MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION Birsk branch of the federal state educational budgetary institution of higher professional education "Bashkir State University"

Faculty of Social Sciences and Humanities Department of History, Philosophy and Social Sciences and Humanities

Work program of the discipline “Elective courses in physical education”

Direction of training

03/44/05 TEACHER EDUCATION

Training profile History\Law

Graduate qualification (degree) Bachelor

Form of study – Full-time/correspondence

AGREED

I. ORGANIZATIONAL AND METHODOLOGICAL SECTION ……………………………………....…6

Purpose of the courses…….…………………………………………………………………………………..…..6 Learning objectives of the courses……… …………………………………………………………...…..….6 The place of the discipline in the structure of the OPEP HE (the main professional educational program of higher education)…………… ……………………………………………………..6 Requirements for the results of mastering the content of the discipline…………………………….……7 Forms of control……… …………………………………………………………………………………….…....7

III. EDUCATIONAL TECHNOLOGY …………………………………………………….18

IV EDUCATIONAL AND METHODOLOGICAL, INFORMATIONAL AND MATERIAL AND TECHNICAL SUPPORT OF DISCIPLINE ……………………………………..…..18 Recommended reading…………………………………………………………………………………. ….18

Recommended training, reference and information, monitoring and other computer programs used in the study of the discipline…………………………..19 Logistics support for the discipline (sections)……………………………. .…...19 V ASSESSMENT TOOLS……………………………………………………………….....19 sample topics for essays9 Questions for

test………………………………………………………………………………….....20

VI. THEMATIC PLAN FOR STUDYING A DISCIPLINE …………………………….....22 Applications……………………………………………………………………………………………… …………….....3 1 Appendix

1………………………………………………………………………………......35 Appendix 2………………… …………………………………………………………………………………... …...38

I ORGANIZATIONAL AND METHODOLOGICAL SECTION 1.1 The purpose of elective courses in physical education:

The purpose of elective courses in physical education is the formation of general cultural competencies: OK-8 the ability to use methods and means of physical education to ensure full-fledged social and professional activities;

1.2 Educational objectives of elective courses in physical education:

The objectives of the courses are:

1. maintaining and strengthening the health of students, promoting the proper formation and comprehensive development of the body, maintaining high performance throughout the entire period of study;

2. understanding the social significance of applied physical culture and its role in personal development and preparation for professional activity;

3. knowledge of scientific, biological, pedagogical and practical foundations of physical culture and a healthy lifestyle;

4. formation of a motivational and value-based attitude towards physical culture, an attitude towards a healthy lifestyle, physical improvement and self-education of the habit of regular exercise and sports;

5. mastering a system of practical skills that ensure the preservation and strengthening of health, mental well-being, development and improvement of psychophysical abilities, qualities and personality traits, self-determination in physical culture and sports;

6. acquiring personal experience in improving motor and functional capabilities, providing general and professional-applied physical preparedness for future profession and life;

7. acquisition by students of the necessary knowledge on the basics of theory, methodology and organization of physical education and sports training, preparation for work as public instructors, coaches and judges;

8. creating a basis for creative and methodologically sound use physical education and sports activities for the purpose of subsequent life and professional achievements;

9. improving the sports skills of student athletes.

1.3 Place of courses in the structure of the OPOP HE elective courses in physical education belong to the basic part of the curriculum and constitute an independent section.

To successfully complete the courses, the student must:

1. the importance of physical culture in the formation of a general culture of the individual, introduction to universal values ​​and a healthy lifestyle, strengthening human health, preventing bad habits, maintaining a healthy lifestyle through physical culture in the process physical education and sports activities;

2. scientific foundations of biology, physiology, theory and methodology of pedagogy and practice of physical culture and healthy lifestyle;

3. content and orientation of various systems of physical exercises, their health-improving and developmental effectiveness.

1. take into account the individual characteristics of the physical, gender, age and mental development of those involved and apply them during regular physical exercise;

2. conduct independent physical exercises with general developmental, professional-applied and health-corrective orientation; 3. create individual sets of physical exercises with different directions.

1. a set of exercises aimed at improving health, teaching motor actions and developing physical qualities;

2. ways to determine the dosage of physical activity and the direction of physical exercise;

3. insurance techniques and methods of providing first aid during physical exercise.

1.4. Requirements for the results of mastering the course content

As a result of mastering the courses, the following competencies should be formed: OK-8 the ability to use methods and means of physical culture to ensure full-fledged social and professional activity; As a result of mastering the OK-8 competency, the student must: acquire

the ability to use methods and means of physical culture to ensure full-fledged social and professional activities;

1.5 Forms of control

Current and boundary control carried out by a teacher conducting practical classes in accordance with the thematic plan.

Current and milestone certification in semesters 1, 2, 3, 4, 5 and 6 – pass

The results of ongoing monitoring and intermediate certification form the rating assessment of the student’s work. The distribution of points when forming a rating assessment of a student’s work is carried out in accordance with the “Regulations on the rating system for assessing the progress and quality of knowledge of students in the federal state budgetary educational institution of higher professional education” Russian University of Economics named after G.V. Plekhanov." The distribution of points for certain types of work in the process of mastering the discipline “Applied Physical Culture” is carried out in accordance with Appendix 1.

Scope of discipline and types of academic work

Correspondence course Type of work

Total labor intensity Classroom work:

Lectures (L) Practical exercises (PL) Laboratory work (LB) CSR

Independent work:

Self-preparation (study and repetition of lecture material and material from textbooks and teaching aids, preparation for practical classes, colloquiums, midterm tests, etc.)

Preparation and passing the test

Type of final control: test

Labor intensity, hours

1 semester

II. COURSE CONTENTS

Name

Molded

courses section

Results of mastery (know, be able, own)

competencies

Physical culture and sport as social

Know:

professional

Physical

phenomena of society. Current state

solidarity and corporatism, understanding

culture in

physical culture and sports. Federal Law No. 329 “On

duty and honor

general culture

physical culture and sports in Russian

Be able to: decide

Federation". Physical culture of the individual.

production

professional

The essence of physical culture as

on a professional level, find contact

social institution. Values

with all team members

preparation

physical culture. Physical Culture

Possess: knowledge of professional ethics

students.

as an academic discipline of higher education

vocational education and

allowing

holistic personality development. Values

organizational and managerial work in

orientations and attitudes of students towards

team at a high modern level

physical culture and sports. Basic

provisions of the organization of physical

education in a higher educational institution.

Know:

Topic 2. Social

Organism

person

Basic

biological

self-developing

self-regulating

physical education, the role and place of physical

basics of physical

biological

Impact

culture and sports in ensuring health

culture.

natural

socio-ecological

nation and promoting socio-cultural

factors on the body and vital functions

development of society, methods and means

person. Means of physical culture and

physical

culture

provision

sports management

improvement

social

professional

functional capabilities of the body in

activities,

independent,

to ensure mental and physical

correct

use

activities. Physiological mechanisms and

physical education and health promotion

patterns

improvement

Be able to: Find effective methods and

individual

body

facilities

physical

culture

influence

directed

physical

ensuring social and professional

workout.

Motor

activities,

identify positive

increasing the resistance of the human body

negative

physical

Educational

technologies

Practical

Independent

students.

Discussion

abstracts.

Consultations

teachers.

Practical

Independent work of students Discussion of abstracts. Teacher consultations.

	to different environmental conditions		preparation,		Right			use
			physical education methods both in theory and
			on practice
				By means			independent
			methodically		correct			use
				physical education				and strengthening
			health,	readiness				achieving
			due					physical
			preparedness					provision
			full social and professional
Topic 3.Basics	Human health as a value and factors		Know: the relationship between a student’s general culture
healthy image	its defining ones. General relationship		and his way of life.						Practical
life. Physical	student's culture and lifestyle.		Be able to: use knowledge of a healthy lifestyle
culture in	Healthy lifestyle and its components.		in professional and social life						Independent
ensuring	Personal attitude to health as a condition		Possess: personal and social skills						student work
health.	formation of a healthy lifestyle.		hygiene and age physiology						Discussion
	Criteria for the effectiveness of a healthy image								abstracts

2.2. Providing course content

Topic 1. Physical culture in general cultural and professional training of students.

Literature: O-1; O-2;O-3; N-1, N-2, D-1; D-9 Questions for self-test:

1. Expand the concept of physical culture.

2. Name the functions of physical culture.

3. What is physical perfection?

4. What are the indicators of physical perfection?

5. Expand the concept of physical education.

6. What principles is the domestic system of physical education based on?

7. What is physical training.

8. Name the types of physical training.

9. What is physical development?

1. Take measurements of your height, weight and mass, calculate the indices of their ratios.

2. Enter data into your diary once a month and determine the dynamics of indicators throughout the year.

Topic 2. Socio-biological foundations of physical culture.

Literature: O-1;O-2;O-5;D-1; D-9, D-13 Questions for self-test:

1. What types of bones does the human body consist of?

2. Define the concept of joint and name the types of joints.

3. Name the main types of muscles and their functions.

4. Define the concept of sarcomere and determine its functions.

5. Which muscle fibers have faster contractility?

6. What is glycogen broken down into during anaerobic processes of energy production?

7. What is formed during the oxidation of carbohydrates and fats?

8. Which process of energy formation is most effective during long-term physical work.

9. Define cardiovascular system and characterize changes in its functioning during physical activity.

10. Define the respiratory system and characterize changes in its functioning during physical activity.

Tasks for independent work:

1. Determine heart rate and blood pressure at rest and during exercise.

2. By performing loads of varying intensity and measuring heart rate and blood pressure, determine how they depend on the magnitude of the load.

Topic 3. Basics of a healthy lifestyle. Physical culture in ensuring health.

Literature: O-1; O-2, O-3; N-1;D-9; D-4, D-12, D13 Questions for self-test:

1.What does a healthy lifestyle involve?

2. What is human health (as defined by the World Health Organization)?

3. Name the groups of risk factors that affect human health.

4. Name the integral indicator of a person’s physical health.

5. What is MPC (DMPC). How does human health depend on this value?

6. Name the main indicators of homeostasis in a healthy person (pressure, heart rate, plasma pH, respiratory rate, glucose concentration).

7. Give the formula for effective nutrition and the proportions of proteins, fats and carbohydrates in food.

8. Name the main functions of nutrition.

9. What should be the power of the training load (in % of the maximum level of physical performance) in health training?

10. Name the most effective method of health training.

Tasks for independent work:

1. Calculate your daily energy consumption.

2. Balance your intake of major energy sources with your daily consumption.

Topic 4. Psychological foundations of educational work and intellectual activity. Means of physical culture in regulating performance.

Literature: O-1;O-2;O-5;D-9; D-4; D-11. Self-test questions:

1. After what period of time after the start of school during the school day do students exhibit optimal (sustained) mental performance?

2. What is the typical dynamics of students’ mental performance during the school week?

3. Does the change in the physical performance of students during the school week correspond to the dynamics of their mental performance?

4. During what periods during the academic year do students experience the greatest decline in mental and physical performance?

5. Is it possible to effectively solve the problems of improving the health and increasing the performance of students during their studies at a university only within the framework of physical education classes?

6. What “small forms” of physical exercises exist in the academic work regime of students?

Tasks for independent work:

1. Study the dynamics of your own performance throughout the day.

2. Balance your work-rest ratio for the most efficient performance.

Topic 5. General physical and special training in the physical education system

Literature: O-1;O-2;D-1; D-6; D-10. Self-test questions:

1. What is physical training?

2. What is the essence of general physical training?

3. What does special physical training include?

Topic 6. Fundamentals of methods of independent physical exercise.

Literature: O-1; O-2;O-4;D-5; D-8; D-12 Questions for self-test:

1. What forms of independent study exist.

2. How the nature of the content of classes changes depending on age.

3. What is the motivation and purposefulness of independent studies. 4.Features of independent studies for women.

5. Limits of load intensity in conditions of independent training for people of different ages.

6. Self-monitoring of the effectiveness of independent studies.

Tasks for independent work:

1. Create a morning exercise routine from 12-15 exercises.

2. Perform the complex daily and notice an increase in the overall performance of the body.

Topic 7. Sports. Individual choice of sports or physical exercise systems.

Literature: O-1;O-2;N-1; N-2;D-6; D-8. Self-test questions:

1. Define the concept of sport.

2. What are the distinctive features of competitive activity?

3. What changes in a person’s functional state does a competitive environment cause?

4. What is mass sport (sport for everyone)?

5. What is elite sport (Olympic sport)?

6. What is professional (entertainment and commercial) sport?

Topic 8. Features of practicing a chosen sport or system of physical exercises.

Literature: O-1;O-2;D-6; D-8; D-12; D-13 Questions for self-test:

1. Give a physiological explanation for the concept of supercompensation phase (super-restoration of energy sources, excitability of the nervous system)?

2. Which method of physical education involves precise dosage of load and rest?

3. What methodological principle of physical education involves a gradual and constant increase in requirements for students?

4. How does the competitive environment affect the physiological effect of physical exercise?

Tasks for independent work:

1. Choose a distance that you can easily cover while running at the lowest work intensity.

2. Run this distance every other day at the same time for 1–2 months regularly and find out how much easier your body copes with the load (systematicity will lead to super-recovery of the body).

Topic 9. Diagnostics and self-diagnosis during exercise and sports

Literature: O-1;O-2;N-1;D-2; D-9, D-13. Self-test questions:

1. What is the frequency of medical monitoring for athletes?

2. Indicate the main purpose of the medical examination.

3. What determines the physical development of a person?

4. What type of posture is considered normal?

5. What characteristics underlie anthropometric standards?

6. What is the correlation method based on?

Tasks for independent work:

1. Take measurements of heart rate, blood pressure, and respiratory rate at rest.

2. Take measurements of the subcutaneous fat layer.

Topic 10. Sports. Choice of sports, features of practicing the chosen sport.

Literature: O-1;O-2; O-3;D-6; D-8; D-12; D-13 Questions for self-test:

1. Describe the characteristics of the impact of sports (systems of physical exercises) on physical development and preparedness, mental qualities and personality traits.

2. Give characteristics of sports that develop individual physical qualities.

3. What are the goals and objectives of sports training in a university setting.

4. Tell us about planning a workout in your chosen sport.

5. What are the main ways to achieve physical, technical, tactical and mental preparedness.

6. Determine the main methods for monitoring the effectiveness of training sessions.

Tasks for independent work:

1. See the tasks of topic 9.

Topic 11. Self-control during physical exercise.

Literature: O-1;O-2; N-1;D-3; D 7; D-13. Self-test questions:

1. What is the purpose of self-control?

2. Specify subjective self-control data

3. Specify objective self-monitoring data

4. What is the breath hold during inhalation (Stange test) in healthy adults?

5. What is the breath hold during exhalation (Genchi test) of trained people?

6. What heart rate should not be exceeded when doing physical exercise at the age of 18?

Tasks for independent work:

1. Conduct a Genci test yourself.

2. Perform the Stange test yourself.

Topic 12. Professional applied physical training (PPPP) of students.

Literature: O-1;N-1;D-1; D-3. Self-test questions:

1. What is professional applied physical training (PPPT)?

2. What is the purpose of PPPP?

3. What are the tasks of the PPFP?

4. What groups can professions be divided into?

5. What basic physiological indicators must be taken into account when assessing the severity of work?

Tasks for independent work:

1. Create a set of physical exercises for your work activity.

Topic 13. Physical culture in the professional activity of a bachelor

Literature: O-1;O-2; N-1D-1; D-2 Questions for self-test:

1. What effect does forced restriction of motor activity during mental activity have on students’ bodies?

2.Do biological rhythms influence human performance?

3. Does the level of physical activity of students during their studies at a university affect their health?

4. What is meant by human motor activity (MA)?

5. What components can human motor activity be divided into?

7. Is it possible to develop certain mental qualities and personality traits with the help of physical exercise (participation in one sport or another)?

Topic 14. The relationship between a student’s general culture and his lifestyle.

Literature: O-1;O-2; O-3; N-1; N-2;D-1; D-2 Questions for self-test:

1. Human health as a value and the factors that determine it?

2. The relationship between a student’s general culture and his lifestyle?

3. A healthy lifestyle and its components?

Topic 15. Criteria for the effectiveness of a healthy lifestyle.

Literature: O-1;O-2; O-3;D-3; D 7; D-13. Self-test questions:

1. Personal attitude to health as a condition for the formation of a healthy lifestyle? 2. Criteria for the effectiveness of a healthy lifestyle?

Topic 16. Possibility and conditions for correction of physical development, physique, motor and functional readiness by means of physical culture and sports at student age.

Literature: O-1;N-2;D-3; D-3. Self-test questions:

1. Correction of physical development.

2. The influence of physical exercise, sports and healthy lifestyle on the functioning of the body and physique growth. 3. Correction of motor and functional readiness.

Sections: Sports at school and children's health

The program of the elective course in physical education “General Physical Education” was developed for students of the 9th grade of the profile level, taking into account the physical development of students, the capabilities of the sports base and based on the requirements for students completing basic general education and is designed for 34 hours or 1 hour per week.

Goal: increasing the physical activity of students, forming the foundations of a healthy lifestyle, and general improvement of the body.

• teach the student ways to creatively apply acquired knowledge, skills and abilities to maintain a high level of physical and mental performance, health status, and improve developed competencies;
• improvement of specific motor actions, development of motor abilities, formation of skills to independently train and carry out physical education and sports activities; ?
• give the student the opportunity to realize his interest in the subject;
• to clarify the student’s readiness and ability to master the chosen subject at an advanced level;
• create conditions for preparing for an elective exam in the subject “Physical Education”;
• to enable students to use the acquired knowledge in their future life and practical activities.

The methodological basis of this elective course program is the Educational Standards of Basic General Education in Physical Education (basic and specialized level).

The system of arrangement of the material, the completeness of the presentation of information, the nature of the selection of material are aimed at achieving educational, educational, information goals outlined in the State Standard: promoting health, promoting harmonious development, acquiring the necessary knowledge in the field of physical culture and sports, promoting the development of moral and volitional qualities, development of mental processes and personality traits.

The material and technical base of the school allows the following sports to be included in the designated course: athletics, volleyball, basketball, table tennis, gymnastics with elements of acrobatics, shaping.

This work program is a type 2 program, since the number of hours allocated for mastering the educational material differs significantly from that in the program of the authors V.I. Lyakh and A.A. Zdanevich. In addition, in the proposed program, the educational material is supplemented with such sections as “Table Tennis” and “Shaping”, and the material in the section “Fundamentals of knowledge about physical culture” is studied in the context of a specific sport and is of leading importance in the applied nature of this elective course.

1. Basic knowledge

• features of the development of the chosen sport;
• pedagogical, physiological and psychological foundations of teaching motor actions and developing physical qualities, modern forms of constructing classes and systems of physical exercises with different functional orientations;
• biodynamic features and content of physical exercises of a general developmental and corrective nature, the basis of their use in solving problems of physical development and health promotion;
• age-related features of the development of leading mental processes and physical qualities, the possibility of forming individual traits and personality traits through regular physical education classes;
• psychofunctional characteristics of one’s own body;
• individual ways to control the development of adaptive properties of the body, improve health and increase physical fitness;
• methods of organizing independent physical exercises with different functional orientations, rules for using sports equipment and equipment, principles for creating the simplest sports facilities and playgrounds;
• rules of personal hygiene, injury prevention and first aid during physical exercise.

2. Athletics

• Running at a steady pace: 20–25 min. (boys), 15–20 min. (girls);
• Variable pace running: 10–15 min.

3. Sports games:

Volleyball

• player stance and movement;
• passing the ball;
• bottom feed;
• receiving the ball after serving;
• two-way game;
• direct attack strike;
• single blocking.

Basketball

• stances, movements, stops, passes and catching the ball;
• dribbling the ball with the right and left hand;
• throwing the ball with one or two from a place and in motion.

4. Gymnastics with elements of acrobatics

• vault with legs bent;
• acrobatics: back rolls; stand on the shoulder blades, turns to the side; two somersaults forward; bending upward jump.

5. Table tennis

• movement;
• hits and serves left and right;
• straight blows with rotation;
• Single player game.

6. Shaping

• general impact exercises;
• exercises for abdominal muscles;
• exercises for back muscles;
• exercises for the gluteal muscles;
• exercises for the hip abductors;
• hip extensor muscles;
• exercises for the muscles of the upper shoulder girdle;
• development of various muscle groups with changes in dosage in time, quantity and intensity of exercises.

Requirements to prepare students:

Upon completion of studying the general physical training course program, students must demonstrate the following: knowledge :

Features of individual physical education and sports classes;

Basic concepts of a healthy lifestyle;

Basics of sports hygiene;

Dosage of individual physical education and sports classes.

Motor skills and abilities:

Technically correctly perform basic movements in the proposed sports;

Demonstrate the implementation of an individually developed set of general physical training exercises.

Purpose of the discipline

The goal of mastering the discipline is to achieve the following results

education (RO): knowledge: at the representation level: to achieve an understanding of the social role of physical culture in personal development and preparation for professional activity; consolidate knowledge of the scientific, biological and practical foundations of physical culture and a healthy lifestyle; determine the possibilities of using individual self-study in the process of studying at the university in the specialty; master the procedure for organizing, providing and conducting educational and training, educational and methodological classes in physical culture with students of higher educational institutions; understand the technique, tactics, features of organizing training sessions and competitions in various sports; prospects for the development of physical culture in the Russian higher education system.

at playback level: master the technique of performing exercises from the curriculum, the requirements for performing control exercises and the methodology for teaching these exercises; improve the methodology for developing physical, special and psychological qualities through physical exercises of the sports being studied; implement the requirements for the organization and methods of conducting morning hygienic exercises.

at the level of understanding: understand the meaning and place of physical education in the system of training a specialist with higher education, the tasks, terminology and content of various sports as an academic discipline; understand the importance of using hygienic factors and the healing forces of nature in promoting health and maintaining professional performance; master the organization and methodology of conducting training sessions using the studied exercises, methods of managing physical activity when performing exercises, methods of self-control and self-assessment of physical condition; to form a motivational and value-based attitude towards physical culture, attitudes towards a healthy lifestyle, physical self-improvement and self-education, the need for regular exercise and sports; ensure knowledge of basic safety requirements when using the equipment of sports facilities, exercise equipment, places for training and competitions according to the studied exercises of the training program; to achieve an understanding of the limitations in the use of physical exercises during training sessions in the presence of deviations in health.

Connections with other disciplines

The discipline “Physical culture (elective discipline)” is focused on the intellectual, aesthetic and moral development of the individual, on increasing the level of education of the leading specialist, as an important condition for his professional self-determination in subsequent work activities. The purpose of physical culture, as an academic discipline, is the formation of the physical culture of the individual, as one of the factors of his sociocultural existence, providing the biological potential of life, as a way of realizing his human destiny, using his strengths and abilities to meet his developmental needs at all stages of his life. “Physical culture” most fully carries out its educational and developmental functions in the purposeful pedagogical process of physical education, which is based on the basic didactic principles: consciousness, visibility, accessibility, systematicity and dynamism. All this is generally reflected in the psychophysical reliability of the future specialist, in the required level and stability of his professional performance.

Teaching methods

To implement the training program, various practical, verbal and visual methods are provided, which are used in conjunction at all stages of training. The choice of one method or another depends on the content of the educational material, the learning objectives, and the practical preparedness of the students to solve the problems that are solved in a specific lesson. In physical education classes, practical methods are used, which are divided into two groups: methods of strictly regulated exercise (learning in parts, as a whole and with the help of preparatory exercises) and partially regulated (game and competitive). Methods of strictly regulated exercise are characterized by repeated performance of an action with strict regulation of movements, load magnitude, rest duration, etc. Practical methods play a decisive role in the formation of motor skills, development and improvement of physical and special qualities in students. Verbal methods ensure the implementation of two functions: semantic, with the help of which the content of the taught material is expressed, and emotional, which allows activating the student. Verbal methods are based on the use of words as a means of influencing students and include explanation, story, conversation, giving commands, instructions, and remark. Visual teaching methods include showing and demonstrating videos, films, photographs, posters, and diagrams that create figurative ideas for students about the exercises being studied. Visual methods are presented as - display, demonstration, posters, drawings and diagrams and films.

Requirements

As a result of passing the discipline, students must:
- understand the role of physical culture in the development of personality and preparing it for professional activity;
- know the basics of physical culture and a healthy lifestyle;
- possess a system of practical skills that ensure the preservation and strengthening of health, development and improvement of psychological abilities and qualities, self-determination in physical culture;
- gain experience in using physical education and sports activities to achieve life and professional goals;
- have the means, methods, abilities and skills necessary for physical self-improvement;
- consolidate the systematicity of scientific and practical knowledge in physical culture for creative use in the practice of physical culture and sports activities;
- be able to plan and conduct independent classes with a health, recreational and restorative orientation;
- be able to conduct self-diagnosis of the body when engaging in physical exercises and sports, and use self-control methods.

The collection of elective courses (defense and sports profile) is addressed to teachers of general education institutions implementing specialized training for schoolchildren.

Nikiforov A.A.

Head of the Cabinet of Physical Culture and Technology BelRIKPPS

Sereda N.S.

methodologist of the office of physical culture and technology BelRIPKPPS

Ministry of Education of the Russian Federation (Ministry of Education of Russia)

Department of General and Preschool Education

No. 14-51-277/13 dated 11/13/2003

Elective courses in specialized training

Elective courses (optional courses) play an important role in the system of specialized education at the senior level of school. Unlike the elective courses that currently exist at school, elective courses are mandatory for high school students.

In accordance with the “Concept of specialized training at the senior level of general education” approved by the Ministry of Education of Russia, differentiation of the content of training in senior classes is carried out on the basis of various combinations of courses of three types: basic, specialized, elective. Each of these three types of courses makes its own contribution to solving the problems of specialized training. However, it is possible to identify a range of tasks that are priorities for courses of each type.

Basic general education courses reflect the invariative part of education that is mandatory for all schoolchildren and are aimed at completing the general education training of students. Profile courses provide in-depth study of individual subjects and are focused primarily on preparing school graduates for subsequent professional education. Elective courses are associated, first of all, with satisfying the individual educational interests, needs and inclinations of each student. They are essentially the most important means of constructing individual educational programs, because are most closely related to each student’s choice of educational content depending on his interests, abilities, and subsequent life plans. Elective courses, as it were, “compensate” in many ways for the rather limited capabilities of basic and specialized courses in meeting the diverse educational needs of high school students.

This role of elective courses in the system of specialized education determines a wide range of their functions and tasks.

Depending on their purpose, several types of elective courses can be distinguished. Some of them may be a “superstructure” of specialized courses and provide the most capable schoolchildren with an increased level of study of a particular academic subject. Other electives should provide interdisciplinary connections and provide the opportunity to study related academic subjects at a specialized level. An example of such elective courses would be the following courses: “Mathematical Statistics” for schoolchildren who have chosen an economic profile, “Computer Graphics” for an industrial and technological profile, or “Art History” for a humanitarian profile. The third type of elective courses will help a student studying in a specialized class, where one of the academic subjects is studied at a basic level, prepare to take the Unified State Exam in this subject at an advanced level. Another type of elective courses can be focused on students acquiring educational results for successful advancement in the labor market. Examples of such courses include “Office Management” or “Business English” courses, courses to prepare for work in the service sector, etc. Finally, the cognitive interests of many high school students can often go beyond traditional school subjects and extend to areas of human activity outside the circle of their chosen educational profile. This determines the appearance of elective courses in high school that are “extra-subject” or “supra-subject” in nature. An example of such courses would be electives such as “Fundamentals of Rational Nutrition” or “Training a Car Driver.”

When assessing the possibility and pedagogical feasibility of introducing certain elective courses, one should also remember about such important tasks as the formation during their study of skills and methods of activity for solving practically important problems, continuation of career guidance work, awareness of the possibilities and ways of implementing the chosen life path, etc. d.

Elective courses are implemented at school at the expense of the time allocated to the component of the educational institution.

When introducing elective courses into school education, it is necessary to take into account that we are talking not only about their programs and teaching aids, but also about the entire methodological system of teaching these courses as a whole. After all, specialized training is not only a differentiation of the content of education, but, as a rule, also a differently structured educational process. That is why, in the approximate curricula of individual profiles, within the time allocated for elective courses, hours are provided in grades 10-11 for organizing educational practices, projects, and research activities. These forms of training, along with the development of independent learning activities of students, the use of new teaching methods (for example, distance learning, educational business games, etc.), will become an important factor in the successful conduct of classes in elective courses.

The proposed organization of training necessitates dividing the class into at least two subgroups.

Elective courses, as the most differentiated, variable part of school education, will require new solutions in their organization. The wide range and diverse nature of electives can put an individual school in a difficult situation, determined by the shortage of teaching staff and the lack of appropriate educational and methodological support. In these cases, network forms of interaction between educational institutions acquire a special role. Network forms provide for the unification and cooperation of the educational potential of several educational institutions, including institutions of primary, secondary, higher vocational and additional education.

A special role in the successful implementation of elective courses will be played by the preparation of educational literature for these courses.

The Ministry is currently working in this direction. On instructions from the Ministry, the National Personnel Training Foundation held a competition of teaching aids for elective courses. As a result of the competition, programs, educational and methodological materials were prepared for 8-10 elective courses in each academic subject. In the coming months, the publication of a collection of programs for these electives is being prepared, which will be sent to the educational authorities of the constituent entities of the Russian Federation. The work of the teams of authors on the recommendations of educational and methodological manuals is being completed, and their publication is planned at the beginning of 2004.

We emphasize that textbooks for elective courses, for club work, as well as popular science literature and reference publications can also be used as educational literature for elective courses.

The experience of a number of regions participating in the experiment on specialized training shows that institutes of advanced training, pedagogical universities, and local schools are creating their own versions of elective courses. Many of them are interesting and deserve support. In this regard, we can recommend that regional and municipal education authorities create data banks on elective courses, organize information support and exchange of experience in introducing elective courses.

The general educational institution makes decisions and is responsible for the content and conduct of elective courses in the manner determined by the founder.

The creation of elective courses is the most important part of ensuring the introduction of specialized training. Therefore, their development and implementation should become part of Regional programs for the transition to specialized training.

The experience of creating and implementing elective courses, issues of educational and methodological support for electives will be widely covered in the pedagogical press, primarily in the journal “Profile School” established by the Ministry of Education of Russia and the Russian Academy of Education.

P course program

Methodology for teaching the fundamentals of theory and

methods of physical education and sports

Ildar Latypov, Ph.D. RGUFK. Moscow

Explanatory note

The elective course “Methodology of teaching the fundamentals of the theory and methodology of physical education and sports” is aimed at students in grades 10–11 at the specialized level

Purpose and objectives of the course

The content of the specialized training program in the field of physical education at the senior level of general education involves studying the basic issues of the theory and methodology of physical education and sports. The subject “Theory and Methods of Physical Education and Sports” is core in the curriculum for training specialists in physical education universities, since mastering the content of this academic discipline serves as the necessary theoretical basis for mastering the knowledge, skills and abilities of sports pedagogical disciplines.

That is why in the 10th–11th grades of a sports pedagogical profile it is advisable to introduce an elective course “Fundamentals of the theory and methods of physical education and sports”, designed for 68 teaching hours.

Studying this course will allow students to deepen their knowledge in the field of physical education, understand the features of the formation of motor abilities and skills, and the development of motor abilities in the process of physical education.

At the same time, the content of the course has a pronounced propaedeutic character, which requires a particularly careful adaptation of complex theoretical material in relation to the level of training of students in the sports pedagogical class.

The purpose of the course is to master knowledge about physical culture, its connection with physical education and sports training and to form in schoolchildren a holistic idea of ​​the professional activity of a specialist in the field of physical culture and sports.

Course objectives:

– mastery of knowledge on methods of teaching motor actions, health-improving physical and sports training;

–familiarization with the main forms of professional activity of a physical education teacher and a sports coach;

– mastery of initial skills and abilities in teaching.

The educational material includes theoretical (lectures), practical classes and seminars. The content of seminar classes includes material for deepening knowledge and developing the cognitive and creative abilities of students, testing their knowledge. These classes also actively include educational discussions on problematic issues, business educational games; educational and cognitive tasks are solved.

During practical classes, students are taught pedagogical skills and professional skills of a physical education specialist. Students master teaching and training methods, forms of organizing classes, methods of using physical exercises in order to specifically influence the functions of individual organs, systems and the body as a whole.

The course of theory and methodology of physical education and sports ends with educational and methodological practice aimed at developing pedagogical skills and familiarization with the main forms of professional activity of a physical education teacher at school.

Educational and thematic plan for studying the course
“Fundamentals of the theory and methodology of physical education and sports”

Topic 1. Basic concepts of physical culture.

Objectives of the course “Fundamentals of the theory and methods of physical education and sports.”

Basic concepts: “physical culture”, “physical education”, “physical development”, “physical training”, “physical perfection”, “sport”. General characteristics of physical culture. Functions of physical culture. Basic physical education. Recreational physical culture. Professional applied physical culture.

1. Define the concept of “physical culture”. Tell us about its connection with the culture of man and society.

2.Explain the content of the concepts “physical education” and “sport”.

3.Name the types and structure of physical culture.

Topic 2. The system of physical education in Russia.

The idea of ​​physical education as a system. The purpose and objectives of the modern system of physical education. The structure of the domestic physical education system. The main directions in physical education: general physical training, professionally applied physical training, sports training. Fundamentals of physical education in Russia.

Principles of physical education. The connection between physical education and education. Organizational forms of physical education: preschool educational institutions, secondary schools, educational institutions of primary and secondary vocational education, universities, institutions of additional education with a sports orientation (DYUKFP, Youth Sports School, etc.), sports clubs and associations. Physical education in the army and navy.

Questions to monitor students' knowledge

1. Reveal the essence of the physical education system in Russia.

2.Name the purpose and main objectives of physical education.

3.Name the general social and pedagogical principles of physical education.

Topic 3. Means of physical education.

General concept of physical education means. Varieties of physical education means as an integral system of influence. Basic and auxiliary means of physical education.

Physical exercises are the main and specific means of physical education. General characteristics of physical exercises. Classification of physical exercises. Games, gymnastics and tourism as means of physical education.

Natural forces of nature and hygienic factors as means of physical education.

Questions to monitor students' knowledge

1.What is meant by physical exercise?

2. Indicate the significant differences between physical exercise and other forms of physical activity (work, everyday life, etc.).

3.Name other means of physical education.

Topic 4. Methods of physical education.

General concept of physical education methods and their structural basis. Classification of teaching methods: general pedagogical and practical methods. Method of using the word. Visual perception method: demonstration of motor action, demonstration of visual aids, sound and light signaling. Practical methods: strictly regulated exercise method, game method, competitive method.

Methods of teaching motor actions and methods of developing motor abilities.

Questions to monitor students' knowledge

1.Name the methods of physical education.

2.What is the teaching methodology? Name the teaching methods.

3.What is the essence of gaming and competitive methods?

Topic 5. General characteristics of physical education of schoolchildren.

The meaning and objectives of physical education for schoolchildren. Regulations on physical education of secondary school students.

Physical education of children of primary school age. The purpose and objectives of physical education. Means of physical education. Features of the technique.

Physical education of children of secondary school age. Goal and tasks. Means of physical education. Features of the technique.

Physical education of children of senior school age. Goal and tasks. Means of physical education. Features of the technique.

Physical education of students assigned to a special medical group for health reasons. Objectives of physical education. Means of physical education. Features of the technique.

Questions to monitor students' knowledge

1. Reveal the essence and main tasks of physical education for schoolchildren.

2.How is physical education carried out at school?

3. List the main means and methods used in organizing cultural leisure and a healthy lifestyle for schoolchildren.

Topic 6. Basics of teaching motor actions.

Learning motor actions. Motor skills and abilities. The importance of motor skills. Patterns of formation of motor skills and motor skills. Structure of training. Stages of learning motor actions: stage of familiarization with motor actions, stage of unlearning, stage of improvement. The use of teaching methods at various stages of learning motor actions. Features of teaching motor actions in accordance with the solution of educational, educational and health-improving tasks.

Questions to monitor students' knowledge

1. What is meant by the concepts of “motor skill” and “motor skill”?

2.Name the stages of learning motor actions.

3. List the basic rules for independent development of motor actions.

Topic 7. Physical qualities. Education of motor abilities of school-age children.

Definition of the concept of “physical qualities”. Classification of physical qualities, their characteristics. Strength as a physical quality. Speed ​​as a physical quality. Flexibility as a physical quality. Endurance as a physical quality. Age-related development of physical qualities. The concept of sensitive periods of development. Realization of physical qualities in motor actions.

Strength abilities of children and methods of education. Tasks, means and methods of developing speed abilities. Features of instilling flexibility in school-age children. Endurance and methods of its development. The main components of loads in the development of endurance. Coordination abilities of schoolchildren and methods for their improvement. Features of the methodology for the development of motor abilities in school-age children.

Questions to monitor students' knowledge

1. Define the concepts of “physical qualities” and “motor abilities”.

2.List the main physical qualities.

3.What is the peculiarity of the methodology for developing motor abilities of schoolchildren?

Topic 8. Forms of organizing physical education classes.

Classification of forms of classes in physical education. Forms of organization of physical education for schoolchildren. Forms of physical education during the school day. Gymnastics before classes. Physical education minutes and physical education breaks. Games and exercise during breaks. Sports hour in the GPD. Extracurricular physical exercises. Forms of extracurricular activities. Organization and conduct of tourist trips with students. Extracurricular forms of organizing physical education classes.

Questions to monitor students' knowledge

1.Name the forms of physical education at school.

2.Explain the meaning of morning hygienic exercises, its main tasks.

3. Why are physical education minutes and physical education breaks held?

Topic 9. Physical education lesson is the main form of organizing physical education for schoolchildren.

A physical education lesson is the main form of organizing physical education for schoolchildren. The unity of the educational, educational and health-improving orientation of the physical education lesson. Characteristic features of a physical education lesson and general requirements for it. Structure and content of a physical education lesson. Defining lesson objectives. Organization of student activities in the classroom. Preparing the teacher for the lesson. Organizing and conducting a lesson. Dosing the load in the lesson. General and motor density of the lesson. Assessment of students' activities in the lesson. Homework for physical education.

Questions to monitor students' knowledge

1.Why is a physical education lesson the main form of physical education for schoolchildren?

2.Tell us about the structure of a physical education lesson.

3.What is the general and motor density of the lesson?

Topic 10. Independent studies of students in physical education.

The concept of independent activity. Methods of teaching schoolchildren to study independently. Contents of independent studies. Teaching students in a physical education lesson to do independent physical exercises. Hometasks. Features of planning and content of independent classes in general physical training.

Questions to monitor students' knowledge

1.Explain the content and focus of individual independent physical education classes during the day.

2.Name the basic physical exercises and modes of individual loads for independent training to develop physical qualities.

3.What is the peculiarity of homework in physical education?

Topic 11. Planning and control in physical education.

The essence and significance of planning. Requirements for drawing up plans. Forms and stages of planning. Planning of educational work. Planning extracurricular activities for physical education of schoolchildren. Requirements for organizing extracurricular activities in physical education. School physical education team. Sport Club.

Questions to monitor students' knowledge

1. How is the educational work of a physical education teacher planned?

2. How is extracurricular work in physical education planned at school?

3.What is a school’s physical education team and sports club? Why are they created?

Topic 12. Fundamentals of general physical and sports training.

The concept of “physical training”. General and special physical training. Human physical activity. Introduction to physical training. Exercises for general physical fitness.

General idea of ​​training in sports. The concept of "sports training". Main tasks and system of sports training. Characteristics of the sports training system. The long-term nature of training athletes.

Questions to monitor students' knowledge

1. Define the concepts of “physical training” and “sports training”.

2.What is meant by general physical fitness and physical fitness?

3.Name the distinctive features of general physical training classes. Tell us about their focus on promoting health.

Topic 13. Sports training as a long-term process.

Training as an integral part of preparation in sports. The role of training in the preparation of athletes. Factors that determine the effectiveness of sports training. The main sections of preparing a young athlete during the training process. Technical training. Physical training. Tactical training. Psychological preparation. Theoretical preparation. Means and methods of sports training. Principles of sports training. The structure of the training process for young athletes. Features of sports training for young athletes.

Questions to monitor students' knowledge

1.Name the main sections of sports training for young athletes.

2.Name the main methods of sports training.

3.Tell us about the principles of load dosing, frequency and duration of physical exercise, depending on the level of physical fitness.

Topic 14. Basics of training sessions.

General structure of training sessions. Pedagogical orientation of classes. Types of activities. Loads in the lesson. Organization of classes.

Warm-up as a structural component of a training session: essence and objectives. General basics of building a warm-up. Structure and content of the warm-up. Features of warm-up before competitions.

Questions to monitor students' knowledge

1.What are the features of training training for young athletes?

2.What is the difference between a physical education lesson and a training session?

3.Why do you need a warm-up? What are the general principles of building a warm-up?

Topic 15. Sports competitions as the basis of sports.

Competitions are the basis of the existence of sports. System of sports competitions. Types of sports competitions. Regulations and methods of holding competitions. Determining the result in competitions. Regulations on competitions. Competition rules. Competitions in the system of training young athletes. Organization and holding of sports competitions at school.

Questions to monitor students' knowledge

1.Name the types of sports competitions.

2.What is the role of competitions in the system of training athletes?

3.What are the main documents regulating the organization and holding of competitions?

Topic 16. Sports orientation and selection.

The concepts of “sports orientation” and “sports selection”. Sports abilities and inclinations. Sports talent and sports talent. Criteria for sports orientation and selection. Choosing a sport. Sports orientation in children's sports. The meaning and general characteristics of sports selection. Goals, objectives and functions of selection. Selection in a long-term system of training athletes. Levels of selection. Organization of selection. The main stages of selection for the Youth Sports School.

Questions to monitor students' knowledge

1. Define the concepts of “sports orientation” and “sports selection”.

2.What is the basis for choosing a sport?

3. Describe the main stages of the selection system for a sports school.

Topic 17. Injuries and diseases in sports. Safety rules for physical exercise.

The main causes of diseases and injuries in sports. Acute and chronic injuries. General and specific risk factors. Prevention of injuries and diseases during exercise and sports. Safety rules for physical education and sports classes at school. First aid for injuries and accidents. Means for restoring and stimulating performance in the system of physical and sports training.

Questions to monitor students' knowledge

1.Why do injuries occur during physical education?

2. How to avoid injuries and diseases in the process of physical education and sports activities?

3.What is first aid for injuries and accidents?

Topic18. Modern systems of health-improving and conditioning physical training.

The concept of health-conditioning physical training. Direction and content of health-improving physical training. New types of physical education and sports activities.

Aerobics as a means of physical education and as a sport. Features of conducting OFT in aerobics.

Arm wrestling.

Bodybuilding as a means of physical education and as a sport. Exercise technique.

Powerlifting: general characteristics. Exercise technique. Introducing and teaching the technique of bench press. Familiarization with and training in squatting technique. Introduction to and training in deadlift techniques.

Stretching. Rules and techniques for performing exercises. Features of conducting OFT on stretching.

Shaping. The importance of shaping for promoting health and improving physique. Exercise technique. Selection of exercises and teaching them in physical education lessons.

Questions to monitor students' knowledge

1. Define the concept of “health-improving physical training.”

2.Name the health-improving effects of physical exercise.

3.What are the features of the methods of rhythmic gymnastics and athleticism?

Topic 19. Logistics and technical support for physical education and sports.

Sports inventory and equipment. Requirements for sports equipment and equipment. Non-standard equipment. School sports grounds. Gym markings. Construction and filling of a skating rink at a school. Ski equipment: selection and preparation. Manufacturing of inventory and equipment. Simulators in the system of physical and sports training. Ensuring safety at sports facilities (rules of conduct and actions in emergency situations).

Basic requirements for the level of preparedness of students

During the course, students should learn:

– select means, methods and forms of classes to solve specific problems of physical education, dose physical activity;

– draw up basic work plans and keep records of it at various levels of physical education;

– draw up plans for sporting events, Regulations on competitions, organize and conduct competitions;

–evaluate the results of students’ work, their successes, coordinate and direct the independent work of students;

– create and use technical training tools and non-standard equipment.

SAMPLE LESSON PLAN No. 1 in 10th grade (2 hours)

Lesson topic: “Basic concepts of physical culture”

1.1.Characteristics of the course “Theory and Methods of Physical Education and Sports”

The theory and methodology of physical education as a scientific and educational discipline in the education system is designed to form a complex of fundamental knowledge that determines the quality of professional activity of a specialist in the field of physical culture and sports.

The theory of physical education is a dynamic system of the most modern scientific provisions that reflect the essence of physical education. The theory of physical education makes it possible to create a prospect for improving the process of physical education as a whole, generalizes the particular laws of physical education and makes them available for all methods of physical education. The methodology of physical education is understood as a system of techniques and methods that ensure the effectiveness of the implementation of physical education tasks.

1.2. Physical culture as one of the forms of culture

The concept of culture and its forms. Physical culture as a type of activity; its values ​​and relationship with other forms of culture. The concepts of “physical culture”, “physical education”, “physical development”. The essence of physical culture.

Physical education with its functions, goals, and objectives is an integral part of a broader concept - physical education as a process and result of human activity to transform one’s physical nature. Only through physical education can we rise to a certain level of physical culture.

Physical culture is a complex and multifaceted social phenomenon, expressed in human activity to “cultivate” his own nature, to develop and realize the psychophysical abilities inherent in him. This activity is related to physical education, sports, physical recreation, motor rehabilitation (therapeutic physical education and physical education for persons with limited mobility).

A particularly close relationship is observed between physical and spiritual culture, which are formed in a person himself, constituting his general culture, and the basis of their interpenetration is scientific knowledge, abilities, skills, ethical and aesthetic values. And these are very important cultural values.

Sport (from the English sport - game, fun, entertainment) manifests itself in specific (competitive) human activity aimed at achieving the highest level of one’s psychophysical abilities and in special (through sports training) preparation for it. In some aspects, sport goes beyond the scope of physical education. This especially applies, for example, to the so-called big sports, technical sports (aircraft modeling, auto racing, etc.), sports not directly related to high physical activity (shooting, chess, etc.). That is why you can often find the expression “physical culture and sports”.
Sport as a component of physical culture. Sports in modern society. Functions of modern sports. Mass sport (sport for everyone). Children's and youth sports. High performance sport (Olympic sport). Professional sports. Sports for the disabled.

Physical education is a pedagogically organized process associated with the activities of transmitting and assimilating the values ​​of physical culture of society within the framework of the “training - education” system. In the theory of physical culture, these values ​​and the specialized processes of their acquisition are reflected in the concepts of “physical development”, “functional readiness”, “physical readiness”, “physical training” (general and special).

Physical development is the process of changing the morphological (from the Greek morphe - form) and functional (from the Latin functio - performance) properties of the human body during his life. External quantitative indicators of physical development, which mainly characterize the human constitution, are changes in height, weight, lung capacity, etc. Qualitatively, physical development is characterized, first of all, by significant changes in functional capabilities. It is expressed both in changes in the level of individual physical qualities of a person - speed, strength, endurance, flexibility, agility, and in general in the level of physical performance and depends on the functioning of all body systems (cardiovascular, respiratory, musculoskeletal, etc. .). That is why the concept of “functional readiness” is distinguished.

More general, in relation to the previous ones, is the concept of “physical fitness”. It is characterized by indicators of physical development, the level of functional readiness, as well as the degree of proficiency in various motor skills. Moreover, mastering rational ways to control one’s movements and thereby creating a rich personal fund of motor skills and abilities, as well as prerequisites for mastering any new motor actions, is the most important aspect of physical fitness.

Specialized processes aimed at achieving a certain type of preparedness are called the same name, for example, “physical preparation”, “psychophysical preparation”. There are concepts of general physical training aimed at achieving a certain level of development of all physical qualities and performance; to master vital skills and abilities, and special physical training aimed at a specific type of activity, for example, special physical training in sports or for professional work. The latter is called professional-applied physical training. All of the listed specialized processes are parts of the general process of physical education.

So, you and I can probably already understand that the essence of physical culture lies in its effective ability to influence human nature through the development of the natural forces of the body, through the transformation (cultivation) of his personality, as a result of which he is able to successfully realize himself in a healthy and productive style life, professional and any other activity. In other words, its essence is the fundamental possibility of forming the physical culture of an individual.

We have already emphasized the role of physical education in the comprehensive formation and development of personality. You can gain deeper knowledge about everything from the recommended literature.

Control questions

1. What is culture and what are its characteristic features?

2. Define the concept of “physical culture”. Reveal its connection with the culture of man and society.

3. Expand the content of the concepts “physical education” and “sport”.

4. What characterizes physical education as an integral part of physical culture?

5. Expand the concepts of “physical development”, “physical training” and “physical readiness”.

Literature

1. Balsevich V.K. Physical education for everyone and for everyone. – M.: Physical culture and sport, 1988.

2. Maksimenko A.M. Fundamentals of the theory and methodology of physical culture: Textbook. manual for university students. – Ed. 2nd, corrected and additional. – M., 2001.

3. Matveev L.P. Theory and methodology of physical culture: Introduction to the subject: Proc. for higher specialists physics textbook manager – 3rd ed. – St. Petersburg: Lan, 2003.

4. Matveev A.P. Physical Education Exam: Questions and Answers. – M.: Publishing house VLADOS-PRESS, 2003. (B-teacher of physical education).

5. Handbook for physical education teachers / Ed. L.B. Kofman; Auto-stat. G.I. Pogadaev; preface V.V. Kuzina, N.D. Nikandrova. – M.: Physical culture and sport, 1998.

6. Platonov V.N., Sakhnovsky K.P. Preparation of a young athlete. – K.: Glad. school, 1988.

7. Talaga E. Encyclopedia of physical exercises / Transl. from Polish – M.: Physical culture and sport, 1998.

8. Theory and methodology of sports: Textbook for educational training / Ed. ed. F.P. Suslova, Zh.K. Kholodova. – M., 1997.

9. Theory and methods of physical education: Textbook. manual for pedagogical students. institutes and pedagogical schools for special education. No. 2115 “Start. military preparation and physical education" and No. 1910 "Phys. culture”/ B.M. Shiyan, B.A. Ashmarin, B.N. Minaev et al. Ed. B.M. Shiyana. – M.: Education, 1988.

10. Physical culture and sports in secondary schools: A manual for teachers / V.P. Bogoslovsky, M.N. Davydenko, V.I. Drobyshev et al. Ed. M.D.Rips. – M.: Education, 1985. (B-teacher of physical education).

11. Physical education: A textbook for preparing for exams. – St. Petersburg: Peter, 2004.

12. Physical culture. 9th and 11th graduating classes / Author-comp. V.S. Kuznetsov, G.A. Kolodnitsky. – M.: AST-PRESS SCHOOL, 2005. (Exam questions and answers. Exam 5).

Course program

“Spiritual and psychological safety of the individual”

T. Berseneva, Ph.D., methodologist at the Life Safety and Health Center of St. Petersburg Pedagogical Postgraduate Education

Explanatory note

This course can be presented as a separate interdisciplinary elective course of pre-professional training for 9th grade students with a basic level of knowledge, skills and abilities, and can also be included in the content of the basic life safety course for any profile.

The course volume is 17 hours (1 hour per week, one half-year). The course program can be expanded to 34 hours (1 hour per week during the academic year) through a more in-depth consideration of the proposed content.

Targetcourse- formation in students of a holistic understanding of the human structure and dangerous situations of a psychological, mental and spiritual nature that may arise in their lives, methods of recognition and measures to protect against these consequences.

The formulated goal sets the following course objectives:

Familiarizing students with the dangers of a psychological, mental and spiritual nature that threaten a person in modern life,

Studying methods and techniques of protection from spiritual and psychological influences and minimizing possible damage to the individual, his health, life and well-being,

Developing the ability to resist destructive spiritual and psychological influences.

Main teaching methods are a problem-search method of presenting new material, aimed at creative comprehension and acceptance of the positions expressed by the teacher, conversations with elements of discussion, and interactive teaching methods. It is advisable to do group work in the classroom followed by a presentation of the results of discussion of certain problems and conclusions made by the group. Classes on psychological safety in communication, decision-making and practicing the ability to say “no” in a problem situation involve workshops, training situations and game modeling.

Forms of organization of activities students traditionally: meaningful listening and answering questions, working with literature, taking notes - and innovative participation in discussions, speaking to the class with messages, working in small groups.

The expected results can be reduced to a holistic view of the human structure, as follows:

Development of the psychological culture of students in general and, in particular, the development of the psychological aspect of the life safety culture;

Acquisition by students of knowledge and practical skills to recognize and overcome dangerous situations of a spiritual and psychological nature that may arise in their lives, about methods and measures to protect against them;

Developing in students the ability to resist destructive spiritual and psychological influences on them based on

Summarizing and assessing students’ activities can be carried out in the form of a test lesson: a test, a survey, testing, a report on a given topic. The final result could be an open lesson with the invitation of the school administration and teachers, and a final conference.

Educational and thematic plan

Lesson number	Section title and lesson topics	Number of hours	Form of conduct
	Introductory lesson		conversation
	How a person works: body - psyche - soul - spirit
	Human attitudes and behavior, how to develop character
	The concept of destructive mental influence
	Mental safety
	Information Security
	Mind manipulation techniques
			Round table
11-12	Spiritual safety		Watching a movie
	Communication and psychological safety
	The concept of tolerance, can a person say “no”
	Decision making algorithm
	How to say “no” in a problematic situation
	Final lesson		test
	Total hours	17

Lesson 1. Introductory lesson

General provisions about the pre-profile course: goals, objectives, organization of work, questions of knowledge testing. The concept of psychological safety of the individual and the range of issues discussed within the course. Motivation of students' interest in studying the course and wishes for the inclusion of certain aspects of the topic that interest them.

Lesson 2. How a person works: body - psyche - soul-spirit.

The concept of the trinity of man: physical, mental and spiritual. How the human psyche works and why does a person need to know about it. Psychosomatics. Soul of man. Spiritual structure of man. Two approaches to understanding spirituality. The relationship of the spiritual with the mental and physical. Hierarchy in the human structure: what we choose. The freedom of our choice and the consequences of freedom of choice.

Lesson 3. Human attitudes and behavior: how to cultivate character

What are attitudes and how do they influence human behavior? Where do the settings come from? Attitudes that bypass consciousness and conscious attitudes. Who are we like? Is it necessary and possible to cultivate your character? How to develop your character. Abstinence concept. Means and ways of character education. The main guideline is living according to conscience.

Lesson 4. The concept of destructive mental influence

Attitudes that destroy personality. Attitudes that destroy ideas about the present and the future. What is “destructive, destructive mental impact?” How to protect your mind and feelings from destructive mental information. What can be counteracted to destructive mental influence.

Lesson 5. Mental safety

What is meant by mental safety? The main sources of danger for the psyche of a teenager. How to protect yourself from the danger posed by them. How and from what to protect your feelings. How and from what to protect your mind. “An image can kill, an image can save.” Examples of “pollution” of the psyche.

Lessons 6-7. Information Security

Types of destructive information for adolescence. Ways to protect the psyche from destructive information and forms of its presentation. Analysis of materials (audio and video products, printed publications, computer games, etc.) for destructive effects on the individual. Memo to a teenager on preserving the psyche from information influences.

Advertising appeals and reality. Reliable information and misinformation. Manipulation of consciousness to achieve certain goals. Workshop on identifying the hidden goals of advertising. Product and values. Basic advertising techniques. Advertising and lifestyle. Advertising and mass culture. Kitsch. The lifestyle we choose.

Lesson 9. Techniques for manipulating consciousness

What is meant by manipulation of consciousness? Who needs to manipulate human consciousness and why. How to avoid becoming a toy in the hands of manipulators. Basic techniques for manipulating consciousness. Knowledge and life experience as a barrier to manipulating human consciousness.

Mental health: healthy feelings, healthy mind and healthy will. Advice from a psychologist on maintaining mental health in adolescence: critical situations and finding a way out of them. Strengthening the will, cultivating feelings and developing thinking as a way to maintain mental health. Mental health of the individual and the mental health of surrounding people.

Lesson 11-12. Spiritual safety

The concept of spiritual security. What spiritual dangers await a person. Where they call from the last pages of newspapers. Psychics, fortune tellers, astrologers. Religions of the world and sects. Spiritual enslavement (violence). General concept of techniques for changing consciousness. Protection from destructive spiritual influences. Prevention of spiritual and mental dependence.

Lesson 13. Communication and psychological safety

Do you need to be sociable? What is communication? Types of communication. How to understand the expression: my tongue is my enemy. Sins of “language” and the dangers emanating from them: swearing, foul language; lie; idle talk and verbosity; condemnation and slander. How to overcome the sins of the “tongue”. Don't be touchy, learn to forgive. Vanity and pride. Envy.

Lesson 14. The concept of tolerance: can a person say “no”

About friendship and the influence of peers. Concept of tolerance, patience and tolerance. What are the similarities and differences between these concepts? Tolerance and human freedom of choice. A person can say no. Cases when a person should say no. Criteria for selecting situations when it is appropriate for a person to say “yes” and when it is necessary to say “no”.

Lesson 15. Decision making algorithm

How to make the right decision. What does “the right decision” mean to me? Decision-making algorithm: understand what the problem is; what you need to know to make the right decision; consider what options there may be for solving the problem; which option do I like best? what are the “pros” and “cons” of this solution; which of my loved ones is affected by my choice. My choice. Practice mastering the decision-making algorithm.

Lesson 16. How to say “no” in a problematic situation

Styles of human behavior: confident, insecure, friendly, aggressive. Characteristic signs for each behavior style. Eight ways to say “no” in a problematic situation. How to safely say “no” to yourself. Correlating the answer “no” with a person’s behavioral style. Playing out problematic situations.

Lesson 17. Final lesson

Summing up the results of the course program and assessing student activities: an open (credit) lesson with the invitation of the school administration and teachers.

Logistics:

1 Virtual aggression. Video film directed by Valentin Matveev, Lennauchfilm, 2001 For showing to students, parents, and teachers.

2 Alcohol and drug aggression. Video recording of the speech of Professor Zhdanov VG - Deputy Chairman of the Novosibirsk Society “For a Sober Lifestyle”

3 Sahaja Yoga (part 2) Video film directed by Sofia Livandovskaya, Creative Association “Perekrestok”, 1998.

Literature:

1. Dvorkin A.L. Sect studies. Totalitarian sects. Experience of systematic research. -3rd edition, revised and additional. – N. Novgorod, 2003.
2. Kuraev A.V. Adults about children's faith. School theology. 5th edition, add. – Rostov-on-Don: Trinity Word, 2002.
3. Nikiforov Yu.B. Be strong in spirit and body. – M.: Publishing house. Counseling Center of St. right John of Kronstadt, 2003.
4. Khvylya-Olinter A.I. New religious associations in Russia of a destructive and occult nature: Directory/information and analytical bulletin No. 1. - Belgorod, 2002.
5. Peresypkina A.V. Teacher, religion, law: Methodological manual. Belgorod: IPC "POLITERRA", 2004.
6. Monthly informational and scientific-methodological magazine “Life Safety. Fundamentals of life safety” No. 10, 2006.
7. Monthly informational and scientific-methodological magazine “Life Safety. Fundamentals of life safety" 2004-2007

Course program

"Know Thyself"

A.A. Nikiforov, head

physical education room and

BelRIPKPPS technologies

Explanatory note

To study the effect of physical exercise on people involved in physical culture and sports, studies are carried out on the functional state of the body or its individual systems. For this purpose, functional tests are used to determine the athlete’s adaptation to a particular physical activity, recovery period, level of performance and training effect. Indicators of the functional state are such physiological parameters of the cardiovascular and respiratory systems as heart rate (HR), respiratory rate (RR), blood pressure (BP), maximum oxygen consumption (MOC), vital capacity (VC), etc.

Elective course "Know Thyself" allows students to gain the necessary knowledge to broaden their horizons in the field of physical education and sports.

The elective course is designed for 17 o'clock. Enough attention is paid to the independent and practical work of children using technical teaching aids. The program addresses issues of in-depth study of physical development and assessment of the functional state of a person.

The purpose of training– formation of the physical culture of the student’s personality through mastering the basics of the content of physical education activities with a general developmental focus.

In accordance with the purpose, they are formed tasks elective course:

Formation of knowledge about physical education activities, reflecting psychological, pedagogical and medical-biological foundations;

ensuring students' strong and conscious mastery of the system of special physical education and sports knowledge and skills;

Integration of basic and additional education in the field of physical education and sports.

The material included in the program can be used for various groups (categories) of schoolchildren, and contains knowledge that arouses the cognitive interest of students and is of practical value for determining a comprehensive assessment of an individual’s health.

Educational and thematic plan

№ p/p	Lesson topic	Number of hours	Lectures	Practical what classes	form of control
1	Introduction. Modern methods of human research (brief overview)	1	1
2		2	1	1	Test control
3	Functional tests	8	4	4	Lab. Job
4		2	1	1	Lab. Job
5	Assessing the individual level of physical fitness and determining the motor age of schoolchildren	3	1	2	Lab. Job
6	Final lesson	1		1	test
	Total hours	17	8	9

1. 1. Introduction. Modern research methods

General scientific research methods. Theoretical research methods. Empirical research methods. Physiometric research methods.

1. 2. Methods for studying and assessing the functional state of a person

The effect of physical exercise on humans. Functional tests and tests. Indicators of a person's functional state.

1. 3. Functional tests

Functional tests: goals, tasks. Characteristics of functional tests. Martinet's sample. Kotov-Dyoshin test. Sample S.P. Letunova. Harvard step test. Determination of heart rate (HR). Ruffier's test. Individual training heart rate (ITP).

1. 4. Methods for studying human physical development

Methods for measuring indicators of physical development. Methods of external examination of a person. Somatoscopy. Methods of instrumental research of human physical development. Anthropometry. Physiometry.

5. Assessing the individual level of physical fitness and determining the motor age of schoolchildren

Testing. Methods for performing tests. Physical fitness. Level of physical fitness. Physical activity. Motor age. Indicators of physical fitness. Age assessment standards. Motor fitness testing protocol

This elective course is recommended to be included in the school curriculum for students in grades 10-11 within the framework of both defense-sports and universal profiles. You can also use an elective course within the framework of a chemical and biological profile, while increasing the topic “Methods for studying human physical development” to 5 hours due to the topic “Assessing the individual level of physical fitness and determining the motor age of schoolchildren.”

For high-quality implementation of the elective course “Know Yourself,” it is recommended that the lecture part (8 hours) include interactive learning, actively using multimedia equipment and video technology.

To conduct the practical part (9 hours), it is recommended to use information training, medical equipment and technical training aids.

Test questions and assignments.

1. What are the main general scientific research methods?

2. What does “physiometric research methods” mean?

3. By what indicators is a person’s functional state determined?

4. What does the term “functional test” mean?

5. Functional tests: goals, objectives?

6. What are the methods for studying human physical development?

7. List the main ways to measure indicators of physical development?

8. What refers to the methods of instrumental research of human physical development?

9. What is “motor activity”?

10. What does the term “Physical Fitness” mean?

11. How is a person’s motor age determined?

12. Describe the methodology for conducting the Harvard step test?

13. Describe the method of S.P. Letunov’s test?

14. List the most common functional tests and tests?

Practical tasks

Exercise 1. The heart rate of an untrained adult normally ranges from 60 to 90 beats per minute.

Measure your resting heart rate. If its frequency is 41-60 beats/min, this is an excellent result; 61-74 - good; 75-90 - satisfactory; more than 90 beats/min - unsatisfactory (you should consult a doctor).

Task 2. Do a squat test.

Standing (feet together), count your pulse for 30 seconds. Then do 20 squats at a slow pace, raising your arms forward and keeping your torso straight and your knees out to the sides. After squats, count your pulse again.

An increase in heart rate indicates the condition of the body: less than 25% - excellent; 25-50% - satisfactory; 75% and above - unsatisfactory.

Task 3. Go up to the 4th floor using the stairs.

If after getting up you can breathe easily and there are no unpleasant sensations, then you can consider your level of physical fitness to be good. The appearance of shortness of breath (increased frequency and difficulty breathing) on ​​the 4th floor indicates an average degree of physical fitness, on the 3rd floor - poor. More accurate data from this test can be obtained by measuring your pulse at rest, and then immediately after ascending to the 4th floor. If after getting up the pulse is 100 beats/min or lower - excellent; 101 -120 - good; 121-140 - satisfactory; above 140 beats/min - bad.

Task 4. Determine the state of your posture. To do this, measure the width of your shoulders and the arch of your back. The measurement instructions are as follows. Feel for the raised bony points above the shoulder joints. Take the measuring tape with your left hand by the zero division and press it to the left point. With your right hand, pull the tape along the line of your collarbones to the right point. The resulting number shows the width of the shoulders. Then move the tape behind your head and stretch it along the line of the upper edge of the shoulder blade from the left point to the right. The resulting number indicates the size of the arch of the back. Make the calculation using the formula:

shoulder width, cm

------------- x 100%

back arch size, cm

Norm: 100-110%.

Index 90% indicates a serious violation of posture. When this indicator decreases to 85-90% or increase to 125-130% you need to see an orthopedic doctor.

Task 5.(for boys). Find out your level of physical fitness, compare it with the average norm and perform exercises to improve your level.

A) Force. Starting position - resting your hands on the floor. Perform the maximum possible flexion and extension of the arms (push-ups), while keeping the body straight. The average for boys 16-17 years old is to do 15 push-ups from the floor.

b) Rapidity. Starting position - standing, feet shoulder-width apart, hands on the belt. Quickly squat down and stretch your arms forward. Then stand up, raise yourself on your toes, and lower your arms.

Starting position - standing, legs apart, right hand above, left hand below. Quickly change the position of your hands.

The number of repetitions in 6 seconds is taken into account. The average value for boys 16 years old: squats - 6 times, changing the position of the hands - 16 times; for boys 17 years old; squats - 7 times, changing the position of the hands - 17 times.

V) Dexterity. Take two small objects that are easy to grip with your hand (tennis balls, smooth pebbles) and throw them one after another, first with your left and then with your right hand.

The duration of continuity of performing the exercise with each hand is taken into account. Average agility scores for boys: 16 years old - 45 sec. left and 75 s. right hand; 17 years - 60 s. left and 90 s. right.

G ) Flexibility. Starting position - main stance. Bend forward as much as possible, keeping your legs straight. If you were able to touch the floor with the palms of both hands, then you have good flexibility, if not, then you should develop it.

Exercise6. Exercise self-monitoring of your health and physical development. Record your observations in your diary at least 1-3 times a week. The diary contains objective data recorded by instruments (body length and weight, pulse rate, blood pressure, etc.), and subjective sensations (mood, well-being, decreased performance, deterioration of sleep, appetite, discomfort and pain, etc.). It is also advisable to note the content of the lessons.

Exercise7. Self-monitoring of performance can be objectively carried out using the Ruffier-Dixon test, which is carried out

in the following way.

Lying on your back, count your pulse (P1) in 15 seconds - Then stand up and do 30 squats in 45 seconds. Lie down again and immediately count your pulse for 15 seconds. during the first minute (P2) and for the last 15 s. from the same first minute (P3). Calculation of performance (A) is made using the formula:

A = (P1 + P2 + P3) x 4 -200

The results are assessed as follows: 0-3 - good; 4-6 - average; 7-8 - satisfactory; over 8 - bad

Task 8. Determine your heart rate (HR) at rest?

Task 9. Determine your individual training heart rate (ITP)?

In order for physical education to be beneficial, everyone must know how to choose the right load and control it. This can be done using the Kervonen formula, which allows you to determine your individual training heart rate (ITP) using simple mathematical calculations. To do this, you need to sit on a chair, count your pulse at rest for one minute and, after a series of calculations, obtain a digital expression of the ITP.

1. From the number 220 you need to subtract the amount (your age in years plus heart rate at rest in 1 minute)

2. Multiply the resulting figure by 0.6 and add to it the resting heart rate.

Example: If you are 16 years old and your resting heart rate is 66 beats/min, the calculations will show that your ITP is (220-(16+66) x 0.6 +66 = 148 beats/min

Tasks 10. Measure blood pressure (BP) twice in a sitting position and name the maximum (systolic) blood pressure and the minimum (diastolic) blood pressure?

Literature:

1. Akhundov R.A. Fundamentals of scientific and methodological activities in physical culture and sports: Textbook. - Belgorod: BelSU Publishing House, 2001.

2. Kuramshin Yu.F. Theory of physical culture: Textbook. – 2 – ed., rev. – M.: Soviet sport, 2004.

3. Butin I.M., Butina I.A. and others. Physical education: 9-11 grades: Textbook. A manual for general education students. institution - M.: Humanit. Ed. VLADOS Center, 2003.

4. Ashmarin B.A. Theory and methodology of pedagogical research in physical education. - M.: Physical culture and sport, 1978.

5. Vavilov Yu.N. Assessment of individual level of physical condition // Physical education at school. – 1997. - No. 7.

6. Zheleznyak Yu.D. Smirnov Yu.I. fundamentals of scientific and pedagogical activity. Education. M.: 1996yu

7. Guide to laboratory classes on the hygiene of children and adolescents: Textbook. Manual / Berzin V.I., Slepushkina I.I., Glushchenko A.G. and others - K. Vyshcha school. Head publishing house, 1989.