the child's physical education system provides for a scientifically grounded mode of hardening, the formation of motor skills, which are expressed in various forms of organizing motor activity: morning gymnastics, classes, outdoor games and sports exercises.

This also takes into account weather conditions. Sun, air and water are used to increase the vitality of the body.

Hardening and physical exercises expand the functional capabilities of the child's body, have a training effect on the development of the brain, higher nervous activity, the musculoskeletal system and personal qualities, contributing to individual adaptation to the external environment, helping to communicate with peers and adults.

The condition for the normal development of the body is physical activity in the process of physical education. It is the physical activity as the basis for the life support of the child's body that affects the growth and development of the neuropsychic state, functional capabilities and performance of the child.

During muscular work, not only the executive (neuromuscular) apparatus is activated, but also the mechanism of motor-visceral reflexes (i.e. reflexes from muscles to internal organs) of the work of internal organs, nervous and humoral regulation (coordination of physiological and biochemical processes in the body ). Therefore, a decrease in motor activity worsens the condition of the body as a whole: both the neuromuscular system and the functions of internal organs suffer.

A differentiated approach to the process of physical education depends not only on the individual characteristics of the child, but also on the organization of the social conditions of his stay: a children's institution or a parental home.

In the process of upbringing, a conditioned reflex connection is formed during the interaction of the first and second signal systems. In this case, second-signal stimuli affect both physiological and psychological processes. The individual adaptation of the child to the social environment is facilitated by various skills, habits, lifestyle, culture of behavior, a conscious attitude to the life around him, and the harmonious development of his personality.

Human individuality is manifested from early childhood. Many of the foundations of this individuality are determined by the characteristics of the nervous system, congenital and inherited, acquired by age. Therefore, it is rightly said that education begins with respect for the child.

A huge role in the development of a child is played by the characteristics of his nervous system. It is the changes in the nervous system that determine his spiritual development. L.S. Vygotsky emphasizing that the development of a child is a single, but not homogeneous, integral, but not a homogeneous process.

Understanding the essence of structural and functional changes in the "maturing" nervous and motor systems helps to understand many features of the patterns of "work" of these systems, allows you to assess the capabilities and reserves of neuropsychic and motor activity of the child and thereby prevent overload.

Orientation in the principles of activity of the nervous and motor systems helps to determine the degree of correspondence of neuropsychic and physical development to age indicators, to identify a lagging child and to understand the reasons for this lag. It is equally important to correctly build the educational and educational process with a child who is ahead of the average level of development.

The microclimate of the group, the emotionally positive environment in it, knowledge of the typological characteristics of each child is of particular importance.

Thus, taking into account the potential capabilities of the body, organic prerequisites and features of the nervous system, it is necessary to properly organize the process of physical education. Based on the innate characteristics of the child's nervous system and the role of external influences on its formation, an optimal mode of physical education is provided.

Doctor of Pedagogical Sciences V.I. Lyakh notes that for different people the level of development and the combination of the terms named physical qualities are very different.

Determination of the characteristics of the nervous system in order to select methods of individual guidance requires detailed information about the child from intrauterine development, from the moment of birth to the beginning of the present time.

Differentiated approach to students in teaching and education.

All students in educational institutions must undergo a medical examination at least once during the school year. On the basis of data on the state of health and physical development, they are distributed for physical education in the main, preparatory and special medical groups.

The recruitment of students in these medical groups is carried out at the conclusion of a doctor and is formalized by the order of the school director (groups of at least 10 people are recruited taking into account the nature of the morbidity and are combined by parallels and by class).

In each class, at the beginning of the year, both boys and girls have groups (divisions). At the very first lessons, you can save the composition of the departments of the last year, but as soon as testing is over, the composition of the groups is specified. It is recommended to recruit no more than two or three groups of boys and girls, otherwise the groups will be too small and they will have to be combined. It is better to limit yourself to two groups, but be sure to take on a separate account both the least and the most prepared students. For example, it can be, on the one hand, schoolchildren, long time missing classes due to illness, and on the other hand, good athletes.

For students of the preparatory group with minor deviations in health, physical education classes are organized directly at the educational institution and are conducted according to a special Program approved by the Ministry of Education of the Russian Federation and the Ministry of Health of the Russian Federation and agreed with the Ministry of Finance of the Russian Federation (M., 1986). These sessions are scheduled and held before or after lessons two or three times a week. Students of the preparatory medical group study as part of the departments and are also taken on an individual account.

In the course of classes, the teacher selects exercises and doses the load taking into account the state of health, the orientation of physical development (body type) and the characteristics of physical fitness (development of motor qualities) of schoolchildren. The peculiarities of higher nervous activity (including temperament), interests and abilities of each student are also taken into account.

Students of the main medical group with good and average physical development, as a rule, are distinguished by a correspondingly high level of development of motor qualities. But in some, endurance prevails, in others - strength, in others - speed-strength qualities. This must be taken into account when carrying out exercises. The group of students with the most developed strength qualities can increase the weights and the number of repetitions of the corresponding exercises; the group of students lacking general stamina should be given homework on long running, etc.

Among the students of the main group there may be boys and girls without systematic physical training, although they do not have deviations in health. It is recommended that such students not only give specific homework assignments, but also teach them to study independently. Temporarily, you can slightly reduce the requirements for them in the classroom. If students are unsure in performing activities that require courage, then the conditions for doing them should be facilitated. For example, lower the height of the projectile (goat, horse, log), support the student, and when skiing downhill, move to a less steep direction or to a shorter slope.

By the nature of physical development among schoolchildren, two types are distinguished: uniformly growing and with a predominance of one or two body sizes - length, mass, chest circumference. According to the rate of increase in body size, they are distinguished: slow, medium, accelerated (intensively) growing people. Naturally, tall, harmoniously developed adolescents have an advantage when performing exercises over equally harmoniously developed, but less tall. However, accelerated boys and girls of an inharmonious physique (tall, but narrow in the chest, with underdeveloped muscles) show lower results in most exercises than their peers of average height, but proportionally built.

Students assigned to a special medical group due to significant health disorders or recovering from serious illnesses are engaged in hygienic gymnastics and physical therapy in special physical training dispensaries or exercise therapy rooms at polyclinics. During physical education lessons, such students can attend the lesson and assist the teacher in its preparation and conduct. At the same time, in agreement with the parents, the director and the doctor of the educational institution, the teacher can exempt them from being present at the lesson.

Chapter II. Methods of pedagogical research in the process of a differentiated approach to physical culture lessons

For a differentiated approach to the process of physical education, it is important to find out the state of health of each child, the illnesses he suffered, from what time he began to hold his head, manipulate his hand, crawl, walk, talk, etc .; family environment, interests, affections, favorite activities of the child.

Various methods are used for this.

The most widely used methods of pedagogical research, we will consider in more detail.

Observation

Pedagogical supervision consists in the perception of the activities of children.

Observation can be direct, mediated, open, hidden. It is specially organized, while a system of fixing facts is being developed, which includes observing the activities of the teacher and the child. Pedagogical observation allows you to study questions of interest in a relaxed, natural setting. In the process of observation, it is recommended to use a variety of methods for registering the observed: video, audio recording, photography and filming, etc.

The parameters of movement, functional state of the body, timing of certain types of activity are taken into account. For example: indicators of psychophysical qualities, physical fitness are measured; the measurement is carried out: vital capacity of the lungs by means of spirometry; arm muscle strength - with a hand dynamometer; time indicators for individual parts of the body when performing various forms of organization of motor activity - a stopwatch, etc. Thus, in the theory of physical education, instrumental and non-instrumental means of measuring various physiological and psychophysiological states are used.

The observation results are recorded in a diary, protocol, matrix entry or journal. The observation data record records the time, place, number of participants, and the quality of observation.

As a research method, a conversation is used to study the personality of children. The purpose of the study should be set at the basis of the conversation, for this it is important to think over and correctly put the questions in the conversation. For example, if a teacher asks a child how the children will run scattered around the hall, he will answer: “Nice, even, straight,” that is, will highlight the quality parameters of the movement.

If you ask a child where the children will run scattered around the hall, he will answer: "Where there is no one nearby, so as not to run into another child."

It is better to record the results of the conversation on a tape recorder with subsequent analysis of the recordings. Possible stenography of the conversation by the assistant (teacher or someone from the staff of the preschool institution).

The results of the conversation can be presented in tables. Mathematical processing of all results is possible.

Questionnaire as a research method

In the theory and methodology of physical education, questionnaires are widely used. The questionnaire consists of specially selected questions and possible standard answers.

When summing up the results of the questionnaire, the method of mathematical statistics is used. Study of documentation and products of activities. This method is widely used in physical education research. The paper studies the documentation, the system of planning and accounting for various forms of motor activity. The data of physical development, physical fitness, techniques for performing certain movements by the child, etc. are studied.

Chapter III. Methods for managing student activities

The tasks of managing (guiding) the work of students in the lesson include: to ensure the maximum employment of everyone throughout the entire lesson, to give everyone clear assignments, to control the work and provide assistance, to keep order and discipline.

The frontal method of organizing the work of students is most often used in the initial learning of exercises, performing general developmental exercises, checking simple homework assignments. It consists in the fact that all students in the class are given a common task and they perform it simultaneously under the direct supervision of the teacher. The teacher gives the signal to start the exercises only after making sure that the task is understood. If the exercises are known, they may not be shown or explained.

To clearly see how each student completes the assignment, the teacher takes a position in the hall or on the site that provides a good overview. The most convenient points are in the middle of the wide side or in the corner of the hall (platform) square. To see even better, you can stand on a bench or skirting board.

Noticing that some of the students make mistakes, the teacher gives the command "Stop!" ("Stop!") And explains what went wrong. If the errors are minor, they can be clarified at the end of the exercise. In no case should a command be given to the beginning of the exercise until all students have accepted the correct starting position. The correctness of the postures must be carefully monitored. The teacher sets the tempo and rhythm of movements by voice (counting), claps, strikes on the floor with a gymnastic stick, strikes with a tambourine, a metronome (preferably an electric one) or through a megaphone, as well as by recording musical accompaniment on a tape recorder (it is recommended to use a four-track or cassette tape).

The shift method is used in cases where control over the implementation of movements is needed and one half of the trainees performs the exercise, and the other monitors the correctness of movements and final postures. For example, this method can be used when performing the test "flexion and extension of the arms in the lying position", where it is required to strictly fulfill the requirements for the position of the trunk, legs and touching the gymnastic bench with the chest. It is also used when each performer needs help, such as holding the legs while performing an exercise that involves lowering and raising the torso while sitting on a gymnastic bench. They are also used in cases where the shells are enough for only half of the participants. In all cases, the task, as in the frontal method, is the same for everyone, but it is not performed by the whole class at once, but sequentially by boys and girls or by half of the departments. The density of the lesson with the shift method is the same as with the frontal one, since in both cases students need rest between exercises; only in the first case the whole class rests at once, and in the second - in shifts.

Flow method: exercises are performed sequentially one after another by all students. The assignment is usually the same for everyone. This method is used when tasks do not require a long time to complete, when exercises are performed on low-capacity equipment (horse, log, etc.), and require special insurance. The density of the lesson with the flow method is much lower than with the frontal and shift method, since each student has to wait a long time in line.

In this respect, the flow-group method is more advantageous. In this case, two or three shells are placed, the students are divided into the corresponding number of groups, and the motor density of the lesson increases. Moreover, it becomes possible to differentiate tasks. For example, one group throws on the ring from a distance of three steps, another - five and the third - seven.

The group method is used when in a lesson it is necessary to organize teaching two or three exercises and each of them requires a lot of time. The work of each squad is directed by a commander. As a rule, he also provides assistance, carries out insurance. The teacher is in the department that performs the most difficult task. However, from time to time he goes to other departments and checks their work. On a signal from the teacher, the departments change places.

The group method increases the independence of students, promotes the development of mutual assistance. It is also used in programmed teaching. However, with the group method, the quality of teaching is somewhat reduced, since the teacher cannot be present in all departments at the same time, and safety is also reduced. These shortcomings can be mitigated by good training of squad commanders, providing all training areas with foam rubber mats, and involving two students in insurance at once.

A variation of the above method is the so-called circular method. It consists in the fact that the number of places of employment (stations) is increased to four - eight, respectively, also the number of departments; all departments sequentially (clockwise) move from station to station, performing at each intended exercise program. Exercises are performed either at an arbitrary pace with an intensity of 50-70% of the maximum for 2-3 minutes (extensive training method) or at a maximum pace, to failure, for 30-40 seconds (intensive training method). In total, 2-3 laps pass, rest between series - from 30 s to 1-2 minutes.

In the case of a group, including a circular, method of assigning to groups, it is advisable to write down on cards. The same is done with programmed learning.

The essence of the circular method is also in the individual planning of loads and monitoring the growth of achievements and pulse response. Each student first performs the so-called maximum test, based on it, calculates the initial level of load as a percentage, increases the load from lesson to lesson, periodically measures and records the pulse. This is the main point of the method (and not going in a circle).

The individual method assumes tasks for each student, but usually such tasks are not given to everyone, but only to some who are lagging behind in mastering this or that exercise, or, conversely, the strongest who are engaged in a sports school. The teacher controls the performance of the assignments.

But, as already mentioned, an individual approach to students can be carried out with frontal, shift, group methods. With the same tasks for the main part of the students, some students make them easier or, conversely, complicate them. For example, when jumping over a goat, some schoolchildren can move the bridge closer, others move it farther, offer to clap their hands before landing, etc.

Chapter IV. Development of the child's abilities through a differentiated approach to the process of physical education

I would also like to dwell on the development of certain abilities of the child through a differentiated approach to the process of physical education.

In the psychological literature, traditional ideas are that the development of abilities, including physical ones, is based on biologically fixed prerequisites for development - inclinations.

It is believed that the inclinations, significantly influencing the process of forming abilities and contributing to their successful development, at the same time, do not predetermine a person's giftedness for this or that activity. Ability development is the result of a complex interplay of genetic and environmental factors. With regard to sports activity, the processes of directed education, teaching and training are the environmental factors. The makings are multi-valued (multifunctional), i.e. on the basis of the same prerequisites, various properties of the organism can develop, unequal sets of signs, different forms of their interaction can arise.

Let's consider the conceptual content of this term. A number of authors discussing the problem of inclinations consider them as an anatomical and physiological concept. There is such an approach when the “deposit as an anatomical and physiological fact” is analyzed. This "disciplinary" approach is scientifically untenable. The question arises: why the structure of inclinations, their properties, the mechanism of their influence are considered from the standpoint of only two biological disciplines, namely anatomy and physiology? If we are to be guided by the “disciplinary” principle, then the number of biological disciplines “participating” in the formation of the inclinations can be significantly expanded: biochemistry, embryology, genetics, etc.

The inclinations are also associated with the innate features of the "neuro-cerebral apparatus", the properties of the sense organs.

There is an interpretation of the inclinations, from the standpoint of genetics. Thus, it is argued that "the genotype is a set of hereditary inclinations (static formation)." Such a broad interpretation of the makings can also be considered unjustified. Genotype is understood as the entire set of genes of a given individual, and not only that partial complex of hereditary structures that underlies the development of a particular ability.

Thus, in the existing literature there is no sufficiently reasoned concept of such an important biological prerequisite for the development of abilities as a deposit. However, when considering this problem, it is advisable to take into account the following aspects:

· The deposit should be considered as a genetic formation, which is formed as a result of the formation of a zygote. What is the nature and mechanism of the formation of a diploid set of chromosomes is not yet clear enough.

· The deposit affects the development program, determining the morphological characteristics of the organism (features of the body structure, composition of muscle fibers, muscle capillarization, structural features of sensory systems, etc.).

· The deposit affects the functional characteristics, the specificity of adaptations, the predominant tendency to improve anaerobic, aerobic, anabolic metabolism during muscle activity.

· The deposit determines the development of coordination capabilities, the ability of central nervous mechanisms to control the work of muscles, individual parts of the body, the interaction of functions.

· The deposit influences the formation of psychophysiological properties of individual characteristics of higher nervous activity as a qualitative specificity of the personality.

Thus, in conceptual terms, the deposit can be characterized as a biological structure that arises according to the genetic laws of development and affects the morphological and functional characteristics of the organism, the mental development of a person and contributing to the successful formation of features.

The deposit, as a genetically fixed prerequisite for development, obviously affects not only the temporal sequence of the formation of functions, the development of the musculoskeletal system, motor qualities, the rate of increase in functional capabilities, but also the magnitude of the development of the trait. In genetics, the degree of development of a trait is defined as a hereditary rate of reaction.

In physical education classes, it is necessary to take into account the presence of certain inclinations in a child for a differentiated approach to classes in order to develop these inclinations.

CONCLUSION

Physical education contains unlimited opportunities for the all-round development of the child. It helps him to reveal his motor abilities, to mobilize mental and physical strength. It is thanks to physical exercises that affect the development of the brain, endocrine, and respiratory systems that the child's body is significantly healed, psychophysical qualities, a culture of feelings, moral and intellectual personality traits, and a culture of gesture are formed.

Physical culture leads him to bodily harmony, fosters an aesthetic feeling from the sensation of bodily health, without which the creative process of healing the body is unthinkable. Physical culture as a creative activity, not limited to self-expression in the field of active motor activity, ultimately contributes to the development of thinking, imagination, the desire to come up with something new, and then practically realize your plan.

Along with the implementation of physical development, physical education is designed to arouse students' need and interest in physical culture and sports, to contribute to a deep understanding of the psychophysiological foundations of physical development and health promotion, as well as mental, moral and aesthetic development. In this sense, physical education acts as a multifaceted process of organizing active physical culture and health-improving activities of students, aimed at strengthening the need for physical education and sports, understanding their psychophysiological foundations, developing physical strength and health, as well as developing sanitary and hygienic skills, habits and healthy lifestyle.

Taking care of the child's physical culture should be aimed at the full disclosure of individual physical and spiritual forces, harmonious development and knowledge of the joy of creativity.

In general, it should be noted that the influence of a differentiated approach to educational activities on the physical development and upbringing of students depends on the effective use of the whole variety of means and methods that contribute to the solution of this problem.

LITERATURE

1. Boyko V.V. Purposeful development of human motor abilities. - M .: Physical culture and sport, 1987. - 208 p.

2. Weitsekhovski S.M. Trainer's book. - M .: Physical culture and sport, 1971.- 278 p.

3. Kuznetsov A.K .. Physical culture in the life of society. M.: 1995

4. Likhachev BT Pedagogy. - M., "Prometheus", "Yurayt", 1998, p. 3-8

5. Lyakh V.I. Motor abilities // Physical culture at school. - 1996. - No. 2. - C.2.

6. Mezhuev VB The basis of the foundations - the desire to learn / Zhur. Physical culture at school, No. 2, 2002, pp. 24-26

7. Savin N.V. Pedagogy. - M., "Education", 1978, p. 28-30.

8. Theory and methodology of physical education: Textbook. for institutes nat. culture / Under total. ed. L.P. Matveeva, A.D. Novikov. - Vol. 1. General foundations of the theory and methods of physical education. - M .: Physical culture and sport, 1976.304 p.

9. Theory and methodology of physical education: Textbook. for students fac. physical culture ped. institutes / B.A. Ashmarin, Yu.V. Vinogradov, Z.N. Vyatkina and others: Ed. B.A. Ashmarin. - M .: Education, 1990 .-- 287 p.

10. Physical education lessons in grades 7-8 of secondary school / Ed. G. P. Bogdanova, - M .. "Education", 1986, p. 11-12, 13-24, 26-28

11. Physical education: Textbook for university students. M.: Higher school, 1983.

12. Kharlamov I. F. Pedagogy. - M., "Gardariki", 1999, pp. 8-9,12-13,29-31

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State educational institution of additional professional education (advanced training) of specialists

"Kuzbass Regional Institute for Advanced Studies

and retraining of educators "

Advanced training faculty

Department of Pedagogical and Health-Saving Technologies

Individually differentiated approach

in physical education lessons

taking into account physical fitness

and the state of health of students

(essay)

Executor:

Azarov Yuri Nikolaevich,

physical education teacher

MBOU "Sosh No. 37", Kemerovo

Consultant:

Dushenina Tatiana Vladimirovna,

head Department of Pedagogical and

health-saving technologies

Kemerovo 2012

INTRODUCTION ………………………………………………………………… ..… 3

CHAPTER 1. Taking into account the health status and preparedness of schoolchildren in the implementation of the educational process at physical education lessons

1.1. Individual approach to students …………………………………… .... 5

1.2. Differentiated approach to students taking into account health status,physical fitness assessment …………………………………… .. …… 7

CHAPTER 2. Methods of individualization and differentiation in the practice of physical education

2.1. Individualization methods ………………………………………… ... …… 12

2.2. The technology of a differentiated approach to schoolchildren in teaching at physical education lessons ……………………………………………… ...… 14

CONCLUSION ………………………………………………………. ……… 20

REFERENCES ……………………………………………………………… ..21

APPENDICES ……………………………………………………………… .22

INTRODUCTION

The problem of individual differences in children and their differentiated education has long worried teachers and scientists and is not only a socio-psychological and philosophical, but also a pedagogical problem..

An individual approach to a student can be provided only if the teacher accurately determines the initial level of his training, individual abilities, which is possible only on the basis of thorough testing. In the future, by selecting the necessary teaching aids and conducting individual consultations (including about the methodology for constructing an individual learning path for this particular student), the student acquires the necessary knowledge and skills in accordance with the assigned educational tasks.

In practice, one-to-one teaching in its pure form is used relatively rarely. Most often, individual learning is combined with differentiated learning, that is, it is implemented on the basis of differentiation. Thus, student-centered learning is, by definition, differentiated learning.

At present, the level of physical fitness and the state of health of children and youth is assessed as unsatisfactory. One of the reasons for this situation is the extremely weak focus of the school on the formation and development of the student's individuality, his various abilities, talents and interests.

The teacher should not be able to represent the class as a homogeneous mass, but to distinguish between groups of students and even individual students. This is an indispensable condition for a successful educational process today in our mass school.

Is a physical education teacher able to implement an individual approach to each of the 25-30 pupils at the lesson, to fulfill his task - to teach everyone?

In this work I will try to give a theoretical description of the individual approach and methods of differentiating the educational process; describe your experience in applying an individual approach to students at physical education lessons, taking into account the physical fitness and health status of students.

CHAPTER 1. Taking into account the state of health and physical fitness of schoolchildren in the implementation of the educational process at physical education lessons.

1.1. Individual approach to students.

An individual approach to students is one of the most important principles of a modern physical education lesson. Its essence is to study the characteristics of each student and find adequate methods of teaching and upbringing.

An individual approach is not necessarily expressed in conducting classes separately with each student. It presupposes a reasonable combination of all methods of organizing student activities - frontal, group and individual. Constant close attention to the work of each student is mandatory.

How can this be done? A clear division (differentiation) of students should be carried out according to the level of physical fitness, physical development and health status. It is necessary to take into account the type of physique, temperament, volitional qualities, interests.

Under individualization of training understood - taking into account in the learning process the individual characteristics of a particular student.

Providing an individual approach to teaching and upbringing means systematically studying students, striving in teaching and upbringing to find the right approach to each of them, using indicators of express tests.

Individualization of the educational process is aimed at improving teaching methods. Trying to teach better, the teacher seeks to study the individual characteristics of his students, selects his own key for each. The teacher must distinguish between groups of students and even individual students in the classroom. This is an indispensable condition for a successful educational process today in our mass school.

Particularly carefully, one should take into account the individual characteristics of each student, including the indicators of his physical development. Individual students with pronounced high or, conversely, low rates of development and maturation cannot be presented with the same requirements, especially when assessing the fulfillment of educational standards. In these cases, it is advisable to assess not the absolute indices of the standards fulfillment, but rather focus on individual achievements in certain indices of motional readiness during the academic year.

Children of the same age are not the same in terms of height, weight, functional and motor abilities. In addition, there is a sharp discrepancy between biological and calendar ages in middle school age.

1.2. Differentiated approach to students, taking into account the state of health, assessment of physical fitness.

Differentiated approach -grouping of students based on any of their characteristics (gender, age, health status, level of physical fitness, perception characteristics) for separate training.

Differentiation - taking into account the group characteristics of students in the learning process.

For the purpose of a differentiated approach to the organization of physical culture lessons, all students of general educational institutions, depending on their health status, are divided into 3 groups:

1. Main - students with no health abnormalities, are engaged in physical exercises in full.

Students of the main medical group with good and average physical development, as a rule, are distinguished by a correspondingly high level of development of motor qualities. But in some, endurance prevails, in others - strength, in others - speed-strength qualities. This must be taken into account when carrying out exercises. The group of students with the most developed strength qualities can increase the weights and the number of repetitions of the corresponding exercises; the group of students who lack general stamina should be given homework on long running, etc.

Among the students of the main group there may be boys and girls without systematic physical training, although they do not have deviations in health. Such students are encouraged to give specific homework assignments, to accustom them to self-study. Temporarily you can reduce the requirements for them in the classroom. If students are doing exercises that require courage, then the conditions for doing them should be facilitated. For example, lower the height of the projectile (goat, horse, log), support the student, when skiing downhill to a less steep direction or to a shorter slope.

2. Preparatory- students with insufficient physical development and low physical fitness, or with minor deviations in health. They study in class, but do not pass control standards. This group also includes children with persistent postural disorders and minor deviations in health (slight loss of vision, hearing, tuberculosis intoxication, high blood pressure, etc.).

Students of the preparatory medical group are engaged in physical education together with students of the main group according to the general program. The lesson scheme is general for both students of the main and preparatory medical groups. The main difference is in the dosage of physical activity.

In the introductory part of the kindergarten lesson, the teacher gives fewer repetitions of the exercises and suggests longer rest pauses between them. This is especially important when performing exercises that require significant speed, strength and endurance. General developmental exercises are carried out at a pace convenient for each student.

In the main part of the lesson, the teacher,using an individual approach,applies more lead-in and preparatory exercises. The number of repetitions of the exercises depends on the degree of assimilation of the educational material and the tolerance of physical activity.

In the final part of the lesson, the main and preparatory groups come together and perform the exercises together.

For students of the preparatory medical group, the teacher givesindividual tasks (individual exercises that help to form insufficiently developed motor qualities, correct disorders of the musculoskeletal system) for independent implementation, includes individual exercises in the general complex of morning exercises, advises on self-control issues.

For schoolchildren with reduced functions of individual systems of the body, the individualization of teaching should be the leading one.They are not advised to do exercises involving straining and holding their breath. To strengthen the cardiovascular system in the process of physical exercise, it is necessary to alternate with breathing and relaxation exercises. At the same time, carefully monitor that children do not have shortness of breath, pain in the region of the heart or liver, dizziness.

3. Special - students who have permanent or temporary deviations in their state of health and require restriction of physical activity, but are allowed to perform educational work.

A special medical group can be conditionally divided into two subgroups: subgroup A - students with reversible diseases, weakened by various diseases, who, after treatment and recreational activities, can be transferred to the preparatory group and subgroup B - schoolchildren with severe, irreversible changes in the activity of organs and systems (organic lesions of the cardiovascular, urinary system, liver; high degree of impairment of vision correction with changes in the fundus, etc.).

When recruiting the SMG, a school doctor and a physical education teacher, in addition to the diagnosis of the disease and data on the functional state of students, must also know the level of their physical fitness, which is determined using movement tests. As tests, it is permissible to use only those exercises that, taking into account the form and severity of the disease, are not contraindicated for students.

General endurancethe student can be assessed at running (walking) for six minutes.The tested person performs the exercise at a pace that is comfortable for him, switching from running to walking and back in accordance with his state of health. The test is performed on a stadium treadmill or in an educational institution's gym. The result of the test is the distance traveled by the student.

Evaluation of speed-power qualities,the strength of the muscles of the student can be carried out withlong jump from the spot.The jump is carried out on a non-slip surface. Having made a wave of his arms back, he sharply brings them forward and, pushing with both legs, jumps as far as possible. The result is the maximum length of the jump that counts out of three attempts.

Strength of the muscles of the arms and shoulder girdlecan be estimated usingflexion and extension of the arms in the lying position(with a straightened torso). Performing the exercises, the student rests on his arms and toes straightened at the elbows (while bending the arms, the stomach should not touch the floor). The number of exercises performed is counted.

Throwing and catching a tennis ball with two hands from a distance of 1 meter from the wall for 30 seconds at a maximum pacemay indicatecoordination of movements, agility, speed of motor reaction.The number of balls caught is counted.

Jumping rope on two legs helps to judge the coordination of movements, agility, speed of motor reaction, speed endurance, strength of the leg muscles.The number of jumps from one attempt until the test taker fails is counted.

Squats performed at an arbitrary pace until fatigue measure strength endurance.The number of exercises performed until the test taker refuses is counted.

Physical fitness tests for students of the first year of study as part of the SMG are held in December and April, for the second and subsequent years of study - in September, December and April.

Assessment of the physical fitness of schoolchildren.

Tests are conducted twice a year - in September and May. The complex of tests for assessing the level of general physical fitness should be simple and not take much time. Therefore, you can limit yourself to four exercises: running at speed (30, 60, 100 m), running for endurance (6 min), speed-strength exercise (long jump) and exercise for strength endurance (push-up in a lying position, with leaning on a gymnastic bench or pull-up).

Based on the test results, the teacher determines which qualities are leading for schoolchildren and which are lagging behind. The results are necessarily announced to the students immediately or after all tests have been carried out and are recorded in the teacher's journal. It is better if the test results are recorded in the table and will always be available to students (hang on the wall in the hall). The student will have a desire to compare his result with the previously recorded, to achieve a better result.

After testing, it is necessary to divide the class into groups (departments), take on a separate account both the least and the most prepared students.

CHAPTER 2. Methods of individualization and differentiation in the practice of physical education.

1.1. Individualization methods.

Each class has a large number of students - 25-30 people, possibly more. With a workload of 30 hours, the teacher works in 10 grades. This means that there are about 250-300 children per teacher. Is it possible to organize an individual approach to each student in 45 minutes of the lesson? Can a teacher remember each child by first and last name, and even remember what kind of health problems the child has? Ideally, the answer would be - MUST! But, alas, a person is not a computer and he cannot hold so much information in his head. Usually, those children are well remembered who have any distinctive features - memorable appearance, abilities for sports activity, outstripping or, on the contrary, weak physical development, behavior. And you need to teach everyone, to approach everyone individually, to take into account all its features. It is very difficult! But to organize the lesson so that its health-improving orientation is preserved; so that each child receives the necessary optimal load; so that the student feels that the teacher notices him at every lesson and addresses him specifically - all the same, you can! It depends on the experience and communication skills of the teacher, the ability to distribute attention, observation. During training sessions, just in communication with children, you should keep the entire study group, section or team in sight. In a conversation with the guys, you need to try to shift your gaze from one to the other, not holding it on anyone for a long time, trying to create the impression for everyone that you have chosen him as the object of your attention.

There are several methods (ways) of organizing the activities of students in a physical education lesson. This:

frontal method - exercises are performed by all students at the same time. This method is used when performing drill, general developmental exercises, as well as exercises in walking, running, skiing, etc.;

group method - exercises are performed simultaneously by several groups of students;

streaming method - students perform assigned exercises one after another;

individual way- individual students, having received the assignment, independently complete it. Usually such tasks give lagging behind in mastering this or that exercise, or, conversely, the strongest who are engaged in a sports school. The teacher controls the performance of the assignments.

Individual approachto students can be carried out with the frontal, flow, group methods. With the same tasks for the main part of the students, some students make them easier or, conversely, complicate them. For example, when jumping over a goat, some schoolchildren can move the bridge closer, others move it farther, offer to clap their hands before landing, etc.

Given the individual differences in perception of young people new exercises, as many students as possible should be involved in the show. Learning material is better understood by all when several of the best athletes perform the same exercise, taking into account their individual characteristics.

It should be borne in mind that some students master the movement better after a vivid, figurative, detailed explanation of the exercise, others - after looking at the table or motion picture of the movement, and still others - only after its practical implementation.

2.2. The technology of a differentiated approach to schoolchildren in teaching at physical education lessons.

Technology - a way of implementing the training content, which is a system of forms and methods, and ensures the effective achievement of the goals.

The purpose of the differentiated approach technology is to improve the educational process in the subject "Physical culture" on the basis of taking into account the individual capabilities of students and differentiation according to the state of health and the level of physical fitness.

Tasks:

Providing an individual approach taking into account the state of health.

Development of the student's individual abilities, elimination of the weaknesses of physical fitness.

Increasing the level of physical and functional fitness.

When starting work on the physical education of schoolchildren, it is necessary to find out the results of a medical examination.

A medical examination is carried out at the school at the beginning of the school year (in September). According to the results of the examination, doctors groupchildren by health group (basic, preparatory, special medical) and make a corresponding entry in the health sheet in the class journal.

But just such a record is not enough for the implementation of an individual approach, taking into account the state of health of schoolchildren. Therefore, in my work log (table No. 1, Appendix No. 1) I write down information about the health status of my students. You need to know:

which health group the student belongs to;

diagnosis of the disease;

accompanying illnesses;

restrictions in motor actions and physical activity (which exercises are contraindicated for the disease)

Table 1

Taking into account the state of health and physical fitness of students

Class ________

P / p No.	F.I. student	Health group	Diagnosis	Forbidden ny exercises nenia	Test results
P / p No.	F.I. student	Health group	Diagnosis	Forbidden ny exercises nenia

The information recorded in the journal helps me to take into account the health status of each student.

In further work, I take into account group characteristics (differentiation of learning): students attributed topreparatory group –

do not pass control standards;

reduced dosage of physical activity;

fewer repetitions;

longer rest pauses;

general developmental exercises are carried out at a pace convenient for each student;

I use more leading and preparatory exercises;

I give individual tasks that help to form insufficiently developed physical qualities, correct disorders of the musculoskeletal system.

to assess speed abilities - running 30 m;

to assess endurance - 6-minute run;

to assess coordination abilities - shuttle run;

to assess speed-power qualities - long jump from a place;

to assess strength - pull-up.

Taking into account the health group and the diagnosis of the disease, I determine to whom which tests should not be performed, I put a dash in the place where the test result is recorded.

For the convenience of tracking (monitoring), I write down the test results in a special table (Appendix No. 2, tab. 3), specially designed for several years. For clarity, I mark the results in different colors:

high level - red,

the middle level is blue,

low level - black.

Marking in different colors is visual and makes it easier to read. Without going into the numbers (test result), you can immediately see which physical quality of the student is leading, and which should be improved.

I post tables with test results in the gym on the wall, next to them I place a table of the level of physical fitness from the comprehensive program of physical education for students in grades 1-11. The authors of the program are V.I. Lyakh. and G.B. Macson.

Children always have the opportunity to control, compare their results, work on the development of physical qualities, which determine the level of physical fitness. Pull-ups, push-ups, long jump from a place can always be trained in the conditions of the gym when going through any section of the program. Having the opportunity to look at their achievements in any lesson (table of tests), the student has a desire to break his own record.

Thus, I interest the children, intensify the educational process, try to make the children comprehend their actions.

Based on the knowledge about the preparedness, the characteristics of the children of a particular class, I try to offer them exercises corresponding to the difficulty, dose the number of repetitions, set the pace by counting. I assess the state of the trainees according to available to me, usually external, signs that characterize their condition. (Appendix No. 3, tab. 4).

I am guided by my personal feelings, ideas about the state of students. Although, in principle, it is impossible, having looked at 25-30 children with a cursory glance, to penetrate each one enough to find out and understand what someone needs at the moment, what he wants, what will be useful, suitable for a given momentary state.

Even in one class, the strengths of schoolchildren are not the same, therefore, a differentiated approach is needed to them. So, when performing a forward roll, I am a teacher, making sure that some of the students cope with this exercise easily, I allow them to perform a somersault-flight. At the mat, where the weakest students are engaged, I am a teacher, kneeling down and placing a gymnastic bridge under the mat so that the exercise is performed downhill, I help them learn the basics of the exercise. All the time I keep in sight additional places of study and monitor the impeccability of the insurance.

Trying to choose exercises that correspond to the strengths of those involved, I change the height and place of installation of apparatus in gymnastics and athletics, vary the duration of running and skiing, organize ski runs on slopes of different steepness, introduce simplified rules for weak students in games, etc.

Graded approach technologyassumes a specific organization of educational material in the formdifferentiated teaching methodsfor groups of students with different levels of physical fitness.

Practical teaching methods are differentiated taking into account the technical readiness of students, i.e. for the strong, the emphasis is placed on improving the exercise, and for the weak on in-depth learning.

A differentiated approach to students when dosing loads requires adherence to the following rules.If I give the whole class the same task, then when choosing a load, first of all, I focus on weak students. Then the task will be within the power of everyone. This is what I usually do in the introductory and concluding part of the lesson. But when teaching the technique of movements and the development of motor qualities, it is better to differentiate the tasks.

First option ... First, you can give the class one simple task, for example, getting the ball into a basketball basket by throwing it with one hand from a place. When some of the students master this exercise well enough, an additional one is given - to make throws not from a place, but after dribbling the ball. At this time, the teacher continues to study with that part of the students who have not yet learned the throws from the spot.

Second option. The class is given a rather difficult task, but for those who are unable to cope with it, it becomes easier. For example, the task is to do two rolls back; for those who, according to the teacher, will immediately find it difficult to do one somersault at first.

Possible three ways of batching tasks by difficulty:

the teacher indicates the degree of difficulty and chooses the feasible option for each department of students. For example, when improving in skiing downhill, the teacher creates three tracks: one - straight, the second - slightly obliquely and the third - at a large angle to the direction of the straight descent. The group, which he considers the most prepared, offers to go down straight, less prepared - on the second track and the most unprepared - on the third, where the speed is lowest.

the same, but the students themselves (individually) choose their own tasks.

students evaluate the difficulty themselves and choose their own assignment.

Focusing on compulsory learning outcomes that are affordable and accessible to most students makes it possible for every student to experience educational success in every lesson.

The older the student, the more differentiated one should approach the physical education of boys and girls. For adolescents and young men - to introduce exercises aimed at developing endurance, strength, speed-strength qualities, the formation of military-applied skills and their stability when performed in difficult conditions. This will help young people to work more successfully and serve in the army.

For girls, it is important to pay more attention to strengthening the muscles of the abdomen, back, pelvis, the development of plasticity, rhythm, and accuracy of movements. Taking into account the peculiarities of the female body, it is necessary to limit the exercises associated with climbing, overcoming resistances, lifting and carrying weights, jumping from a height to a hard surface. For girls, the length of the running and skiing distance has been reduced, especially those aimed at developing endurance.

In the course of classes, I select exercises and dose loads, taking into account the state of health, the orientation of physical development (body type) and the characteristics of physical fitness (development of motor qualities) of schoolchildren. I also take into account the peculiarities of temperament, interests and abilities of each student.

Conclusion

Making a conclusion regarding the use of an individual and differentiated approach in practice, the main thing should be noted: the task of teaching everyone is set before teachers, and teachers are trying to take into account the characteristics of each child. At present, the issue of using or not using differentiated and individual approaches in pedagogical practice is unambiguously resolved in favor of their application - this is the basis for increasing the effectiveness of the educational process.

There is no need to strive to teach everyone the same thing, to bring everyone to the same level. Taking into account individual characteristics, applying a differentiated approach, relying on the natural inclinations and inclinations of the child, the teacher models and implements the process of individual development personally in each student. At the same time, the teacher is faced with a really difficult task - to work in the lesson with everyone together and with each one separately.

Literature

Methodology of physical education of schoolchildren [Text]/ YES. Arosyev, L.V. Bavina, G.A. Baranchukova and others; Ed. G.B. Makeson, L.E. Lubomirsky. -.: Education, 1989 .-- 143 p.

Scientific works: Yearbook [Text] - Omsk: SibGAFK, 1996

Stankin, M.I. Sports and education of a teenager [Text]/ M.I. Stankin - M., 1983

Stankin, M.I. Psychological and pedagogical foundations of physical education [Text]/ M.I. Stankin - M., 1987

Physical education lessons in grades 7-8 of secondary school [Text]/Yu.A. Baryshnikov, G.P. Bogdanov, B.D. Ionov and others; Ed. G.P. Bogdanov. - 2nd ed., Add. and revised - M .: Education, 1986 .-- 223 p.

Physical education at school. Scientific and methodological journal [Text], 1992, №1

Physical culture education in Siberia. Scientific-methodical journal [Text], 1996, No. 1.

Physical culture education in Siberia. Scientific-methodical journal [Text], 1996, No. 2.

Appendix No. 1

table 2

Some restrictions on physical education in case of diseases.

Diseases	Contraindications and restrictions
Cardiovascular system (inactive phase of rheumatism, functional changes, etc.)	Exercises, the implementation of which is associated with holding the breath, tightening the abdominal muscles and accelerating the pace of movement.	General developmental exercises, covering all muscle groups, in the initial position, lying, sitting, standing; walking, dosed jogging at a slow pace.
Respiratory organs (chronic bronchitis, pneumonia, bronchial asthma, etc.)	Exercises that hold your breath and over-tighten your abdominal muscles.	Breathing exercises, training for full breathing and especially extended exhalation.
Kidney disease (nephritis, pyelonephritis, nephrosis)	Exercises with a high frequency of movements, load intensity and speed-power orientation, hypothermia of the body are unacceptable.	When performing ORU, special attention is paid to strengthening the muscles of the anterior abdominal wall. When swimming (with the special permission of a doctor), the time spent in the water is limited (5-10 minutes - the first year of training, 10-15 minutes. The second and subsequent years of training).
Nervous system disorders	Exercises that cause nervous overstrain (exercises in balance on increased support), play time is limited, etc.	Breathing exercises, water treatments, aerobic exercises.
Organs of vision	Running jumps, somersaults, exercises with static muscle tension, hand and head stands are excluded.	Exercises for spatial orientation, movement accuracy, dynamic balance, eye gymnastics.
Chronic diseases of the gastrointestinal tract, gallbladder, liver	The load on the abdominal muscles is reduced, jumping is limited.

Appendix No. 2

Table 3

Test results in ______ class, 2011-2012 and 2012-2013 academic year year

P / p No.

F.I. student

Health group

2011-2012

2012-2013

September

May

September

May

Running 30m

Long jump

Pull-up

6 minutes run

Shuttle run 3x10m

Running 30m

Long jump

Pull-up

6 minutes run

Shuttle run 3x10m

Running 30m

Long jump

Pull-up

6 minutes run

Shuttle run 3x10m

Running 30m

Long jump

Pull-up

6 minutes run

Shuttle run 3x10m

Signs

Slight physiological fatigue

Significant fatigue (acute fatigue of the 1st degree)

Severe fatigue (acute fatigue of the 2nd degree)

Skin coloration

Slight redness

Significant redness

Sharp redness, paleness, cyanosis

Sweating

Small

Large (above the waist)

Sharp (below the waist), salting out on the code

Breath

Accelerated (up to 22-26 per minute on the plain and up to 36 - when going uphill)

Rapid (38-46 in 1 min), superficial

Very rapid (more than 50-60 per minute), through the mouth, turning into separate sighs, alternating with irregular breathing

Motion

Bouncy gait

Uncertain stride, slight swaying when walking, lagging behind on the march

Sharp swaying when walking, the appearance of uncoordinated movements. Refusal of further movement

General view, sensations

Usual

Tired facial expression, slight stoop. Decreased interest in the environment

Exhausted facial expression, strong stoop (“about to fall”). Apathy, complaints of very strong weakness (to prostration). Heart palpitations, headache, burning in the chest, nausea, vomiting

Facial expressions

Calm

Tense

Distorted

Attention

Clear, error-free execution of instructions

Inaccuracy in the execution of commands, errors when changing the direction of movement

Slow, incorrect command execution. Only loud commands are accepted

Pulse, beats / min

110-150

160-180

180-200 and more

Baklykov V.A.-teacher of physical culture

MOU Augustovskaya secondary school "OC"

M.R.Bolshechernigovsky

Individual approach at physical education lessons.

An individual approach in the classroom is closely related to the methodology of conducting classes. A physical education teacher needs to plan work, taking into account the age, typical and individual characteristics of children, and conduct training so that the acquisition of knowledge, skills and abilities becomes a need for them, brings joy and inner satisfaction. How to achieve this if there are students with different fitness levels in the class. Each physical education teacher has his own specific methods of work, but all teachers are united by a sensitive and attentive attitude towards students, an individual approach to everyone, which is very important for improving academic performance.

A huge role in the work of a teacher, especially with senior grades, is played by his personality: pedagogical skills and human qualities, which cause one or another reaction of students not only to himself, but also to the subject he teaches.

The student should experience only joy from the results of his labor, receive a feeling of inner satisfaction.

Correctly calculated physical activity is an important condition for instilling confidence in their abilities in children, the appearance of a positive psychological attitude, which is necessary for achieving success.

When working individually with students in physical education lessons, it is necessary to take into account the psychological type of the student. So, in a student who is unbalanced, easily excitable, with sudden changes in mood and frequent nervous breakdowns, one can observe a spasmodic nature of the assimilation of the material. Work proceeds in a completely different way for a calm, balanced child: he evenly, relatively quickly and firmly from lesson to lesson assimilates the teaching material, while an unbalanced student is much slower and not so firmly.

There are three characteristic groups of schoolchildren:

1) quickly and perfectly mastering the material, having good physical fitness and, as a rule, excellent or good academic performance in all subjects;

2) good and excellent, but slowly assimilating the material, having average indicators of physical development;

3) mediocre and poorly assimilating material in physical education lessons. The reasons for this, as a rule, lie in insufficient physical development and deviations in health.

Individual approach to high school students

In high school, individual work should be aimed at ensuring that the effect of the loads received in the classroom remains as long as possible, and that the body is restored faster.

It is also important that students do not miss classes, since during long breaks the physiological reactions caused by physical activity return to their initial level, and later, if there is no load, they even turn out to be lower than the initial one. In this case, the fading of conditioned-reflex connections, which underlie the formation of motor skills and abilities, occurs.

^ Features of the methodology of an individual approach

1. Implementation of an individual approach requires studying the personality of students, identifying their individual characteristics.

2. An individual approach to students should ensure the growth of the indicators of all students, and not only those lagging behind.

3. The choice of the form of organization of children in the lesson is of particular importance.

4. The distribution of students by departments in physical culture lessons is advisable to carry out taking into account their preparedness.

5. Individualization of teaching methods at physical education lessons should provide for:

- creation of accessible conditions for exercise performance, depending on the characteristics of the development of motor qualities;

- methodological sequence of studying educational material in accordance with the level of preparedness of each department.

^ Distribution by groups

The distribution of students into groups is usually made depending on their physical fitness, as well as success in this sport. This allows you to plan the teaching methodology for the entire group (department), paying attention to each student. However, such a distribution may be misunderstood by students. Therefore, so that they do not lose interest in the studies, there should be a leader in the group, followed by the rest of the students.

In sports games and various relay races, it is advisable to make groups and teams mixed (in strength), where each student contributes to the victory of the team. Then the weaker ones will strive to achieve high sports results.

^ Lesson plan.

6th grade.

Topic: Basketball.

Tasks: Development of motor qualities.

Purpose: Study of tactical and technical actions in basketball.

Location: Gym.

Inventory: Basketball balls, skipping ropes.

During the classes.

1. Introductory part (12m). Build up, greet, conduct a survey about the state of health, remind about the observance of safety precautions. Announce the topic and purpose of the lesson, warm-up, general physical training, exercise in a circle, reorganization into a column of 4. Perform exercises starting with self-massage, warm-up of the hands, performing circular exercises, exercise in pairs with resistance, dribbling a basketball in a circle with the left and right hand, throws on the ring from two steps.

2.The main part (30m). Explain the tactical and technical actions when dribbling the ball, passing, throwing around the ring. Divide into teams and carry out a counter relay with elements of leading in movements. Observe safety precautions when performing tasks. Using game moments in the game to divide teams according to a mixed principle: two boys and two girls in one team. The duration of the game is 2x5; at the end of the game and at the end of playing time, take free throws, indicate the correct position of the hand. In the game, observe the rules of the game, in case of violation, indicate errors and methods of their elimination.

3. The final part (3 min.).

Carry out exercises to restore breathing and muscle relaxation. Summarize the lesson, what worked, what did not work.

Conduct a survey about the importance of this sport.

Outline plans for subsequent lessons.

Proceed in an orderly manner to the dressing room.

^ Self-analysis lesson.

6th grade

Lesson topic: Sports games - basketball with a health-improving orientation.

The purpose of the lesson: preparation of students for the study of educational material in a tactical, technical and health-improving orientation in the sports game.

Educational tasks in the lesson are aimed at forming students' knowledge and methods, solving problems of tactical and technical actions and competition rules. Carrying out all safety measures during classes (warm-up during the game). With the behavior of various exercises: outdoor games, relay races with a ball, the weak and strong sides of each student are revealed. In this class, boys make up the leading mass, 2 of the girls have health problems, but they also strive to show their skills and teachings in basketball. During the warm-up, I take into account the load for health reasons, based on the data of medical examinations, and give recommendations when performing special exercises on a gentle regimen. During the lesson, I limit the time of the game and often change teammates and alternate the load with rest. When performing free throws, I show you how to correctly execute throws, positioning your arms, legs, body, while correcting mistakes. Multiple repetition makes it possible to improve tactical and technical actions in basketball, which corresponds to the objectives of this lesson.

In the classroom sports game, paying attention to the development of practical skills necessary in various life situations. Arming students with deep knowledge of moral quality in practice, applying a variety of teaching methods and techniques. Along with the combined lessons, I conduct lessons, games, lessons, competitions. In the course of the lesson, I encourage students to be independent in solving the assigned tasks, relying on the knowledge of the previously studied material. I pay attention to individual work with students, which allows for technical improvement in students. I observe the time regime in the preparatory lesson - 12 minutes, the main part - 30 minutes, the final part - 3 minutes.

All components of the lesson correspond to the tasks. I spend 20 minutes on mastering new material, 10 minutes on consolidating the old, 8 minutes on preparing to master the material, 1-2 minutes on recovery, and 3-5 minutes on tactical actions. Time was used rationally, the class was actively performing tasks, a logical connection between the parts of the lesson was provided. Organized control of the assimilation of knowledge, skills, skills on the principle of repulsion, jumping, transfer, how to act, pointing out mistakes.

The time spent on commenting and correcting mistakes does not count against the time allotted for the game. In the final part, I play the game for attention. The lesson was held at a high emotional level, which prevents fatigue. Due to the playful orientation, students acquire knowledge, ability, skills for their further development after lessons. I comment on one or another assessment when the results are being conducted and when assessing marks. I am conducting a survey about the importance of this sport and the need for further training.

Motivation for physical exercises, the activity of children in physical education lessons and various sports events are of great importance. Students need to set a goal and stimulate them to achieve it, look for new interesting forms and methods of work to familiarize them with active physical education. One of the methodological techniques is the transfer of students from one department to another as they progress.

^ Learning by cards.

Considering the issue of an individual approach to teaching and the development of motor qualities, it is necessary to say about some techniques and methods used in physical culture lessons. One of them is work on cards with tasks. For example, all the program material of the "Gymnastics" section can be divided into small portions - tasks. These tasks, as well as information about the development of various physical qualities and the regulatory requirements of this section of the program, are recorded on cards.

In terms of the volume of the material and the complexity of the tasks, the cards may not be the same, so that each student can choose an assignment according to his strength and calmly work on it, but at the same time he must complete the material from all the cards. This technique allows you not to rush into the exercise, but to postpone it in order to have time to prepare well for the answer.

During the lesson, the teacher needs to advise children, help them complete difficult tasks, teach new movements, and insure them. With this approach, the teacher has enough time to help less prepared students, and the children, in turn, can independently unite in groups of 2-3 people to work together on the exercise. The guys who completed the tasks on the cards they had initially selected, move on to the next, etc. The main thing in this technique is the general employment of students in the lesson, the ability to master the tasks available at the moment. This increases their interest and improves their emotional state.

^ Forms and methods of work in physical education lessons

Using game and competitive methods to increase physical activity and achieve satisfaction with physical culture lessons.

Most teachers believe that, having come to school, children become adults (it was necessary to play in kindergarten) and in the lesson they must strictly follow all the requirements put forward by the teacher in order to achieve a certain goal. We often forget that even adults love to play, and children, even more so, regardless of the age at which they are.

One of the most important functions of the game is pedagogical, it has long been one of the main means and methods of education.

The concept of the game method in the field of education reflects the methodological features of the game. In this case, the game method is not necessarily associated with any generally accepted games, for example, football, basketball, or elementary outdoor games. In principle, it can be applied on the basis of any physical exercise, provided that they lend themselves to organization in accordance with the characteristics of this method.

In a game, there are almost always different ways of winning that are allowed by the rules of the game.

The players are provided with room for creative solution of motional problems, a sudden change in the situation during the game obliges them to solve these problems in the shortest possible time and with full mobilization of motional abilities.

In most games, rather complex and brightly emotionally colored interhuman relations of the type of cooperation, mutual assistance, mutual assistance, as well as the type of rivalry, confrontation, when opposing aspirations collide, are recreated.

The play method, due to all its inherent features, evokes a deep emotional response and allows you to fully satisfy the motor needs of those who go in for it. Thus, it contributes to the creation of a positive emotional background in the classroom and the emergence of a sense of satisfaction, which in turn creates a positive attitude of children towards physical exercises.

The competitive method has the same ability to create a positive emotional background and a positive attitude towards physical activity in the same way as the play method.

The competitive method in the process of physical education is used both in relatively elementary forms and in an expanded form. In the first case, we are talking about him as a subordinate element of the general organization of the lesson, in the second - about an independent relative form of the organization of lessons.

The main point of physical education at school is to teach students to an active lifestyle and encourage them to go in for sports in their free time, and then throughout the rest of their lives. It turns out that in order for physical education to become an enjoyable and interesting lesson for children, the teacher needs to focus more on the personal achievements of students, rather than comparing children with each other.

Methods of pedagogical research in the process of a differentiated approach to physical culture lessons. Development of the child's abilities through a differentiated approach to the process of physical education. Methods for managing student activities.

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Introduction

Chapter IV. Development of the child's abilities through a differentiated approach to the process of physical education

Conclusion

Literature

INTRODUCTION

Physical culture is an integral part of human life. It occupies a rather important place in the study, work of people.

Physical exercises play a significant role in the health and performance of members of society, which is why knowledge and skills in physical culture should be laid in educational institutions of various levels in stages: kindergarten - school - higher education institutions.

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