Physical education.

1) The ratio of the concepts of "physical culture", "physical perfection", "physical development", "physical education".

2) Meaning, tasks, conditions of physical education. Connection with other areas of education.

4) Corrective orientation of physical education of preschoolers with speech disorders.

Literature:

1. Kozlova S.A., Kulikova T.A. Preschool Pedagogy. M., 2001
2. Preschool Pedagogy / Ed. V.V. Babaeva and others. M., 1992
3. Mastyukova E.M. Physical education of children with cerebral palsy. M., 1991
4. Volkova G.A. Speech therapy rhythm. M., 1985
5. Osokina T.I. Physical culture in kindergarten.M., 1973
6. Frolov V.G., Yurko G.P. Physical education in the air with children of preschool age. M., 1983
7. Barkan A.I. His Majesty The child as he is. M., 1996
8. Assessment of the physical and neuropsychic development of children of early and preschool age / Compiled by N.A. Notkina et al. St. Petersburg., 1999

1. Correlation of the concepts "physical culture", "physical perfection", "physical development", "physical education".

One of the aspects of personality development is physical development which is directly related to human health. Health is the physical, hygienic, mental, social culture of a person.

Adult activities, aimed at strengthening the health of the child, is the content of physical education, which, under certain conditions, provides the baby with physical development (after all, the child is still so small that he cannot protect and strengthen his health without the help of an adult).

The doctrine of physical education is an integral part of pedagogy. When characterizing various aspects of physical education, the following concepts are used:

Physical culture is the most general concept, considered as part of the general culture of a person. This is the aggregate material and spiritual values ​​of society that are accumulated, created and used for the physical improvement of people.

1. personal hygiene, which consists of skills in everyday life and work (neatness, tidiness), habits of a hygienic regimen.

2. hardening of the body in natural conditions of nature

3. exercise

Physical perfection is a historically determined level of harmonic physical development, health, physical fitness of a person, optimally corresponding to the requirements of society, profession.

Physical development is a biological process of formation and changes in the structure and functions of the human body. In a narrow sense, these are anthropometric and biometric indicators (height, body weight, lung volume, posture, etc.).

Physical education is an organized pedagogical process aimed at improving the body in accordance with the requirements of society, developing physical qualities (abilities), developing motor skills and abilities, and special knowledge in the field of physical culture and sports.

Physical education of preschool children is aimed at protecting life and strengthening health, full physical development, developing motor skills and physical qualities, mastering cultural and hygienic skills, and cultivating habits of orderly.

Meaning, tasks, conditions of physical education. Connection with other areas of education.

During preschool age rapid development of the child. His musculoskeletal, cardiovascular, nervous systems are actively formed, his respiratory apparatus is being improved. In this period foundations are being laid good health and full physical development(which provide overall high performance, quick adaptability of the body to perform various tasks). Physical exercise has a profound effect on the growth and development of the body, expanding its functionality.

Purposeful physical education has a positive effect on the mental development of children: knowledge about surrounding objects and phenomena is enriched; movements activate the work of all analyzer systems => sense organs develop faster and more successfully; orientation in space actively develops in the course of physical exercises. Motor activity has a positive effect on the development of the frontal parts of the brain, which play a leading role in the implementation of mental activity. The movements of the fingers and hands stimulate the development of the speech-motor center.

In this way, good health- the basis of active mental activity.

Physical education is closely related to moral. When performing hygienic, tempering procedures, during outdoor games, children get an idea of moral deeds accuracy, courage, honesty), systematically exercise them, they volitional qualities develop(perseverance, independence). The emotional richness of most physical exercises enhances their impact on the formation of the personality of the child(Activity, initiative, independence are formed).

Physical education is carried out in collective forms of work=> children learn work in a peer group, feelings of camaraderie, mutual assistance, endurance, organization, discipline are formed.

Physical education is associated with aesthetic: full physical development is the key to the aesthetic appearance of the child. During the exercises, children learn to move naturally, beautifully, expressively, get ideas about a beautiful posture, and this contributes to the development of aesthetic feelings.

Physical education is inextricably linked with labor: the accumulation of motor experience in the process of physical exercises, the development of coordination, the strength of movements, the eye, and other abilities have a positive effect on the mastery of labor actions and operations.

Tasks of physical education.

There are 3 groups of tasks (G.V. Khukhlaeva and others)

1) Wellness tasks:

Protection and promotion of children's health

Hardening of the body as an increase in the body's resistance to environmental phenomena

Correct and timely development of all body systems, development of movements.

This group of tasks comes to the fore. Since the most characteristic feature of the body of a preschool child is intensive growth and development. But the formation of systems and functions is still incomplete, and this determines the high vulnerability of the body of preschoolers.

2) Educational and correctional tasks:

Formation of ideas about your body, about health, about activity and rest

Formation and correction of skills and abilities to perform basic movements

Mastering cultural and hygienic skills; instilling personal and public hygiene skills.

The solution of the problems of this group is associated with the good plasticity of the child's body, its high adaptive capabilities. The child easily adapts to changing conditions, physical activity. He is highly receptive to the assimilation of available knowledge and skills, and the correction of deviations.

3) Correctional and educational tasks:

a. formation of moral and physical qualities;

b. formation of the need for physical perfection;

With. development volitional qualities;

d. fostering a culture of behavior.

All these groups of tasks are solved in each age group, but their specific content varies depending on psychological abilities of children.

Physical education in a kindergarten is built taking into account 4 basic principles:

1. the principle of the all-round development of the personality of the child
2. health-improving principle
3. the principle of connection of physical education with practical activities
4. the principle of corrective and developmental orientation

In a developed society, physical education is based on the care of the state for the mother and child, the improvement of living conditions, the growth of people's well-being, etc.

The necessary conditions for a full-fledged physical and mental child are:

Creation of a hygienic environment;

Mandatory implementation of the regime, including rational nutrition, proper rest;

security nervous system;

development of movements and provision of a variety of physical activity of children;

measures for hardening;

control by medical personnel, carrying out the necessary preventive and curative work;

close contact between the preschool institution and the family.

A kindergarten should be able to have a good material base for the implementation of all the conditions for physical development (platforms, special simulators, walls, benches, mats, balls, hoops, etc.).

main document, which determines the content of the work on physical education, is " The program of education and training in kindergarten». It reflects how to consistently teach children motor skills, develop spatial orientation, and cultivate physical qualities: speed, agility, endurance.

The natural science foundations of physical education is the doctrine THEM. Sechenov and I.P. Pavlova and their followers about the unity of the organism and the environment, the integrity of the organism and the regulatory role of the central nervous system in its life.

Knowledge of the rules and regulations of sanitary and hygienic culture and the ability to comply with them

Mastering cultural and hygienic skills (especially important for children with cerebral palsy. These are the skills of eating, taking care of your body, keeping order in the room, using clothes and caring for them);

· Mastery of motor skills and abilities: basic general developmental movements (walking, running, jumping, climbing, throwing); sports exercises (swimming); outdoor games.

Consider how the tasks of each group are implemented in practice.

Tasks of the 1st group (improving) have a life-supporting meaning: the health, and often the life of a person, depends on their successful solution.

Caring for the health of children is an urgent problem modern society. To date, data on the health of preschoolers is alarming: only 14% of children are recognized as practically healthy, 50% have deviations in health.

means the implementation of the tasks of this group are: rational mode of life, good nutrition, hygienic environment, health-improving forces of nature, physical exercises. Let's consider these factors separately.

1) Mode- this is a rational, clear alternation of sleep, wakefulness, food intake, various activities that are repeated daily in a certain sequence. Rhythm and constancy of the main elements of the regime allows children to form strong stereotypes of life.

General requirements for the mode:

* taking into account the age characteristics of children, their state of health and the level of mental development;

* constancy of the regime (development of a dynamic stereotype);

* accounting for the time of year (in summer period increased time spent outdoors

* Accounting for the working hours of parents (departmental kindergartens).

Kindergarten mode provides different kinds children's activities: household, play, educational and labor. The place and time of each activity is determined by the age of the children. The organizer of the regime in the group is the educator, at home - the parents. There must be continuity in the work.

Violation of the daily routine leads to fatigue, drowsiness, absent-mindedness. The implementation of the regimen has a beneficial effect on the nervous system of the child (stuttering).

The organization of the correct daily regimen is of particular importance. for children with speech pathology. Because correct mode creates favorable conditions for the work of higher nervous activity(especially important for stutterers, for hyperactive, excitable, disinhibited children, which is observed in various speech pathologies).

Requirements for the daily routine of children with speech pathology:

1. The basis of the daily routine is proper organization of sleep and wakefulness. Sleep protects nerve cells from exhaustion; during sleep, nerve cells rest from daytime impressions, especially from negative emotions. It is necessary to create all the conditions for the child's sleep to be deep:

Teach your child to go to bed at the same time (at 20-21 o'clock)

Avoid reading and storytelling before bed scary stories and fairy tales, watching TV, noisy outdoor games. A walk before going to bed in the fresh air works well. Stroking the "collar" zone has a calming effect.

· Eliminate bright light, noise of TV, radio, loud conversation;

Be sure to provide daytime rest (preferably sleep) for 1.5-2 hours;

Provide during the day a reasonable alternation of a variety of activities with a mandatory stay in the fresh air.

The daily routine of children 3-6 years old should include: sleep 11-13 hours; games - about 4 hours; motor activity - 5 hours; daytime sleep - 1 hour 30 minutes - 2 hours (or rest); classes - 30-40 min. – 1 hour 5 min.

2. Food is an important health factor. Nutrition ensures the growth and development of the body. It should be balanced, fortified. It is necessary to provide for the intake of a sufficient amount of vitamins and minerals. This is especially important for children with speech pathology (alalia, stuttering, dysarthria) with a weakened nervous system(vitamins of the B group are especially useful for revitalizing the nervous system). Nutrition in kindergarten is controlled by a doctor and head.

The teacher must know what the child loves and what he does not like and whether it is necessary to force him or it is better not to insist.

* Food should give the child pleasure, it is necessary that he eats with appetite.

* Both malnutrition and overeating are harmful (fullness does not yet mean health). Doctors advise remembering that there is 2 major appetite regulators- physical activity and the end of the meal before the feeling of full satiety.

* “To be healthy it is very important to be happy” - this largely depends on the educator

It is necessary to create such an environment during feeding that the child wants to eat without coercion (the appearance of the tables, their setting, the way the children sit - “back to back” or can see each other, smile at each other and the teacher).

* The process of eating is “spoken” by the educator (the names of the dishes, their sequence of taking. After eating, you need to clarify the names of the dishes, etc. .). Do not forbid children to talk while eating, it is unnatural. You need to teach them to talk calmly and not forget about food (otherwise, even among adults you can meet people who either talk or eat, but cannot combine these two things).

You can develop a kind of ritual before eating - the “Word” as a kind of prayer that children read before eating: after reading the Word, you need to make a commitment, and after eating there will be a Report, all the children, answering questions, will raise their hands (The better you are yourself led, the higher your hand).

I love my family

And I won't let her down.

I will eat both soup and porridge,

Everything that our mother gives us.

If mom gives us rice-

I'll eat Russa without a whim,

Because I'm picky

Left without lunch.

I can not mess around

Don't talk and don't laugh

While I eat, I am silent like a fish,

And I ate - I will say thank you.

To respect myself

I will keep my word

Only the one who keeps his word

Worthy of respect.

3. The healing powers of nature It is hardening and strengthening of the body.

hardening- education of the greatest stability and adaptability of the body to various physical influences coming from the environment. Tempering procedures increase the body's resistance, bring up endurance, courage, determination. Children should be taught from an early age to rubdown; pouring cold water. Hardening should be systematic, throughout the year, taking into account seasonal phenomena, a gradual increase in the strength of stimuli. A positive background of hardening procedures is important. It is especially important for children with rhinolalia, who have an anatomical and physiological predisposition to colds and viral diseases, as well as for those who stutter.

4. Physical exercises- these are special movements, as well as complex types of motor activity aimed at solving the problems of physical education. They stimulate the growth and development of the musculoskeletal system, strengthen the cardiovascular and respiratory systems, improve the blood supply to the brain, increase the overall tone of the cortex, enhance the activity of all analyzers, and improve the basic properties of the nervous system (strength, mobility, balance).

Physical exercises can be carried out in the form of: morning exercises, outdoor games, sports exercises and entertainment, simple tourism.

It’s good if there is a swimming pool, cycling, skiing, skating, etc. are organized. In the kindergarten for children with THD is organized physiotherapy(LFK). For example, for children with cerebral palsy, stuttering, with rhinolalia. Passive gymnastics. One of the types of passive gymnastics is massage. It improves the nutrition of the skin and muscles, compensates for the lack of motor function, improves the functions of the nervous system.

Massage can be: a). relaxing (muscle hypertonicity)

b) tonic (paresis, paralysis)

c) point (affects certain points)

It is widely used in work with children with rhinolalia, dysarthria, stuttering.

Tasks of the second group (educational and correctional) associated with the formation of a child's conscious attitude to their health. Here the following means become leading: the formation of cultural and hygienic skills, an example of an adult, the children's own activities, and artistic means.

Forms of work in the process of which these tasks are solved: educational work in physical education classes and in everyday life.

Main methods: exercises, conversation, experimentation, looking at pictures and illustrations.

In the work of the kindergarten, much attention is paid to the education of children cultural and hygienic skills. Children begin to show independence in self-care at an early and younger preschool age, so they can easily be taught the entire sequence of operations (1.5-1.6 years - the age of "I AM!"). However, in children with TNR, the development of self-care skills is often delayed, and special work is needed with them.

An approximate sequence for the formation of self-service skills:

4 years old - children should be able to wash their hands, brush their teeth, rinse their mouths (after eating), use a handkerchief, observe an elementary culture of behavior at the table.

5 years - wash face with soap, ears, neck, dress, notice problems in the appearance of others.

6-7 years - independent, fast and accurate actions, wash quickly without wetting the floor, know how to independently monitor their appearance, use a fork and knife correctly, remove toys, enter duty.

Conditions for the formation of cultural and hygienic skills:

organization of an attractive environment (game techniques, the presence of a certain place for things: soaps, combs; the use of nursery rhymes

division of actions into a sequence of operations

Showing, explaining, managing and monitoring the implementation of actions, rewarding for the slightest success;

an example of adults and children;

· individual work.

One of the tasks of this group is teaching children basic movements and their correction. At the same time, in the traditional system of physical education, the emphasis was on the influence of the educator, and the child was assigned the role of an obedient performer who did not need to think about the mechanism of influence on his health. But at present, a new principle (approach) is leading: the child must be put in a situation where he himself feels that he can control his health.

At present, in our country, as in many countries of the world, the development of valeology is the science of a healthy person.

The concept of this science is that a person can and should be active in relation to their health; must understand that among material and social needs, the need for health, and => in a healthy lifestyle should be primary. Unfortunately, now a person does not feel his health (he feels unhealthy), does not know how his body will respond to this or that influence - this is often the reason for indifference and neglect of one's health.

The basic principle of valeology- a person must know and create himself, learn to take special care of his health. True, a contradiction may arise here: with excessive attention to one's health, a person, even a small one, may develop indifference to other people, and egocentric fixation on oneself increases. Therefore, it is important to carefully carry out work on the formation of a conscious attitude towards their health in children and combine it with solving the problems of moral education.

Among methods, with the help of which such an approach is implemented in physical education, an important place is occupied by experimentation. Its purpose is to give the child the opportunity to learn in practice how his body functions. This is possible when we form in children an idea about rest, about its need for the body. (jump, run until you feel like doing it. Why don’t you want to? Tired? Need to rest. What is beating in your chest? Heart. How do you breathe after you run? Etc.). After such observations, the teacher conducts a conversation, causing the children to want to learn more about themselves.

Researchers (psychologists, etc.) note the great interest of children in themselves, in the knowledge of their body. The educator must organize special classes and in everyday life, with the help of visual aids and books, satisfy the need of children to know their body (G. Yudin “The Main Wonder of the World”).

You have to teach your child to love himself.. This, too, is a contradiction. E. Fromm wrote: “Although no one objects to the application of love to various objects, it is widely believed that while loving others is a virtue, loving

yourself is a sin. It is assumed that the more I love myself, the less I love others, that self-love is the same as selfishness. E. Fromm refutes this point of view, arguing that self-love gives rise to self-respect, pride.

famous psychologist S.L. Rubinstein also believed that respect and self-love are positive traits that stimulate development. But the contradiction remains. It is resolved safely if the educator, helping the personality to take shape, reasonably balances the child's love for himself with love and respect for others (the close connection of physical education with moral).

The third group of tasks (correctional and educational)- aimed at developing personality traits and the need for physical perfection. These tasks are closely related to wellness.

Means for the implementation of these tasks: children's activities, games, as well as artistic means (fiction, films, works of fine and musical art, etc.).

Work takes place in different forms: physical culture and health work in the daily routine (morning exercises, outdoor games, physical exercises for a walk), independent motor activity of children, outdoor activities ( sports holidays, days of health, sports activities).

Methods- exercises, conversation, game, creation of problem situations, analysis of physical and moral qualities.

Children with TNR requires the education of such qualities as courage, dexterity, willpower, the desire to overcome difficulties, a sense of responsibility, camaraderie. This is effectively carried out in outdoor games and exercises, with special training in physical education classes.

Educational tasks are also solved when introducing children to athletes. You can tell children about one of the famous athletes, champions, show photos, look at pictures. It is good if there is an opportunity to watch the training of athletes with children, to talk with them. If one of the children is engaged in a sports section, it is good to invite the child to tell him how the training goes, how much strength they require.

It is important that the child wants to be beautiful, slim, healthy, so that this desire of his is encouraged and supported (the spirit of self-improvement).

Similar information.

Introduction

In the “Program of Education and Training in Kindergarten”, special importance is attached to physical education, which is based on knowledge about the age, individual and psychophysical characteristics of a preschooler.

The physical education of a child in institutions for children of early and preschool age is an important and responsible task of public education, because. all children from the very beginning early age, should grow up healthy, strong, harmoniously developed and that they study well. It is in preschool childhood that health, general endurance, working capacity, active life, and other qualities are formed that are necessary for the all-round harmonious development of the individual. This age is most favorable for hardening the body, mastering elementary vital motor skills and abilities.

By the time they enter school, children must master a certain amount of motor skills that will allow them to adapt to new conditions and requirements for educational activities, help them more successfully master the school curriculum not only at the first, but also at subsequent stages of learning., manifestations interest in self-study exercise and in particular all physical culture and sports activities.

To study the scientific and methodological literature on the research topic.

To characterize the means and methods of physical education for preschool children.

Characteristics of the concepts of physical education

Definitions of concepts: "physical culture", "physical education"

The broadest concept, of all the concepts of the theory of physical education, is physical culture. It includes the content of all the concepts discussed below.

Physical culture is a part of the general culture, a set of achievements of society in the field of physical improvement of a person, accumulated in the process of socio-historical practice (AV Keneman). Material assets include: sports facilities (stadiums, gyms, swimming pools, etc.), inventory (special clothing, shoes, etc.). Spiritual values ​​include: science, works of art.

Physical education is a type of education, the specific content of which is movement training, education of physical qualities, mastery of special physical culture knowledge and the formation of a conscious need for physical education (Fig. 1). Thus, physical education is the science of the general laws governing the process of physical improvement of a person.

Physical development is the process of changing the forms and functions of the human body during an individual life.

Physical training - an applied orientation of physical education in relation to labor or other activities that require physical fitness.

Physical fitness is the level of development of motor skills, abilities, physical qualities.

Physical perfection is a historically determined level of physical development and a high degree of health (AV Keneman).

Rice. one.

When teaching movements that have a semantic meaning, motor actions important for life or sports, students acquire the ability to rationally and fully demonstrate their physical qualities. At the same time, they learn the patterns of movements of their body.

Education of physical qualities is no less significant aspect of physical education. Purposeful management of the progressive development of strength, speed, endurance and other physical qualities affects the complex of natural properties of the body and thereby causes quantitative changes in its functional capabilities.

All physical qualities are innate; given to man in the form of natural inclinations that need to be developed and improved.

In the process of physical education, a wide range of physical culture and sports knowledge of sociological, hygienic, medical-biological and methodological content is also acquired. Knowledge makes the process of physical exercises more meaningful and the power of this more effective.

The theory of physical education of preschool children has a single content and subject of study with the general theory of physical education, at the same time it specifically studies the patterns of physical education of a child in all his age periods(from birth to seven years)

Physical education of preschool children - the science of the general patterns of physical education of the child. In accordance with this, the theory of physical education of young children learns the general laws governing the development of the child in the process of education and training.

The theory of physical education of children defines the tasks of physical education, reveals their essence, most effective means, methods, forms of organization of the entire press of physical education.

Knowing and taking into account the regularities of the potential abilities of the child, the theory of physical education of children provides for the requirements of a scientifically based program for the entire educational complex of physical education, the assimilation of which provides children with the necessary level of physical fitness.

concept- this is the main form of human thinking, which establishes an unambiguous interpretation of a particular term, while expressing the most significant aspects, properties or features of the object (phenomenon) being defined. The main concepts of the theory of physical education include: 1) physical education, 2) physical development, 3) physical training, 4) physical perfection, 5) sport.

1. Physical education- this is a type of education, the specific content of which is: training in movements, education of physical qualities, mastery of special physical education knowledge and the formation of a conscious need for physical education.

Movement training has physical education as its content. Physical education is a systemic mastering by a person of rational ways to control his movements, acquiring in this way the fund of motor skills, skills and knowledge related to them that is necessary in life. Mastering motor actions, students acquire the ability to rationally and fully demonstrate their physical qualities and learn the patterns of their body movements.

According to the degree of mastery, the technique of a motor action can be performed in two forms: in the form of a motor skill and in the form of a motor skill. Therefore, often instead of the phrase training in motor actions, the term formation of motor skills and abilities is used.

Education of physical qualities- is an equally significant aspect of physical education. Purposeful management of the progressive development of strength, speed, endurance, flexibility and dexterity affects the complex of natural properties of the body and thereby causes quantitative and qualitative changes in its functional capabilities.

All physical qualities are innate, that is, they are given to a person in the form of natural inclinations that need to be developed and improved. And when the process of natural development acquires a specially organized, that is, pedagogical character, then it is more correct to say not development, but “education of physical qualities”.

2. Physical development- this is the process of formation, formation and subsequent change during the life of an individual of the morphological and functional properties of the organism, passing according to the laws of age development, the interaction of genetic factors and environmental factors.

Physical development is characterized by changes in three groups of indicators:

Physique indicators (body length, body weight, posture, volumes and shapes of individual parts of the body, fat deposition, etc.).

Indicators (criteria) of health, reflecting the morphological and functional changes in the physiological systems of the human body. The functioning of the cardiovascular, respiratory and central nervous systems, the digestive and excretory organs, the mechanisms of thermoregulation, etc., are of decisive importance for human health.

Indicators of the development of physical qualities (strength, speed abilities, endurance, etc.). Up to about 25 years of age (the period of formation and growth), most morphological indicators increase in size and body functions improve. Then, until the age of 45 - 50 years, physical development is, as it were, stabilized at a certain level. In the future, with aging, the functional activity of the body gradually weakens and worsens, body length, muscle mass, etc. may decrease.

The ability to expediently influence the process of physical development, optimize it, directing the individual along the path of physical improvement and is realized in physical education.

Along with the term "physical education", the term "physical training" is used. The term "physical training" is used when they want to emphasize the applied orientation of physical education in relation to sports, labor and other activities.

3. Physical training- is the result of the use of physical exercises, embodied in the achieved performance and in the formed motor skills and abilities necessary in a certain activity, or contributing to its development.

There are general physical training (GPP) and special physical training (SFP).

general physical preparation- aimed at increasing the level of physical development, broad motor fitness as prerequisites for success in various activities.

Special physical training- a specialized process that contributes to success in a specific motor activity (in a specific sport, profession, etc.), which imposes specialized requirements on a person's motor abilities.

4. physical perfection- this is a historically conditioned ideal of physical development and physical fitness of a person, optimally corresponding to the requirements of life.

The most important specific indicators of physical perfect man modernity are:

1) good health, which ensures a person quickly adapt to various, including adverse conditions of life, work, life;

2) high physical performance, which allows to achieve significant special performance;

3) proportionately developed physique, correct posture;

4) comprehensively and harmoniously developed physical qualities;

5) possession of a rational technique of basic vital movements, as well as the ability to quickly master new motor actions.

5. Sport- represents a competitive activity, special preparation for it, as well as specific relationships and achievements in the field of this activity.

A characteristic feature of sports is competitive activity, a specific form of which is competitions that allow you to identify, compare and compare human capabilities based on a clear regulation of the actions of the competitors, the conditions for their implementation and methods for assessing achievements according to the established rules in each sport.

Special preparation for competitive activity is carried out in the form of sports training.

Introduction

Chapter 1. Physical education as social system

concept, goals and objectives, means, methods and forms

1 The emergence and development of physical education: essence, basic concepts and definitions

1 Fundamentals of humanization of physical culture space

Conclusion

List of used literature

INTRODUCTION

physical education social

One of the socially significant goals of our state is the development in the country of a socially regulated mass physical culture and sports movement of the population with a health-improving, educational and spiritual-educational orientation. The ultimate goal of this movement is the formation healthy lifestyle life by means of physical culture and improving the quality of life of the people on this basis.

Physical and cultural education in the social system is traditionally responsible for the physical development and physical preparation of the young generation for life. In the Republic of Belarus it functions and develops on the basis of the experience and traditions of the Soviet system of physical education.

The theoretical and methodological foundations and content of this system were focused on preparing the younger generations for certain living conditions. These conditions have now changed. They presented new requirements for physical education.

Currently, 8-10% of the population is regularly engaged in physical culture and sports in the country, while in the economically developed countries of the world this figure reaches 40-60%.

The problem remains urgent - low physical activity and poor physical development of students.

The real volume of physical activity of students does not ensure the full development and strengthening of the health of the younger generation. The number of students assigned to a special medical group for health reasons is increasing. By 2000, there were 1 million 300 thousand of them, which is 24% more than in 1995 and the trend is growing. The prevalence of low physical activity among schoolchildren has reached 80%.

The purpose of the humanistic concept in the system of physical education is the education of a self-sufficient personality in a changing social system, the humanization of education, the development of modern theoretical and methodological and practical approaches to the physical education of the younger generation. They must ensure successful adaptation of pupils and students in the process of physical education to intense learning activities, rapidly changing conditions of professional activity, military service, life, as well as their physical and spiritual improvement.

The concept is based on the Constitution of the Republic of Belarus, the laws of the Republic of Belarus "On Education in the Republic of Belarus", "On Physical Culture and Sports" and others.

One of the main tasks of physical culture at present is to work on the formation of value orientations for the physical and spiritual development of the individual, a healthy lifestyle, needs and motives for regular physical exercises.

A specific factor for the Republic of Belarus that has a harmful effect on human health is the contamination with radionuclides of the territories affected by the consequences of the Chernobyl accident. The system should contribute to the physical rehabilitation of this contingent.

The problem of needs and interests is extremely important due to the fact that they are the initial determinants of any kind of activity. This problem is being studied by many human sciences and is being actively developed from the standpoint of philosophy, psychology, pedagogy, sociology, economics and other social sciences.

Issues of motivational and value relations in activity and behavior have been the subject of analysis by many authors. However, in modern psychological and pedagogical sciences they are the least studied. The available research and empirical data are fragmentary and do not reflect the complexity and essence of the phenomenon.

The relevance of the topic of the course work is determined by the fact that the system of physical education significantly affects the formation of the consciousness and lifestyle of society, therefore this phenomenon needs to be studied, it requires a clear definition of the most general initial concepts, modern trends that satisfy the request of society when getting acquainted with its content. It's about first of all, about the concepts, evolution, principles, methods and direction of physical education as a social system.

The object of research is the system of physical education as a phenomenon of the social sphere.

The subject of the study is the evolution, content and methodology of physical education aimed at harmonious development individuals, including students.

The purpose of the course work: to characterize the system of physical education as one of the components of the social sphere

Objectives of the course work:

reveal the essence, origin and evolution of physical education;

designate the place and significance of the system of physical education as a component of the social system, reveal the goals, objectives, methods and forms, the transformations that the system has undergone in the process of evolution;

explore modern trends in physical education, the foundations and problems of applying the humanistic concept in the education process;

to explore the main issues of the methodology of physical education of schoolchildren and their application in practice.

The methodological basis for studying the topic is the didactic principles of physical education: visibility, consciousness and activity, accessibility and individualization, systematicity.

The structure and volume of the course work: the volume is 43 pages, this includes: title page; introduction; main part; conclusion; list of sources used.

Chapter 1. Physical education as a social system: concept, goals and objectives, means, methods and forms.

1.1The emergence and development of physical education basic concepts and definitions.

The emergence of physical education refers to the very early period in the history of human society. Elements of physical education arose in primitive society. People got their own food, hunted, built housing, and in the course of this natural, necessary activity, their physical abilities improved spontaneously - strength, endurance, speed.

Gradually, in the course of the historical process, people paid attention to the fact that those members of the tribe who led a more active and mobile lifestyle, repeatedly repeated certain physical actions, showed physical effort, were stronger, more resilient and efficient. This led to people's conscious understanding of the phenomenon of exercise (repetitiveness of actions). It was this phenomenon that became the basis of physical education. A person began to imitate the movements necessary for him in his labor activity outside the real labor process, for example, throwing a dart at the image of an animal. As soon as labor actions began to be applied outside of real labor processes, they turned into physical exercises. The transformation of labor actions into physical exercises has significantly expanded the scope of their impact on a person, and primarily in terms of comprehensive physical improvement. Further, in the course of evolutionary development, it turned out that a much better effect in physical training is achieved when a person begins to exercise in childhood, and not in adulthood, i.e. when he is prepared for life and work beforehand..

Due to the fact that none of the forms of human activity is biologically inherited, it can become the property of a person only through exercise, mastering by repeated repetition. But the effectiveness of the process of mastering labor actions depended on the level spiritual development person. It was necessary to realize that the transfer and use of existing experience are based on the mechanisms of social relations. Understanding the role of communication for the preservation of knowledge and skills acquired by people and their improvement has led to the emergence of a purposeful process of education and upbringing, including physical education.

Initially, the transfer of knowledge occurred through imitation. However, imitation was not yet the process of communication between people that characterizes education. Education appeared only when people consciously began to subject each other to thoughtful influence in order to shape their behavior in accordance with the needs of the family and society.

Thus, in the process of creative labor, in the process of creating a second nature - culture, a working man got out of the action of the laws of purely biological development and entered the field of action of social laws. In order to transfer the accumulated social experience, and above all the experience in the manufacture and use of tools, humanity needed fundamentally different, over biological mechanisms of social inheritance: otherwise, each new generation of people would again and again have to invent a bow and arrow, a stone ax and a wheel. Education became such a mechanism. Upbringing as a social phenomenon was based on the innate mechanisms of transmission of species experience that are characteristic of the child - imitation, play.

An increasingly complex culture, social relations, however, are not neutral in relation to a person - they themselves have a formative influence on people. Therefore, the classics of Marxism understood under education not only specially organized, but also the spontaneous impact of society on a person, his participation in social practice: a person is not only brought up by the surrounding reality, but also radically changes it, and in the process of this change of reality, he changes himself. In this sense, the assertion is true that a person is educated by the whole world around him.

The change in the economic and political way of life of society led to a change in the existing system of physical education or the emergence of a fundamentally new system. The purpose and objectives of the system of physical education, means, principles, methods and forms of organizing physical exercises have changed, but as a social phenomenon, physical education, once having arisen in a person’s life, becomes an eternal category. The change in the goals and objectives of the system of physical education primarily affected the specific means of physical education - physical exercises. Some physical exercises only changed, others died off and were replaced by new ones. This was due to two reasons. Firstly, at each stage of the development of the conditions of material life, society demanded certain motor qualities and skills from a person. New tasks gave rise to new systems of physical exercises. Secondly, the development of the science of physical education made it possible to better understand the patterns of human motor activity and, as a result, on the one hand, to develop physical exercises that had not previously been encountered in human life, and on the other hand, to find the most effective means of a beneficial effect on a person. With the development of physical education, the variety of physical exercises increased. They were borrowed not only from labor activity, but also from military affairs, from ritual dances and art. Over time, physical exercises began to be created artificially on the basis of a person's knowledge of the possibilities of movements of his body.

At present, characterizing the essence of physical education, one should keep in mind at least three aspects: activity (culture as a process or method of rationally organized transformative bodily activity), subject-value (culture as a set of objects of a certain value to meet social and personal needs in motor activity and physical improvement) and personified-resultative (culture as a result of activity, embodied in the person himself).

Summarizing what has been said, we can give the following definition of this concept. Physical culture is an organic part (branch) of the culture of society and the person himself. The basis of its specific content is the satisfaction of the physical and spiritual needs of a person through targeted physical exercises, the assimilation and application of relevant knowledge and skills, as well as participation in sports events as a spectator or speaker. In other words, physical culture is the process and result of a person's activity to transform their physical (corporeal) nature, to meet the needs of society in the formation of people's physical readiness for various forms of their life activity.

The category "physical culture" is closely related to such concepts as "physical education", "sport", "physical recreation", "physical (motor) rehabilitation", "physical training", "adaptive physical culture".

In physical education, two specific aspects are distinguished: training in movements (motor actions) and the development of physical qualities (motor abilities and the natural properties of a person directly related to it).

Movement training has as its main content physical education - the systemic development by a person of rational ways to control their own movements, i.e. the acquisition in this way of the fund of motor skills, skills and knowledge related to them, which is necessary in life. The essence of the second side of physical education is, first of all, in the expedient effect of physical exercises on the human body in order to develop physical qualities (motor abilities) that ensure its motor actions in the process of life.

Thus, physical education is a specially organized and controlled pedagogical process aimed at teaching motor actions and developing the physical qualities of a person. Physical education, together with labor (military), moral, aesthetic and intellectual education, acquires the significance of one of the main factors in the comprehensive development of the individual. Currently, a number of scientists and teachers identify physical education with physical education.

General physical education is aimed at improving health and maintaining working capacity in educational or work activities. In accordance with this, the content of physical education is focused on the mastery of vital motor actions, the coordinated and proportionate development of strength, speed, endurance, dexterity and mobility in the joints. General physical education creates the mandatory minimum of a person's physical fitness, which is necessary for normal life, for specialization in any kind of professional or sports activity. It is carried out in preschool institutions, at physical education lessons, in a secondary school, in sections (groups) of general physical education and groups of a sports and recreation complex of the Republic of Belarus, in health groups, etc.

Physical education with a professional orientation is designed to provide the character and level of physical readiness that a person needs in a particular type of labor or military activity (in this sense, they speak of special physical education of an astronaut, a high-altitude fitter, etc.).

The content of physical training is always determined by the requirements of a particular type of professional activity. Therefore, physical exercises for classes are selected such that would most contribute to the formation of labor skills, correspond to the conditions of the present and future labor activity. Physical training is carried out in special secondary, higher educational institutions and in the army.

Physical education with a sports orientation provides an opportunity to specialize in the chosen form of physical exercises and achieve maximum results in them. Physical education aimed at preparing for high achievements in a chosen sport is called sports training.

Sports training along with sports orientation and selection, theoretical training for athletes, recovery activities, etc. constitute what is commonly called sports training. Some of its aspects are conditionally distinguished, including physical training, which provides a high level of functional capabilities of the body and strengthens the health of an athlete for maximum achievements in the chosen sport.

All three directions are subject to a single goal, common tasks and principles of the system of physical education.

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

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

) Physical education lessons conducted by teachers under the state program in educational institutions where physical education is a compulsory subject (school, college, university, etc.);

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

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

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

) large forms of occupation, i.e. classes are relatively long, complex in content. These forms of classes are aimed at solving problems of a training, health-improving and rehabilitation or recreational nature; competitive forms of training, i.e. forms of physical culture and sports activities, where the winner, place, physical or technical readiness, etc. are determined in the competitive struggle. (for example, the system of official competitions, championships, championships, etc.).

2 Physical education as a social system - elements, goals, objectives, means, methods and forms of physical education

Physical education is a socially conditioned, pedagogically organized process of mastering the values ​​of physical culture. social conditioning physical education lies in the fact that in the course of it a socially significant goal is achieved, i.e. a goal that is essential both for the development of the individual himself and for the progress of society as a whole. In addition, this means that physical education takes place within the framework of a certain social organization, which has the necessary capabilities to ensure the interests of society in this direction. Such a social organization is called a system.

In theory textbooks, the concept of “system” means something “whole”, which is a unity of regularly arranged and interconnected parts designed to perform specific functions of certain tasks. Consider the views of scientists on the evaluation of the concept of "system".

The system of physical education is a historically (established) conditioned type of social practice of physical education, including ideological, theoretical and methodological, program-normative and organizational foundations that ensure the physical improvement of people and the formation of a healthy lifestyle.

worldview foundations. Worldview is a set of views and ideas that determine the direction of human activity.

In the domestic system of physical education, the worldview aims are to promote the comprehensive and harmonious development of the personality of those involved, the realization of the opportunities for everyone to achieve physical perfection, the strengthening and long-term preservation of health, and the preparation of members of society for professional activities on this basis.

Theoretical and methodological foundations. The system of physical education is based on the achievements of many sciences. Its theoretical and methodological basis is the scientific provisions of the natural (anatomy, physiology, biochemistry, etc.), social (philosophy, sociology, etc.), pedagogical (psychology, pedagogy, etc.) sciences, on the basis of which the theory and methodology of physical education develops and substantiates the most general patterns of physical education. The methodological foundations are revealed in the laws of physical education and their corresponding recommendations for the implementation of the principles of education and upbringing, as well as for the use of means, methods and forms of organizing classes in each social group of the population.

The methodological foundations express feature systems of physical education - its scientific nature. The initial theoretical positions and methods of their practical implementation are developed based on the fundamental sciences (philosophy, sociology, pedagogy, psychology, biology, etc.) by a whole complex of specialized theoretical and sports-pedagogical sciences.

Program and regulatory framework. Physical education is carried out on the basis of compulsory state programs on physical culture and sports (programs for preschool institutions, general education schools, secondary and higher educational institutions, the army, etc.). These programs contain scientifically substantiated tasks and means of physical education, complexes of motor skills to be mastered, a list of specific norms and requirements. The program-normative foundations of the system of physical education are concretized in relation to the characteristics of the contingent (age, gender, level of preparedness, health status) and the conditions of the main activity of the participants in the physical culture movement (study, work in production, military service) in two main directions: general and specialized.

The basic principles of physical education (principles of all-round assistance to the all-round harmonious development of the personality, applied and health-improving orientation) are concretely embodied in the program-normative foundations.

Program-normative foundations are revealed in a three-stage system of interrelated regulatory requirements for the level of physical fitness and physical education of the population.

) The unified state programs of physical education determine the mandatory minimum of physical education, carried out in nurseries, kindergartens, general education schools, secondary specialized and higher educational institutions.

In these programs, the main means of physical education and regulatory requirements for indicators of physical fitness and physical education are established, taking into account age, gender and type of educational institution.

) The sports and recreation complex of the Republic of Belarus is a program and regulatory basis for the requirements for the physical training of people. The complex covers persons of both sexes aged 7 to 17 years. Part of the funds and some regulatory requirements of the complex are included in the unified state programs of physical education. This shows their interdependence.

The progressive development of the system of physical education is accompanied by a change in the content, structure and regulatory requirements of the sports and recreation complex of the Republic of Belarus.

In accordance with age capabilities, regulatory requirements increase in each successive step.

The normative requirements of each stage determine, firstly, the quantitative criteria for achievements in some of the most important actions for a person (running, jumping, etc.); secondly, the range of vital motor skills that a person needs for a full-fledged life; thirdly, the amount of theoretical information about the rules of personal and public hygiene.

) A unified sports classification is the highest final step of the program-normative basis of the system of physical education. It establishes the principles and rules for conferring sports categories and titles that are uniform for all sports organizations of the country, as well as standard requirements for the preparedness of athletes that are uniform in each sport. The main purpose of the sports classification is to promote the mass character of sports, the comprehensive education of athletes, improve the quality of their training and, on this basis, achieve the highest sports results.

The composition of sports and the regulatory requirements in individual sports are reviewed approximately every four years, usually in the first post-Olympic year. Thus, the required perspective for the development of each sport for the next Olympic Games is being created.

The sports classification provides for two types of regulatory requirements: category standards for sports, in which the results are evaluated by objective indicators (in terms of time, weight, distance, etc.), and category requirements for sports, in which the achievement is evaluated after the fact and the value of the victory won in the competition personally or as part of a team (boxing, sports games, etc.).

The Regulations on the Unified Sports Classification provide for rules obliging an athlete to improve their theoretical training and general physical training. This creates conditions for the comprehensive development of a person and establishes continuity with the sports and recreation complex of the Republic of Belarus.

The system of physical education is based on a certain set of normative acts regulating its functioning. These acts have different legal force (laws, resolutions, decrees, instructions). A special place among them is occupied by the Constitution, which enshrines the right of people to physical education. There are other regulatory documents that determine the activities of organizations and institutions that provide physical education (kindergartens, schools, vocational schools, universities, etc.).

Organizational bases. The organizational structure of the system of physical education is made up of state and public-amateur forms of organization, leadership and management.

The state line provides for systematic compulsory physical exercises in preschool institutions (nursery-kindergarten), general education schools, secondary specialized and higher educational institutions, the army, and medical and preventive organizations. Classes are held according to state programs, at the hours allotted for this in accordance with the schedule and official schedule, under the guidance of full-time specialists (athletic personnel). The organizational basis of physical education systems is a combination of state and public forms of management.

The state form of government is carried out government bodies and institutions on the basis of uniform programs.

Main links state form leadership and implementation of physical education are:

Ministry of Public Education (kindergartens and nurseries, secondary schools, vocational schools, colleges, universities);

Ministry of Defense (military units and divisions, military schools, institutes, academies);

Ministry of Health (physical education dispensaries, polyclinics [exercise therapy], health resorts);

Ministry of Culture (clubs, Houses and Palaces of Culture, parks of culture and recreation);

Committee for Physical Culture and Sports (DYUSSH, SHVSM, SDUSHOR).

The public-amateur form of organization and leadership is aimed at the mass coverage of physical education on an amateur basis for all age contingents of the population.

These include: trade unions, defense organizations - DOSAAF, sports clubs, sports societies (DSO - Dynamo, Spartak, etc.).

The system of physical education is a holistic, complexly organized formation of a dynamic nature. As in any social system, in the system of physical culture it is necessary to single out the constituent parts (elements) and their certain interconnections, relationships (structure). Referring to the studies of Oblonsky, the author gives a structural-functional model of the system of physical culture.

In this model, the author singles out three functionally autonomous and qualitatively original blocks as components of the system: a block for realizing the goals of physical culture, a block for providing and a block for controlling.

At the same time, physical education is a complex social system. Physical education as a system is a set of goals, objectives, principles, as well as means, methods and forms that make up the process of physical improvement of various groups of the population, and the management of this process in the interests of the individual and society, taking into account the requirements of those areas of life in which these groups are functioning.

Any system includes attributes that characterize both the system object itself and the procedure for studying it, namely:

the presence of system-forming, system-regulating and system-filling factors;

The feasibility of the system, i.e. the presence of a goal;

the presence of a certain structure (structure);

the functions of the system and its components, which determine the direction of the system to achieve a certain result;

the presence of direct and reverse links, subordination and coordination relations between the elements of the system;

the stability of the system to external influences, the preservation of its integrity to the required limits.

The system-forming factor of the system of physical education is the objective requirements of society for the preparation of people with an optimal level of physical development, functional capacity and physical fitness as the energy base of performance in various areas of professional activity.

The system-regulating factor is a combination of various objective and subjective conditions that have a direct and indirect impact on the state of the physical education system in the country. To a greater extent, this role is played by the component of conceptual attitudes.

The system-filling factor is largely predetermined by the requirements of conceptual settings. It characterizes the degree of organization of the educational process in various parts of the system, the actual time spent on all types of physical exercises, the availability and level of preparedness of managerial personnel, the state of the material and technical base and the degree of provision with sports equipment and property in the field, etc.

The expediency of the functioning of the system of physical education is due to the presence of its goal, concentrating the general orientation of the pedagogical process in the system, its various links in the interests of the relevant social practice.

The scientifically substantiated goal of physical education corresponds to the general direction of the entire system and is divided into several private goals achieved in the process of functioning of its individual links. This goal tree comprehensively reflects both general and specific requirements for the physical condition of various contingents of the population.

The integrative qualities of the system of physical education are acquired in the process of functioning of all its parts. At the same time, the components and elements of the system acquire qualities that are not characteristic of each of them, taken separately, outside the field of their interaction. The integrative influence of the system and its structural components on the subject, object and the process of physical education itself is manifested in its resulting impact on them, characterized by the improvement of the adaptive capabilities of the organism of those involved and the acquisition of their ability to perform work that was beyond their strength before.

The presence of a certain structure (structure) is the most characteristic feature of the system. According to academician P.K. Anokhin, only a complex of such selectively involved components is called a system, in which interaction and relationships take on the character of interaction of components to obtain a focused useful result. Therefore, in every biological or social system, its parts are so interconnected that the loss of any of them leads to the collapse of the entire system or to a sharp violation of its integrity.

The main components of an integral system of physical education are the subsystems of physical education in preschool, school institutions, universities and law enforcement agencies, and the components are:

the process of physical education;

management of the process of physical education;

conceptual foundations (methodology) of physical education.

These components are characteristic for each link (subsystem) of the physical education system and at the same time are interconnected by internal links that determine their typology (single or multilevel). The system of physical education is a complex three-level system: at the lower initial level there is a component of the process of physical education, represented by means, methods and forms of organization of those involved; at the middle level - a component of physical education process management, including its specific means, methods and forms of process management; at the highest level - a component of methodology as a set of goals, objectives and principles of physical education.

The functions of the system and its components are expressions of the vital activity of the system of physical education and are predetermined by the features and patterns of the process of forming motor skills and improving the physical (motor) abilities (qualities) of a person. The main functions of the physical education system are related to education, development, upbringing, health improvement and recreation. They follow from the psychological and pedagogical essence of the process of physical improvement of a person.

The effectiveness of the functioning of any system largely depends on the presence of clear direct and feedback links, subordination and coordination relationships between the components and elements of the system, as well as similar relationships with systems of a higher order. Subordination implies hierarchical subordination of all elements of the system of physical education to each other, and coordination relations - their consistency with each other.

Any dynamic system is characterized by resistance to external influences, which ensures the preservation of its integrity to the required limits.

The system of physical education retains its integrity as long as the connections between its components and elements remain stronger than their connections with environment, with a higher order system. As soon as internal connections weaken under the influence of certain circumstances, the system of physical education breaks up into separate parts.

Among the components of the subsystem of the conceptual foundations of the system of physical education, the most important, determining its direction, are the goal, objectives and general principles.

The purpose of physical education is understood as the optimization of the physical development of a person, the comprehensive improvement of the physical qualities inherent in each and related abilities in unity with the education of spiritual and moral qualities that characterize a socially active person; the ability to ensure on this basis that each member of society is prepared for fruitful labor and other types of activity.

The achievement of the set goal can be carried out as a result of the implementation of specific tasks. In both textbooks, the authors distinguish two groups of tasks: specific and general pedagogical.

The first group of tasks should include:

tasks for the development and improvement of the basic physical qualities of a person (strength, agility, speed, endurance);

tasks for the formation of motor skills (swimming, sports, skiing, etc.);

tasks that provide for the instillation of certain knowledge, methodological skills and abilities in those involved in physical culture, which would contribute to their use to improve health and maintain long-term creative activity and efficiency.

The second group of tasks of physical education includes tasks of a general pedagogical (non-specific) nature. Firstly, systematic physical exercises contribute to moral, aesthetic, labor, military-patriotic and other types of education. Secondly, in the process of physical education, one can effectively bring up moral and political (comradeship, honesty, friendliness, love for the Motherland, city, sports society, one's team, etc.) and psychological (volitional, emotional processes, memory, attention, perception, etc.) qualities and personality traits.

Depending on the contingent of those involved in physical culture, their motivation and attitudes, the specification of the main direction in physical education (basic physical education, professionally applied physical education or physical training, sports training) differentiation of general and specific tasks is carried out.

In order to set adequate and specific tasks, as well as to effectively implement them in the process of classes, it is necessary to observe certain principles, which are understood as the most significant, important provisions that reflect the basic natural science laws of education in general and physical education in particular.

In this regard, general methodological principles (consciousness and activity, visibility, accessibility, systematic, individualization) and the principles of physical education are usually singled out. If the former reflect the patterns of human upbringing in general and are considered in the course of general pedagogy, then the latter determine the consideration of specific patterns of building physical education as a pedagogical process. The principles of physical education include the following provisions: continuity, gradual increase in developmental and training influences, the principle of systemic alternation of loads and rest, adapted balancing of load dynamics, cyclical construction of classes, the principle of age adequacy of physical education areas.

The essence of the principle of continuity is revealed in the following main provisions:

The first provision of the principle of continuity assumes that the process of physical education is an integral system, which provides for a sequence in the conduct of physical exercises.

Consistency is the most important condition for the process of learning movements and the process of educating physical qualities.

In the age and long-term plan, the sequence in building the process of physical education lies in the trend: from the general broad foundation of physical training to deeper and narrower (specialized) training.

The second provision of the principle of continuity obliges specialists of physical culture and sports, when building a system of classes, to ensure a constant continuity of the effect of classes, to eliminate large breaks between them in order to exclude the destructive effect of what was acquired earlier in the process of physical exercises.

The principle of systemic alternation of loads and rest in the process of physical education is an important provision, on which the total effect of classes ultimately depends. Operating various options rest between classes (ordinary, hard and supercompensatory), as well as the magnitude and direction of the loads, you can achieve the maximum effect with a fairly frequent

activities with relatively high intensity.

This determines such methodological ways of implementing the principle as:

rational repetition of tasks;

rational alternation of loads and rest;

repetition and variability of tasks and loads.

The principle of a gradual increase in developmental and training influences necessitates a systematic increase in the requirements for the manifestation of motor and related mental functions in those involved by increasing the complexity of tasks and increasing loads.

The progressive development of physical qualities is possible only under the condition of a systematic increase in the requirements for the functional activity of the human body.

The process of formation of various functional systems is the basis for the improvement of motor skills, each time corresponding to the requirements of changing conditions for the manifestation of skills.

The principle of adapted balancing of load dynamics involves the implementation of three main provisions:

The total load used in the process of physical education should be such that its use does not cause negative deviations in health. This provision provides for systematic monitoring of the cumulative effect of previous loads.

As it adapts to the applied load, i.e. the transition of adaptive changes to the stage of a steady state, another increase in the parameters of the total load is necessary.

The use of total loads in physical education implies, at certain stages of training, its either a temporary decrease, or stabilization, or a temporary increase.

The principle of cyclic construction of classes suggests that the process of physical education is a closed cycle of certain classes and stages that form cycles.

The principle of age adequacy of the directions of physical education obliges to consistently change the direction of physical education in accordance with the age stages and stages of a person, i.e. in relation to changing periods of ontogeny and especially periods of age-related physical development of the organism.

To achieve the goal of physical education, the following groups of physical education means are used:

Physical exercises;

The healing powers of nature;

hygiene factors.

The main specific means of physical education are physical exercises, aids- healing forces of nature and hygiene factors. The complex use of these means allows specialists in physical culture and sports to effectively solve health-improving, educational and educational tasks.

Methods of physical education are understood as methods of applying physical exercises. In physical education, two groups of methods are used: specific (characteristic only for the process of physical education) and general pedagogical (used in all cases of training and education).

With its various forms, the system of physical education is included in all major types of social activities person. The system of physical education satisfies not only his biological needs in movement, but also social ones - the formation of personality, the improvement of social relations (physical culture and sports activities are subject to strict rules and norms of behavior).

Realizing its educational and pedagogical functions, the system of physical education is able to solve the problems of moral, aesthetic, labor and intellectual development.

The system of physical education is a developed sphere of economic relations.

Being complex in its organizational structure (a combination of the principles of state and public leadership), it combines sources of financing and material and technical support of various origins: the state budget, public funds, funds from enterprises, trade unions, cooperative societies, sponsorship, etc.

In economic terms, the system acts as a branch of the national economy, which includes a developed network of industries of a material and non-material nature. In the sphere of material production, the labor of workers in the industry has a material, material form: sports facilities, equipment, shoes, clothing. But this sphere is of a service nature in relation to the main sphere of the physical education system - non-productive, aimed at the physical improvement of a person.

The system of physical education is a set of elements of physical culture ordered in relation to the purpose of the activity. As in any other social system, in physical education one can single out: 1) a certain composition and structural organization of its constituent elements; 2) functions; 3) the nature of the relationship with other systems of society.

The system of physical education can include a variety of elements of physical culture, i.e. any factors of material and spiritual culture associated with the "production" of physically perfect people. However, only those that are directly related to physical education become its integral elements. Without them, the system cannot exist as a single social organism (management, personnel, scientific support, etc.).

The system of physical education is closely connected with other socio-economic systems of society: economy, politics, science and culture. Being one of the spheres of manifestation of social relations occurring in these systems. The objective socio-economic basis of these connections is the involvement of the system of physical education in social production. However, it has an indirect effect on social production. The system does not participate directly in the creation of a social product. But it has an indirect impact on this sphere through the subject of production relations - a person.

AT modern conditions In our country, the former ideological stereotypes have been destroyed, some of the youth have been seized by excessive pragmatism, nihilism and indifference to spiritual values.

In this regard, it became necessary to pay attention to this side, there was a need to reform the system of physical education, develop a humanistic concept.

Strengthening the humanistic orientation of education, the search for teaching methods in order to more effectively form the personality of each student are important distinguishing features of modern teachers.

Chapter 2. Humanistic concept and practice of physical education

2.1Fundamentals of humanization of physical culture space

The Law of the Republic of Belarus "On Education" has identified among the most important principles of education its humanistic nature, the priority of universal values, the promotion of mutual understanding and cooperation, the realization of the right of young people to freely choose their views and beliefs. .

Belarus should be a great sports power not only thanks to the victories of our athletes, but also due to the spread of a philosophy of life that elevates and unites the dignity of the body, will and mind into a balanced whole. .

Physical education not only declares humanistic ideas, but also achieves their practical implementation, since it is a socio-pedagogical activity within the social system, aimed at solving problems related to the formation and improvement of motivation - interest in sports, the need for systematic sports, an important means formation of human physical culture as an element of a healthy lifestyle.

To determine the subject of the study, it became necessary to clarify the concept of "humanization", as well as the related concepts of "humanism", "dehumanization", "non-violence", "morality".

Humanism reflects the totality of provisions that affirm humanity on Earth. The concept of humanity changed as the self-value of human life was realized. These changes are reflected and have come down to us in folklore, epic, philosophical, artistic and religious literature. Humanism as a moral setting of philosophical thought has its roots in ancient Greek anthropologism - the doctrine of man as the highest creation of nature. Already the ancient Greek philosopher Protagoras [c. 480 - approx. 410 AD BC e.] proclaimed: "... Man is the measure of all things: existing, because they exist, and non-existent, because they do not exist." This thesis gave the European humanism of the Renaissance an anthropocentric orientation. He was characterized by the idea of ​​man as the center of the universe. He justified the right of a person to view the whole world through the prism of his interests.

There are narrow and broad understanding of humanism. In a narrow sense, this is a secular, anti-clerical, cultural movement of the Renaissance. Historically, it refers only to the period of transition from the Middle Ages to the New Time. In a broad sense, humanism is a moral worldview position, a setting for the benefit of man.

As an ideological position, humanism characterizes a set of ideas, views that affirm as the highest value human life and a person as a person, his right to life, freedom of self-determination and choice, to the diversified development of his abilities. Humanism proclaims equality of opportunity, justice, philanthropy as the norm of relations between people. It proceeds from love for a person, considers the good of a person as the main criterion for evaluating everything that exists. Humanism is optimistic in nature because it affirms the happiness of people, faith in man, his ability to know and improve himself, reverence for life. With minor differences, humanistic attitudes are reflected in the moral prescriptions of world religions: Christianity, Islam, Buddhism.

Being an integral part of the worldview, humanism is manifested in all types of human life. It is closely connected with morality, is considered as a principle of worldview and morality. Humanism influences the worldview and behavior of a person through the moral requirements imposed on him. The comprehension of humanism as a moral phenomenon and ideological position originates in ancient times. Humanism is the ideological basis of humanization.

Humanization is the process of transforming the consciousness and behavior of individuals, their relationships, social institutions, the whole society in accordance with the humanistic worldview. The result of humanization is the affirmation in the social practice of human life, the personality as the highest value, its right to life, love, freedom of choice, happiness, and the diversified development of one's abilities.

Humanization affirms philanthropy, respect for the individual, equality of opportunity for all people, a person's concern for himself, for other people, for the surrounding nature. Along with other social and psychological processes, it contributes to the establishment of justice in society. Since ancient times, justice has been regarded as the highest virtue. In this case, it implies a correspondence between a person’s contribution to the life of society and his social position, between rights and obligations, crimes and punishments, labor and remuneration, a person’s merits and his recognition.

Humanization is focused on a person as a subject of the historical process of the development of society, increasing its activity. It creates conditions for the establishment of a person as an active rational being, whose intellectual and physical potential creates the cultural environment surrounding him. The development of science and technology, education and the level of education do not in themselves have the importance that they attach to them as factors of social progress. They become such only when they are focused on a person, in connection with what is given to a person. This orientation contains one of the main aspects of humanization. The process of humanization has a positive effect on the progressive development of the individual and society.

Physical education has significant potential for humanistic impact on the development and formation of the individual in accordance with high moral standards. These opportunities should be used to the maximum in the conditions of the consequences of the systemic crisis that has engulfed the countries of the post-Soviet space. Along with a change in the political and social structure, disruptions in the economy, the consequences of the crisis manifested themselves in a change in the system of values, social attitudes, life plans and destinies of millions of people.

The processes of dehumanization of the individual and society became a severe consequence of the crisis. They are characterized by increased utilitarianism, immorality, corruption, aggressiveness, manifestations of cruelty and violence. As a result, the destinies of millions of people have been distorted by cruelty and disregard for human life. Internecine wars, genocide on racial, religious and national grounds, terrorism - the heaviest crimes against humanity - do not meet with an alternative. Moreover, they often remain without an adequate moral assessment.

In such a socio-cultural situation, society has always needed alternative, historically established mechanisms of social self-preservation capable of resisting the destructive processes of dehumanization. These include various humanistically oriented organizations and movements. All of them, to a greater or lesser extent, are connected with the school, the church, which form the humanistic worldview of the younger generation along with other social progressive humanistically oriented institutions, art and literature.

But not only the destructive processes of dehumanization exacerbate the need for humanization of various spheres of our life. Currently, in the post-Soviet countries, processes of democratization of the social structure are taking place, contributing to the sovereignization of the individual. As a result, the responsibility of the individual for the consequences of his activity increases. In conditions when a person is left alone with his system of values, social attitudes, with his conscience, finally, the value of moral humanistic regulators of his activity increases. This was one of the main reasons for drawing attention to the humanization of various spheres of human life in our time.

Progressive humanistic traditions are gradually beginning to take shape in post-Soviet society. Their development and distribution in the sphere of upbringing and education is hampered by many factors. These include the insufficient development of scientific and methodological foundations for the humanization of education. For our conditions, this is a relatively new and insufficiently studied multifaceted scientific and practical problem.

Despite the fact that the vast majority of physical education research is deeply humanistic in direction and results, the problem of its humanization is not studied in the domestic theory of physical education. If we take works where scientific goals and achieved results were not only methodological, but also methodologically focused on the humanization of physical education as a starting point, then in the domestic theory of physical education the first such studies and publications appeared in the mid-80s - early 90s years. But they do not give a holistic view of the humanization of physical education as a pedagogical problem, the main directions of its theoretical and practical solution. The theoretical and methodological foundations of the humanization of physical education became the subject of purposeful scientific analysis and special scientific development only in last years.

Morality is an extra-legal regulator of personality behavior. It can be humanistic and inhumane. Humanistic morality is one of the important factors in the humanization of the individual, social institutions, and society. It is a set of humanistically oriented norms, commandments, principles, prescriptions, rules, etc. that have developed in society, affecting the humane behavior of people in all spheres of life. They have evolved over many millennia of the development of mankind, are focused on a person, formed in interconnection and in accordance with his mind, feelings and will.

Humanistic or inhumane moral consciousness and behavior are formed in the process of upbringing in the family, communication with the immediate environment, at school and in the process of life practice. Moral consciousness is always individual, manifested in such personality traits as courage, honesty, generosity, compassion and others. But for this, moral norms must be experienced, acquire personal meaning and be accepted by a person as a guide to action. Morality is closely related to customs, their stable forms - traditions, - as well as public opinion. Customs as a regulator of behavior only reproduce its generally accepted forms. They seem to stabilize the relations between people achieved by society. Public opinion is a means of influencing society on the spiritual life of a person and individual groups of people, one of the manifestations of already established moral relations. Public opinion does not only depend on the prevailing morality. Under certain conditions, it can influence its formation. With insufficient ethical literacy, it can become a factor in manipulating human consciousness. As a result of such manipulation, anti-human morality can be formed.

In the process of physical education, it is necessary to take into account that humanistic morality considers a person as the highest value. Inhumane morality reduces the role of man in the social mechanism to the role of a "cog". It makes the self-value of human life dependent on its own dictated conditions. The right to life, happiness and the choice of a person's life path, according to inhumane morality, is rejected by authority. In accordance with inhumane morality, the relationship between the individual and the authority is based on inequality, fear, the recognition by the individual of his weakness and the transfer to the authority on a violent basis of the right to make decisions for himself.

Morality permeates all spheres of human life, the activities of the social institutions they have created, and public life. It shows up in people's actions. public policy, in interstate and other relations. Humanistic morality is aimed at asserting universal human values, is focused on the individual, and is the moral basis of humanistic moral relations.

Three types of moral relations characteristic of a person can be distinguished: "man - man", "man - society", "man - nature". In ontogenesis, the regulation of all three types of relationships undergoes significant changes. In the process of the growth of consciousness, a person performs moral deeds not under compulsion, but out of conviction, in accordance with moral feelings and knowledge.

The humanistic orientation of a person's moral regulation of his behavior depends on the moral culture of the individual. It represents the unity of moral consciousness and behavior of the individual.

Non-violence is one of the basic principles of humanization. In the development of non-violence as a principle of humanization, three main directions have historically developed. The first one is based on the idea of ​​a person’s internal attitude towards reverence for life, the preservation of all living things. The second direction is connected with the ideal of social harmony and peaceful life. .

The ideas of nonviolence were developed by L.N. Tolstoy. At the heart of the moral and religious teachings of L.N. Tolstoy about non-resistance to evil by violence lies the saying of Jesus Christ from his Sermon on the Mount: "... May you be the sons of your Father in Heaven, for He commands His sun to rise over the evil and the good and sends rain on the righteous and the unrighteous."

AT real life If violence is used against evil, then it is directed, as a rule, not against the evil itself, but against its bearer - man. Many understand the idea of ​​non-violence L.N. Tolstoy is extremely simplified as forgiveness. Such an understanding has nothing to do with his true teaching. Tolstoy understood non-resistance to evil by violence as a fruitful means of confrontation with evil. By non-resistance, we destroy the cause of evil in a person if we fight evil in a person, loving the person himself and hating his vices; we fight evil in ourselves, "... hating ourselves and loving in ourselves the universal spiritual principle" .

The ideas of non-violence received their refraction in "non-violent" pedagogy - the humanistic theory and practice of training, education and development. Non-violent physical education, based on the activity of the student, is one of the directions of its humanization.

Dehumanization - the process of loss of humanistic values ​​and humanistic ideals in society - is an alternative to humanization. It proceeds under the influence of a complex of social, economic, political and other factors. Dehumanization has many faces, manifests itself in various spheres of life, negatively affecting the spiritual life, material well-being and physical condition of a person. As a result of the dehumanization of the individual, social institutions, society, the highest value, the property of a person - his life - is valued as a commodity belonging to another. Wars, violence against people in peacetime become the norm. Through literature, art of a certain content, with the help of the media, open propaganda of violence is carried out, base human instincts are kindled, moral barriers that have been formed over many millennia are destroyed.

Defining methodological approaches to the humanization of physical education, we proceeded from the fact that it is an open system. Therefore, under the influence of changes in the socio-cultural situation and economic conditions, the system of views that determine its goals, content, pedagogical technologies and the results achieved. The main factor influencing the correction of the system of views that determine the humanization of physical education is the attitude towards a person. In accordance with it, physical education should always be focused on a person, the satisfaction of his vital needs.

The central problem of this orientation of physical education is the problem of the goal, which determines its tasks, influences the means used, pedagogical technologies and final results. When solving it, we proceeded from the fact that a person is the highest value of society and the state. Physical education, introducing a person into the world of physical culture, must comply with this humanistic norm. Therefore, the introduction of a person into the world of physical culture should be a non-violent process of accepting the goal, objectives and content of physical education.

It was assumed that the goal and the tasks concretizing it should contribute to the formation in the process of physical education of natural mechanisms that encourage a person to physical activity. These mechanisms can be formed on the basis of the relationship of the goal with the basic humanistic values ​​that are vital for a person and the requirements imposed on him by the conditions of life. The results of the analysis of scientific and methodological literature influenced our decision to accept as such a goal of physical education that meets these requirements, the formation of a person's physical culture.

This decision is based on the idea that a person is characterized by constant spiritual and intellectual activity, which is the motivating cause of his activity. One of the conditions for such activity is the basic humanistic values ​​that human activity is aimed at mastering. The basic humanistic values ​​include life, love, freedom. These values ​​are existential. They are dear to man, by nature inherent in his mind and subconscious. Possession of them and their preservation are the meaning of life because life is the highest value for a person. It provides him with the opportunity to love and enjoy a free existence. Other humanistic values ​​such as Motherland, truth, justice, kindness, and others are interconnected with the basic ones, ensure their possession and their preservation. A person consciously or subconsciously seeks to possess them, to preserve them because they contribute to the possession of basic values ​​and their preservation.

Due to the fact that the physical activity of a person in the process of physical education through the goal is indirectly connected with his life meanings as a means of preserving or achieving humanistic values ​​that are vital for a person, this activity itself can become a value for him, a stable motive for physical activity. However, this can only happen if the individual accepts the goal.

The formation of a person's physical culture involves the mastery of intellectual and spiritual values, motor and methodological skills and abilities, and requires the achievement of the level of functional capabilities necessary for a full-fledged life activity. In the process of mastering these values, a person is involved in vigorous activity, forms himself as a social value.

For the full-fledged formation of the physical culture of a person, an active, creative physical culture activity of a student is necessary. Its obligatory condition is the motivation of physical education and self-education. The main factors of such motivation are, first of all, the content of physical education, the method of its implementation and the system of educational requirements. One of the important prerequisites for the formation of the physical culture of the individual is the system of social requirements for the formation of the physical culture of the individual on the part of society and the conditions for its formation, created by society for the individual.

However, the main figure on which the formation of the physical culture of the individual depends, in the end, is the person himself. He decides how to live, what he should be, and is responsible for decision. Therefore, physical education in the education system should be a factor that helps a person make a decision that is useful for him. To do this, it should be formed taking into account age characteristics, sexual dimorphism, be focused on the dominant needs at a given age, take into account the psychophysical, intellectual and other capabilities of those involved.

The formation of a person's physical culture is closely connected with humanistic values ​​that ensure health promotion, preservation and extension of human life. Under the condition that the goal of physical education is aimed at mastering humanistic values ​​that are vital for the individual, the goal becomes for him not only a system-forming, but also a sense-forming factor motivating activity.

In the domestic theory and methodology of physical education as a specialized area of ​​pedagogical knowledge, four main groups of principles have been formed. Each of them reflects the humanistic essence of physical education as a pedagogical process, gives it a humanistic orientation to the extent that it corresponds to the humanism of ethics and the humanism of pedagogy.

The first group includes the most common, so-called. "social" principles that determine the social requirements for physical education. They represent a refraction through the specifics of physical education of the basic humanistic ideas embedded in the humanism of ethics and in the humanistic content of pedagogy. These are the principles of the versatile harmonious development of the personality, the health-improving orientation and the application of physical education. They define the most general social requirements for the humanization of the target settings, content, process and results of physical education. These principles primarily reflect the humanism of the doctrine of the purpose, tasks and content of physical education and self-education.

The second group includes general pedagogical principles that have developed in pedagogy and have been applied in physical education. In essence, these are general pedagogical didactic principles formulated taking into account the specifics of physical education. The humanism of these principles primarily lies in the fact that, being formulated taking into account the laws and characteristics of physical education, they facilitate the process of learning, development and education for the student and the teacher. These include the principles of consciousness and activity, visibility, accessibility and individualization, and, to a certain extent, systematicity. They fill with humanistic content the study of knowledge and the formation of methodological competencies, the study of movements and the development of coordination abilities in the process of physical education and self-education. In addition, the last two principles are also related to the humanization of the content component of physical education.

The third group of principles is formulated on the basis of specific patterns of building physical education. It determines the humanism of the content of the theory of planning and technologies of physical education and self-education. It includes the principles of continuity and systemic alternation of work and rest, gradual increase of training influences and adaptive balancing of their dynamics, cyclic construction of the system of classes, age adequacy of physical education directions. They reflect the humanistic orientation of the sections of the theory and practice of physical education, related to the increase in functional capabilities and the development of conditional abilities on this basis, motor rehabilitation and motor recreation in the process of physical education and self-education, etc.

The fourth group of principles is mainly related to the definition of the content of physical education. This group of principles is a concretization of predominantly traditional general pedagogical principles of nature conformity and cultural conformity in relation to the content of physical education. It includes the principles of compliance of the content of physical education with the age and gender characteristics of students, the unity of its basic and variable components, consideration of environmental conditions, connection of the content of physical education with national culture. Reflecting the humanistic essence of the theory and practice of selecting and designing the content and results of physical education and self-education, these principles are also connected with other components of physical education.

At the level of creative formation of the physical culture of the individual, knowledge is needed that allows one to operate with general concepts, set oneself and independently solve the tasks of physical education and self-education. Along with knowledge in the process of physical education, methodological skills and abilities necessary for their practical application.

The formation of a self-developing personality is an important priority for the implementation of the humanistic idea of ​​physical education. It should be carried out on the basis of a full-fledged physical education and the assimilation by a person of humanistic values ​​that motivate physical self-improvement.

An important direction in the humanization of physical education is the formation of physical culture and sports interests of the individual. For this, physical education should be emotionally saturated, bring useful results for the student, excite and satisfy the need for self-knowledge, and evoke a feeling of natural satisfaction from motor activity.

The humanistic approach assumes in the process of designing and implementing the content of physical education the observance of the requirements of the principle of compliance with the age and sex characteristics of those involved.

An important direction of its humanization for physical culture practice is the allocation of basic and variable components in physical education. The basic component includes knowledge, abilities, skills, levels of development of motor abilities that provide psychophysical adaptation in this moment and future conditions of life. It is developed taking into account the existing national system of physical education, which corresponds to the resource provision that has been formed for many decades, and modern requirements for physical education.

The variable component is formed taking into account the fact that the same result of physical education can be achieved through the use of its various means, which is due to the transfer of fitness and other factors. In practice, this is confirmed by the fact that different countries systems of physical education that differ in content provide the same degree of specific adaptation of pupils and students to approximately the same environmental factors, production technologies, military duties, and other coinciding living conditions.

Accounting for unfavorable environmental conditions is the next priority direction of the humanization of physical education. Under the influence of unfavorable environmental conditions, conditions occur that are considered as borderline between the norm and pathology. This significantly increases the requirements for the selection of content, individualization of physical education and the level of medical and pedagogical control over it.

Physical education should be culturally appropriate, providing a connection with the national culture. The education system is a social institution that transmits the values ​​of world and national culture to the individual and society. Physical education, being an element of the education system, must also preserve, transmit and multiply these values, using its specific means, rooted in the national culture. These include primarily folk dances and outdoor games.

Along with the considered, important directions of humanization of modern physical education are its intellectualization and strengthening of the health-improving orientation. To do this, physical education should increasingly focus on educational and recreational-hedonistic functions. Preference should be given to modern, attractive forms of movement, characterized by motor expression, artistic expressiveness, allowing creative improvisation. In the process of physical education, along with its traditional athletic content, more attention should be paid to modern dance, the formation of coordination abilities, mobile and sports games, other emotionally saturated, corresponding to the fashion for sportiness, types of exercises and health systems.

In the context of the processes of democratization of society, which are characterized by increased autonomy of the individual, all components of physical education should be designed and implemented taking into account the human dimension. This means that physical education under these conditions, in order to correspond to them, must attract a person to itself, be necessary, interesting and useful for a person, be recognized as a cultural phenomenon that is necessary for him. This requires going beyond the approach that has developed over many years, when a person was considered in the process of physical education mainly as an organism, and a transition to a versatile account of his characteristics as a subject of physical education, an individual, individuality, personality.

In this regard, modern ideas about the problem of human corporeality in the process of life deserve special attention. In accordance with them, the human body, included in the system of social relations and types of its social life activity, becomes, on the one hand, the result of this life activity, and, on the other hand, its means. At the same time, the use of the body as a means imposes special requirements on the knowledge, skills, habits, and lifestyle of a person as a whole.

2 Humanization of physical education of schoolchildren

The humanistic orientation of moral consciousness as a side of the moral culture of the individual and his behavior is formed throughout life. But a particularly important period of its formation is childhood and adolescence. At this age, important and sometimes decisive factors that shape humanistic consciousness are also the immediate informal environment, especially the family, the reference group, the children's team, the school environment, etc. The humanization of the individual largely depends on how moral consciousness and moral behavior are formed in school, how the school coordinates its work on moral education with my family. But the main factor in the humanization of the personality is the activity of the individual in moral self-improvement. The whole complex of educational influences should be directed to the formation of such activity.

Educational activity in the process of physical education has significant potential for humanistic impact on students. For their successful use, certain conditions are necessary: ​​humanistically oriented goal, objectives and content of physical education. The relationship between the teacher and students, built on a humanistic basis, taking into account the centuries-old experience in the formation of morality and humanistic education, is only one of the conditions for successfully solving the problems of humanizing the student's personality.

In the pedagogical process, dehumanization is manifested in the manipulation of a person, in deception, the use of methods of violent pedagogical guidance of educational activities, etc. In physical education, as a special case, it manifests itself in violation or non-compliance with the requirements of traditional humanistic principles of physical education: health-improving orientation, versatile harmonious development of the personality, accessibility and individualization, adequacy of the requirements of physical education to age and gender characteristics and in other forms that are detrimental to the subject of education and upbringing.

One of the devastating consequences of dehumanization is the person's awareness of his helplessness. In combination with other negative processes in the social, legal, economic, scientific, technical and cultural spheres, it leads the individual to pessimism, disappointment, loss of moral guidelines, and faith in the future. To a certain extent, a humanistically oriented teaching and upbringing process, based on high moral values ​​accepted by a person, and on the high pedagogical skill of a teacher guided by a humanistic worldview, can resist the processes of dehumanization of a person to a certain extent.

To the greatest extent, the social processes of the transition period affected the fate of young people. Therefore, at present, the problem of humanization of the education system for young students, including physical education as its integral part, has become especially acute. The complexity of the humanization of physical education is largely due to the systemic problems of education and the problems of physical culture as an integral part of culture and their interaction.

One of the systemic problems of education that is directly related to humanization is the problem of confrontation between the two paradigms of education and upbringing. From the time of Pythagoras to the present day, the school has been maneuvering between the paradigms of humanistic and authoritarian education and upbringing. They have different ethical and theoretical and methodological grounds, they differ, first of all, in their attitude to the subject of training and education, and in many other indicators. The physical education of young students functions and develops in accordance with the general laws of the functioning and development of the education system, therefore, it is also characterized by the confrontation between humanistic and authoritarian paradigms.

The essence of the problem is that, formally, the results of the activities of an experienced teacher, guided by authoritarian professional attitudes, and a humanist teacher, focused on humanistic professional attitudes, can be hardly distinguishable, since an authoritarian approach does not mean a lack of knowledge and experience. But in moral terms, the activity of a humanist teacher is incomparably more socially justified.

Speaking about the advantages of the results of the activity of a humanist teacher and the humanistic orientation of physical education, it is necessary to always take into account the position of the student in relation to them. And it is not always unambiguously positive. Much in the evaluation surrounding reality depends on the student's self-concept. Being formed as a person in a certain environment, with his established "I-image", the student may prefer an authoritarian leadership style as giving him certain benefits and advantages. After all, "authority" takes responsibility for solving many issues and fully repays obedience. Therefore, the humanization of physical education involves the humanization of its subjects - the student and the teacher.

The teacher plays a significant and often decisive role in shaping the personality of a humanist citizen and humanizing society. He can fulfill his humanistic educational function because "so they demand." But it is better if the teacher does this in accordance with his humanistic worldview. Such a worldview must be formed by everyone who decides to become a teacher. Simultaneously develop and master humanistically oriented pedagogical technologies.

A humane personality is formed more effectively in the process of humanistically directed activity. But this requires the appropriate conditions. Significantly important among them are the humanistic theoretical and methodological foundations, the humane practice of physical education, highly qualified humanist teachers who are able to implement the humanistic theoretical and methodological foundations in the process of practical activity.

Despite the higher efficiency of humanistic orientation, the possibility of using physical education for both humane and inhumane purposes, the problem of its humanization has not yet found its due reflection and development in the theory and methodology of physical education and self-education, in general physical education of the population and training physical education teaching staff. At the same time, to the credit of the majority of physical education teachers, the real practice of physical education has developed and is developing most often in a humanistic direction. But this development occurs mostly spontaneously, by trial and error.

The need to develop scientific and methodological foundations for the humanization of physical education and their implementation in practice is due not only to the higher efficiency of the humanistic approach in solving the problems of physical education, but also to considerations of a higher order. The school has a significant impact on the formation of the personality of the student. Depending on the content of training and education, the direction of activity for its development, it can either contribute to the formation of a humane, creative personality, or the formation of a person who is not able to act towards others as he would like others to act towards him. So that our descendants have a future, so that it is bright, the sacred duty of the school is to educate active humanist citizens who are able to live on the planet without violence against the individual, guided by humanistic morality, following humanistic principles. The fulfillment of this duty requires solving the problem of humanization of education and upbringing, including physical education.

Our traditional physical education does not yet have a sufficient scientifically substantiated program and methodological complex that allows us to provide a full-fledged pedagogical support for these requirements. One of the main reasons for this is the lack of scientific validity and technological development of the humanistic orientation of the content of physical education to solve the actual problem of physicality.

The need for humanization is due to state interests, which are reflected in a number of important documents related to the development of physical culture and sports in the country and the improvement of the people by their means. First of all, we note the Law "On Physical Culture and Sports", in which the physical education of young students is given at least three hours a week, subject to three classes a day during the entire period of study. In the Republic of Belarus, this was done earlier and in a more organized manner than in a number of other countries of the world, and testifies to the humane attitude towards children. The Government of the Republic of Belarus has ratified the UN Convention on the Rights of the Child, which reveals the moral, legal and pedagogical foundations of the relationship between children and adults, which have a pronounced humanistic orientation. The country has adopted a regulation on a comprehensive school, in which humanity is considered as the principle of its functioning. In accordance with it, humanism should permeate the goal, objectives and content of the entire educational process, including physical education. Humanization has been proclaimed as the basic principle of the reform of the secondary general education school.

The humanistic personality-oriented model of physical education is programmed at the level of goals, objectives, organizational, regulatory, informational, personnel and scientific support in the Main Directions of the Program and in the State Program for the Development of Physical Culture, Sports and Tourism in the Republic of Belarus. To fulfill this state order, studies were carried out that made it possible to develop a number of socially significant documents.

Thus, the humanization of physical education is an objective reality demanded by society and the individual. Despite this, practical activities for the humanization of physical education meet with certain difficulties. One of them, very important, in our opinion, is the insufficient development of the ideological foundations of the humanistic orientation of the content, activity and resulting components of physical education.

Summarizing the above, we can assume that in environmentally unfavorable regions, for the most part of indicators, a lower level of physical fitness is established than in other regions of the country. The results of numerous studies give reason to believe that one of the main reasons for this is, first of all, the impact of the consequences of the Chernobyl accident. Along with it, the level of physical fitness is influenced by a number of other factors that require study. In the meantime, we can only assume that this is a change in the socio-demographic structure of the population, a lack of qualified personnel, the insufficiency of the educational base, inventory, and equipment necessary for such an ecological situation, non-compliance with hygiene requirements during physical education, the lack of necessary medical supervision over the educational process, etc. All this is reflected in its quality and results.

In connection with the new approaches to assessing progress in the subject "Physical Culture", which involves taking into account a set of indicators that affect the mark, it can be thought that maintaining the correct guidelines for physical fitness for students and teachers will become one of the conditions for improving the quality of teaching the academic discipline "Physical Culture" . So far, the results obtained do not give grounds for the development of regional scales for assessing the physical fitness of students. At the same time, the results of studies conducted in our country and abroad quite convincingly indicate that with the correct formulation of physical education in environmentally unfavorable conditions, it is possible to achieve a level of physical fitness that is slightly inferior to the indicators of students living in relatively environmentally prosperous regions. For this, taking into account the results of studies under the influence of the consequences of the Chernobyl accident, it is necessary to correct the content of physical education and normalize the load, taking into account the state of health of students. At the same time, strict medical and pedagogical control over the process of physical education and its results is mandatory. The educational process should be supplemented by an extensive network of well-placed extra-curricular and out-of-school physical culture and health and sports activities. All this in combination will increase the health-improving effect of physical culture, reduce the negative impact on the health of students of adverse environmental conditions, and increase the humanistic potential of physical education.

3 Creative pedagogical heritage of professor Kryazh V.N. on physical education

The development of theoretical aspects was very important for the humanization of the practice of education and upbringing.

Position I. -F. Herbart on the dependence of its results not only on the teacher, but also on the student, the subject being studied, the distribution educational material and the course of its study. Without dwelling on the shortcomings of the didactics of I. -F. Herbart, we note his contribution to the broadly understood humanization of pedagogical practice. He scientifically substantiated the need for interest in the purpose, content and results of training and education, showed the importance of the correct distribution of educational material, established general, so-called. formal, principles of training and education for all academic disciplines.

A. Diesterweg is called the teacher of teachers. His predecessors associated training and education mainly with the method. It was believed that all the power in the method. But the time had to come for a teacher who was more closely connected with the method than a soldier with a gun. A. Diesterweg approved the humanistic understanding of the method as a way of activity that depends on the teacher and is inextricably linked with him.

Diesterweg's humanistic contribution to the theory and practice of education and upbringing includes a system of didactic rules for developmental education. In order for the teacher to be effective, he must first of all carefully study the individual capabilities of students. Only relying on the capabilities of each student, it is possible to lead him to the solution of a number of progressively more complex tasks. They must be so accessible that the student can solve them, and so difficult that their solution develops his abilities. Education should encourage the student to self-study creative work. It should contribute to the education of independence, self-expression, self-affirmation and self-development of students. The student must not only learn, but also learn to think and act independently.

These provisions are relevant even today because the humanization of school education and upbringing is not a fashion, but the need to change the priorities of the school, dictated by the new conditions of life. At present, the student must already be taught at school to think and act independently, to the fact that in life no one will think or act for him. The leading role in creating the conditions for such a development of the student's personality at school belongs to the teacher.

Kryazh Vladimir Nikolaevich was the first to outline the relatively complete scientific and methodological foundations of the humanization of physical education, using the results of theoretical and experimental studies in their development, many of which have been introduced into the practice of physical education. Citizen of the Republic of Belarus. Profession - teacher of physical education, human anatomy and physiology in high school. Part-time with interruptions, he led the sector, the laboratory of physical education, and a temporary research team at the National Institute of Education of the Republic of Belarus (1988-2008). In 1996-1998 concurrently collaborated with NIIFK as the author and co-leader of the development of a project to survey the physical development and physical fitness of the nation. Participant in the development of the Law of the Republic of Belarus "On Physical Culture and Sports", a project for the humanization of education. Scientific consultant and co-author of the development of the Main Directions for the Development of Physical Culture and Sports in the Republic of Belarus and the first national State Program for the Development of Physical Culture and Sports for the period 1997-2002 complex. Author and co-author of over 460 publications. Including the monographs "Organization of the physical education of students" (1978, co-authored), "Circuit training in the physical education of students" (1982), "Gymnastics, rhythm, plastic" (1987, co-authored), "Introduction to the humanization of physical education" (1996, in three parts), "Increased radiation and physical culture" (1997, co-authored). Developer, author and co-author of the first national state curricula for educational institutions of all types, the content of general physical education in a reformed school (1989-2008), teaching aids. Author of more than 200 publications on the problem of humanization of physical education. The creative heritage of Professor Kryazh V.N. on the issues of humanization for the modern system of physical education is of invaluable importance both in theoretical and applied senses.

Conclusion

The idea of ​​harmonious human development has become a key value of physical education. I. Bykhovskaya rightly notes that "the idea of ​​harmony - proportionality, harmony of parts of a single whole - has never left a person."

Particular attention in the problem is paid to the search for harmony between the spiritual and physical principles, between the internal and outside world human, harmony between body and spirit.

The system of physical education is one of the effective tools of state regulation of the state of physical and moral health of the nation, which should reflect modern trends and solve urgent problems of both the state and, above all, the individual.

Humanization is a permanent controlled process of transformation of the main aspects of physical education and self-education (substantive, procedural, effective) and their components in accordance with the requirements of humanism.

The conceptual provisions of humanization determine approaches to the practical implementation of the humanism of ethics and the humanism of pedagogy in the process of physical education. The first of them defines the highest value of physical education. Such a value is a person whose creative activity ensures his personal well-being and the well-being of all members of society. It depends on many factors, the most important of which is health.

Physical education is a universal means of strengthening and maintaining health, prolonging creative longevity. However, in accordance with the proposed concept, it should not be limited only to the tasks of achieving physiological, health-improving, rehabilitation and preventive effects. As part of the state education system, it should contribute to the formation of the personality of an active citizen of a democratic society who cares about his moral, intellectual and physical self-improvement.

Not all conceptual provisions are traditional for national physical education. Some of them are not consistent with the stereotypes of professional thinking of physical culture specialists, formed in other conditions. But the younger generation requires new approaches to physical education and new criteria for its effectiveness. This is the reason for our desire to determine the directions of development of personality-oriented physical education in the near future. For their implementation, along with the solution of practical problems, it is necessary to further develop experimental and theoretical prerequisites for the humanization of the main aspects of physical education - content, procedural and effective. Mandatory use of a person's interest in their own health as a motivator and turn the process of education into an interesting and beneficial occupation for a person. In the conditions of the transitional period experienced by the countries that emerged in the post-Soviet space, the solution of these problems is significantly complicated by the problems of training and advanced training of personnel, material, technical, scientific, informational, medical support for physical education, and many others. methodological and practical approaches to their solution, it became necessary to substantiate the common targets of physical education and priority areas of activity to achieve them, developed on a single ideological basis. It was assumed that this would contribute to the concentration of efforts on the main directions of improving the state system of physical education and increase its efficiency.

The problems of introducing the humanistic concept into school education take place, which is gradually being solved through the development of methodology and the reform of the education system as a whole, as well as the involvement of out-of-school, amateur organizations to improve the process of educating a person focused primarily on caring for their own health and the formation of moral properties. in the spirit of humanism.

List of sources used

1. Amonashvili Sh.A. Personal and humane basis of the pedagogical process. - Minsk: University, 1990. - 560 p.
2. B.A. Ashmarin, Yu.A. Vinogradov, Z.N. Vyatkina and others; Theory and methods of physical education / Ed. B.A. Ashmarin. - M.: Enlightenment, 1990.
3. Belinovich V.V. Teaching in physical education. - M.: FiS, 1959. - 262 p.
4. Visit N.N. Physical culture of personality (Problems of human physicality: methodological, socio-philosophical, pedagogical aspects). - Chisinau: Shtiintsa, 1989. - 110 p.
5. Volchenko L.B. Humanity, delicacy, courtesy and etiquette. - M.: Iz-vo MGU, 1992. - 115 p.
6. Gzovsky B.M., Nelga N.A., Kryazh V.N. Organization of physical education of students. - Minsk: Higher School, 1978. - 96 p.
7. State program for the development of physical culture, sports and tourism in the Republic of Belarus. - Minsk: Ministry of Sports and Tourism, 1997. - 49 p.
8. Gorinevsky V.V. Modern tasks of physical education // Russian school. - 1913. - N5. - S. 1 - 13.
9. Law of the Republic of Belarus "About physical culture and sports". - Minsk, 1993. - 24 p.
10. Kuramshin Yu.F. Theory and methods of physical culture, 2004, Moscow: Mater.- M.:Sovetsky sport, 2005.-S. 144-146.
11. Kryazh V.N. Introduction to the humanization of physical education // Humanistic concept and practice of physical education (introductory characteristic). - Part III - Minsk: Four quarters, 1996. - 86 p.
12. Krazh V.N., Trubchyk V.V. Belarusian folk festivities at the school: Vuchebna - metadychny dapamozhnik. - Minsk: Promotion by A. Vanin, 1993. - 132 p.
13. Kryazh V.N., Kryazh Z.S., Ovcharov V.S. et al. Physical culture // Programs of the 12-year general education school with the Russian language of instruction. Preparatory, grades 1-3. - Minsk: NMTsentr, 2000. - S. 128-169.
14. Kryazh V.N., Kryazh Z.S. State sports and health complex of the Republic of Belarus (I-IV stages, age 7-21 years) // State sports and health complex of the Republic of Belarus (I-IV students, age 7-21). The program of the youth physical culture and sports movement “Olim. Hopes of Belarus" - Minsk: Ministry of Sports and Tourism of the Republic of Belarus, Ministry of Education of the Republic of Belarus, 1999. - P. 3-74.
15. Kryazh V.N., Kryazh Z.S. The concept of physical education in the context of reforming the education system of the Republic of Belarus. - Physical culture and healthy. - Issue. 4. - 2000. - C. 4-17.
16. Essays on the history of pedagogy: Sat. articles / Ed. prof. ON THE. Konstantinov. - M .: From - in the APN of the RSFSR, 1952. - 674s.
17. Pedagogy: Course of lectures / Ed. ed. G.B. Schukina. - M.: Enlightenment, 1966. - 648 p.
18. Matveev L.P. Theory and methodology of physical culture: a textbook for TMPC institutes - M.: FiS, 1991.
19. Molchanov S.V. The trinity of physical culture: (Ist.theoretical.analysis of the social-pedagogical system). - Minsk: Polymya, 1991.
20. Rodionov A., Rodionov V. Physical development and mental health. Program for the development of the child's personality by means of physical activity. - M.: TEIS, 1997.
21. Sergeev V.N. Humanistic orientation of the implementation of the Olympic education: Dis. ... Candidate of Pedagogical Sciences. - Volgograd, 2000. -200s.
22. Furmanov A.G. Health-improving physical culture. - Minsk: Theseus, 2003.
23. Chichikin V.T. The problem of the content of FC formation //TiPFC. -2004.-№12.-S.25-27.
24. Yakimanskaya I.S. Principles of constructing educational programs and personal development of students // Questions of psychology. 1999. - No. 3. -p.39-47.
25. Yastrebova G.A. Formation of the emotional culture of future teachers. Abstract diss. ... Candidate of Pedagogical Sciences. - Mn, 1998. - 19s.

Tutoring

Need help learning a topic?

Our experts will advise or provide tutoring services on topics of interest to you.
Submit an application indicating the topic right now to find out about the possibility of obtaining a consultation.

A component of the comprehensive harmonious development of the individual is physical education.

Physical education is a system of social and pedagogical measures aimed at strengthening health, hardening the body, the harmonious development of forms, functions and human capabilities, and the formation of vitality. Kristeva important motor skills and abilities.

The theory and practice of physical education are based on the data of physiology, which equips the theory and methodology of physical education with knowledge about the patterns of development of the human body, the influence of various factors on its functional activity, based on its data, develop a scientifically based system of physical exercises aimed at developing motor actions and forming physical properties of the body.

Bringing up the younger generation to be physically healthy is an important task for families and schools. However, now only 27% of preschool children are practically healthy, only 65% ​​of children and 60% of adolescents are physically harmoniously developed. A significant number of high school students, for health reasons, have restrictions on choosing a profession, and among school graduates, at least half are not fit or partially fit for military service.

All this indicates the need for a radical restructuring of the organization of physical education of schoolchildren, changes in views on physical education, physical state, the beauty of the human body. We are talking about unloading curricula and programs, reducing informative education, increasing the number of hours for physical education lessons, abandoning traditional forms of activity in the classroom, when children sit still all the time, in favor of their intensive work, as well as revising concepts and methods of physical culture work at school. It should become a form of active recreation, work for the health, upbringing and satisfaction of the physiological needs of the child. The importance of physical education, a healthy lifestyle should be emphasized by teachers with their behavior.

The content of physical education of schoolchildren is determined by the curriculum for the subject and the programs of sections and circles. The program provides for: a) the assimilation of theoretical information (knowledge of general hygiene and hygiene of physical exercises, information necessary for independent performance of physical exercises). Theoretical material is presented in introductory classes and in the system of educational and training work in the lesson in conjunction with the exercises performed b) gymnastic exercises contribute to the overall physical development of students (building and rebuilding, drill exercises, exercises aimed at the overall development of the child, and correct posture, acrobatic exercises, dance exercises, climbing and licking, balance exercises, hanging and rest exercises, vaults) c) athletics (various types of running, jumping in length and height, throwing for a distance) d) outdoor games d) sports games (basketball, volleyball, football) e) ski training (mastery of the basic techniques of skiing technique, development of motor qualities); f) cross-country and speed skating training; yes) swimming (crawl on the chest and on the back, breaststroke, as well as diving and rescue techniques for drowning people).

The complexity of the implementation of the program lies in the fact that in one lesson you have to master the elements of several sections. This makes it difficult to plan learning material for the semester and for each lesson.

1) strengthening the health and hardening of the body of schoolchildren, promoting their physical development and increasing efficiency. The formation and development of the basic functions of the body occurs in school years requires the use of all factors that positively influence this process. Taking care of the health of schoolchildren is the main task of every teacher in every lesson;

2) the formation and improvement of motor skills and abilities and the communication of knowledge related to them. The purpose of physical education is the formation of vital skills and abilities in natural types of movements: running, gears, skiing, swimming. This requires knowledge about the methods and rules for performing motor actions, which students receive during explanations and demonstrations;

3) development of basic motor qualities. To perform many actions, a person needs strength - the ability to overcome external resistance or counteract it due to muscle efforts, speed - the ability to perform movements in a minimum period of time; endurance - the ability to perform certain work for a long time; flexibility - the ability to perform movements with a large amplitude; dexterity - the ability to quickly learn new movements and successfully operate in changing ones. These motor qualities develop and manifest themselves in close interconnection;

4) formation of a habit and sustainable interest in systematic physical exercises. Positive influence physical exercises is possible only if they are systematically performed, it develops into a habit and needs bu. To educate such a need, it is necessary to awaken the child's interest in exercises, select interesting exercises, and encourage the student to complete them in time. Meaningful leisure contributes to active recreation and spiritual improvement of schoolchildren. The formation of the habit of physical exercise is facilitated by the correct regimen of the day and week, a healthy diet, and adequate sleep. It is unacceptable to use alcohol, nicotine, drugs and ikivikiv;

5) education of hygiene skills, the formation of knowledge about physical exercises and hardening. Hygienic education students receive in the study of various subjects, in particular biology. They learn about the daily routine, hygiene of food, sleep, etc. In the process of doing physical exercises, students learn the rules of their application, learn about the effect of exercises on the body, about hygienic requirements for hardening, enchant and self-control techniques for their performance, fatigue, pulse , general well-being.

According to. According to the National Doctrine of the Development of Education, physical education as an integral part of education should ensure that each person acquires the necessary scientifically based knowledge about health and the means of strengthening it, about ways and methods of counteracting diseases, about methods for achieving high performance and long-term creative activity.

In education, physical exercises, natural and hygienic factors are used.

physical exercises are motor actions specially organized and consciously performed in accordance with the laws and objectives of physical education. These include gymnastics, games, tourism, sports:

Gymnastics as a special type of physical improvement covers a wide variety of exercises: drill and order (teaching rational ways of shiking, shiking and movement in order to educate and skills of collective actions) general developmental (they provide for the development of both individual parts of the body and the whole organism); floor exercises (improvement of coordination of movements, development of a sense of rhythm, beauty of movements) applied as a means of comprehensive development of the personality (running, jumping, throwing, etc.); gymnastic - exercises on various special devices (acrobatic, developing strength, dexterity, the ability to orientate in space. Exercises rhythmic gymnastics as a means of physical and aesthetic education);

Games, satisfying the natural attraction of children and adolescents to physical activity, excite collective experiences, inspire joy from joint efforts, and help strengthen camaraderie and friendship. In the beginning classes, mainly outdoor games are held, in middle and senior classes - sports;

Tourism includes walks, excursions, hikes and trips that are organized to familiarize students with their native land, nature, historical and cultural monuments. In such events, students get physically fit, learn to be enduring, acquire applied skills of orientation and movement in a complicated environment, experience of collective life and activity, learn the norms of a responsible attitude to nature;

Sport, unlike physical culture, is always associated with achieving maximum results in certain types of physical exercises. Competitions are held to identify sports and technical results. In sports wrestling, students overcome significant physical and nervous loads, identify and develop motor and moral-volitional qualities.

Natural factors (sun, air, water), acting together with physical exercises, enhance their healing effect on students

Hygienic factors cover the hygienic provision of physical education, a rational mode of educational work, rest, nutrition, sleep, etc. For effective physical education, certain hygiene requirements must be met by gyms, recreational facilities, sports and equipment. These norms also regulate the daily routine of a schoolchild, which is differentiated depending on the state of health, the level of working capacity, specific living conditions and individual characteristics students. Compulsory for all students should be morning exercises, toilet, school hours, lunch, afternoon rest, homework, outdoor activities, sports, hobby activities, dinner, walk, preparation for sleep.

In physical education classes, the following methods of performing exercises are used: frontal - simultaneous performance of exercises by all students. It is used in teaching shikuvan and pereshikuvan, zagalnoz zvivalnyh exercises without objects and with objects, walking, running, dancing exercises, skiing, etc .; flow - students perform the exercise one after another in turn, that is, in a stream. The stream may be keel. This method is used when performing long jumps, height jumps, balance exercises, acrobatic, climbing, descents and ascents on skis; variable - students are divided into shifts that alternately perform exercises. Used for climbing, distance throwing, acrobatic exercises, speed running; group - involves the division of students into classes, groups, each of which performs a separate exercise. After a period of time, the groups change places in such a way that each of them completes all the exercises, individual - they are used when students perform assessment exercises; circular - small groups of students perform a certain number of different exercises, sequentially moving in a circle from one specially prepared place to perform a certain exercise to another in a circular way, they perform exercises that students have already mastered well.

contribute to the physical development of schoolchildren various forms extracurricular physical culture and sports activities, the most common of them are:

Gymnastics before lessons is designed to ensure self-organization of students at the beginning of the school day, prevent posture curvature, increase efficiency during the day, harden the body;

Physical culture minutes and pauses to relieve fatigue. To complete the exercises, students leave their desks, loosen collars and straps. Exercises are carried out in grades 1-8 at each lesson after 20-30 minutes of work and for 2.5-3 minutes. Children perform 3-4 exercises with 6-8 repetitions. Physical culture breaks are also practiced in extended day groups and at home with middle and high school students for 10-15 minutes every 50-60 minutes of educational work. At such "minutes" it is advisable to process homework in physical culture;

Extracurricular activities (circles and sections), the task of which is to create conditions for instilling in students the habit of systematic studies, promoting the introduction of physical culture into everyday life. In extracurricular activities, the knowledge, practical skills and abilities gained in the lessons are consolidated and improved. Participation of students in extracurricular activities is voluntary;

Health hour. In many schools it is held daily after the 2nd or 3rd lesson of 45 minutes. Time is freed up for her due to a long break and the reduction of all lessons by 5 minutes. Exercises are performed mainly in the fresh air (students are engaged in sportswear). Teachers can do the exercises together with students or a separate group;

Mass competitions, sports holidays require a clear organization, the observance of certain rituals. All this ensures the unity of the physical, moral, aesthetic education of schoolchildren.

Various martial arts (Cossack, Eastern) have gained popularity among modern youth, which contribute to the hardening of young men, bring up dexterity, endurance

The comprehensive program "Physical Education - Health of the Nation" focuses on a systematic approach in the education of young people, in which physical education in the educational sphere is considered as an integral part of the general education system, designed to ensure the development of physical and moral health, mental and psychological preparation a person to an active life and professional activities.

The activation of the physical education of schoolchildren, their involvement in sports, high achievements contributes to the introduction of a football lesson in schools, as well as work. Football Federation. Ministry of Education and Science of Ukraine for organizational, logistical support for young football players.

All champions and record holders studied at the school in their time, and future champions also attend it. The merit of the school is also in their achievements, and its main task in physical education is to prepare healthy, harmoniously developed juveniles.