Task any type of throwing - moving a projectile in space to the greatest possible distance. Throwing requires powerful explosive efforts from the athlete. Throwing classes, speed,.

Throwing in athletics

Depending on the method of execution, athletics throws are divided into three types: 1) push (core); 2) throw from behind the head (spear, grenade); 3) with rotation (disk, hammer).

Main article:

Shot put. Shot put as a sports exercise was preceded by pushing heavy stones, and later - heavy pieces of metal. The birthplace of the shot put is Great Britain. This explains why the weight of the shot and the size of the space for pushing are determined by the English system of measures. To achieve high sports results in this kind of athletics, a perfect execution technique and a high level of development of strength and speed-strength qualities are required.

Material support. The male core weighs 16 English pounds (7.260 kg), while the female core weighs 4 kg. The diameter of the pushing circle is 7 English feet (2.135 m). At the front outer part of the rim of the circle, a block of wood (segment) 10 cm high, painted white, is installed. The core is a ball that has a smooth surface, it must be made of cast iron, brass or other material.

In the sector for landing the core, as well as the disk and hammer limit lines diverge at an angle of 34.92°. The side lines of sectors 5 cm wide are not included in the area of ​​the sectors.

Main article:

Javelin, grenade and ball throw. If javelin throwing was used in the system of physical education of the ancient Greeks, then euro grenade throwing has been included in competitions in our country since the 20s of the last century. Currently, grenade throwing is not included in the program of major competitions. At the same time, grenade throwing is widely used in schools and in the army, and is also used as an auxiliary exercise for mastering individual elements of the javelin throwing technique. Throwing a small ball according to the technique of movements is performed in the same way as throwing a grenade.

Material support. A spear consists of a shaft, a tip and a winding. Men throw a javelin weighing 800 g and a length of 260-270 cm, women, respectively, 600 g and 220-230 cm.

The place for javelin throwing competitions is a track (4 m wide, at least 30 m long) for running with a javelin and sector marked at an angle of 29° for landing projectiles, separated by a curved bar (width 7 cm), from which the sports result is measured.

Sports grenade it can be wooden, or from other suitable material with a metal case, or all-metal. Grenade weight - 700 g for men, women and middle-aged boys throw a grenade weighing 500 g.

The weight and diameter of the balls used in teaching and training may vary. In competitions for boys and girls, balls weighing 155-160 g are used..

Throwing a grenade and a ball at small-scale competitions is carried out from a place and from a run into a corridor 10 m wide, and at competitions above the city scale, the sector angle, as in javelin throwing, is 29 °.

Discus throw was one of the favorite physical exercises in antiquity. The disk is a planning projectile, as it has aerodynamic properties. Interestingly, discus throwing is one of the few types of athletics where both the world and Olympic records held by women are higher than those set by men.

Material support. The discus is thrown from a circle with a diameter of 2.50 m.

To ensure the safety of participants, judges and spectators, a safety fence 7 m high is installed along the perimeter of the circle.

The disc is made of wood or other suitable material, surrounded by a metal rim. The male disc weighs 2 kg, the female disc weighs 1 kg.

Hammer throwing. As a form of athletics, it originated in Scotland and Ireland, where they initially threw some kind of massive weight with an attached wooden handle. The modern technique of hammer throwing is based on the rotational-translational movement of the "thrower-projectile" system in a space limited by the size of a circle. Requires strength and coordination of movements from athletes. Rotational motion is the best way to give the projectile high speed. Therefore, at present, the hammer is thrown from three or four turns, both men and women..

Material support. The projectile is similar in composition, shape and weight to the core (7.260 kg for men and 4 kg for women), to which a steel wire with a handle at the end is attached. For the safety of throwing, a circle with a diameter of 213.5 cm is limited to a metal mesh.

Safety measures and prevention of injuries during classes and competitions

When conducting classes, the following rules must be observed:

• in throwing classes, use only serviceable equipment, while its weight and dimensions must correspond to the age and preparedness of the students;
• do not carry out oncoming throws; not be located on the side of the throwing hand, but be behind the thrower;
• before each throw, warn others, and those in the field should face the thrower;
• throw and collect shells only at the command of the teacher (prohibit the transfer of shells through the air);
• just before throwing shells, perform special exercises for the muscles and ligaments of the elbow and shoulder joints, and in wet weather, carefully wipe the shells;
• when throwing a discus and a hammer, the place for throwing must be fenced with a safety net.

When preparing equipment for competitions, in addition to what has already been said, it must be remembered that before each competition it is necessary to check the fence nets, their correct attachment to the racks, and the strength of the racks themselves. The fence must be such that there is no danger of a projectile rebounding or ricocheting towards the athlete or flying over the top of the fence.

Fundamentals of athletics throwing technique

There are 5 types of throws in athletics - shot, discus, javelin, hammer and grenade.

The main goal of throwers is to throw (throw, push) a projectile as far as possible, observing certain rules that limit the actions of athletes. Throwing is based on three main methods of throwing projectiles: 1) over the shoulder (spear, grenade); 2) from the side (disk, hammer); 3) from the shoulder (core). These methods determine the form of the run-up and the final effort in throwing.

Throwing a spear and a grenade is performed with a rectilinear form of take-off - facing forward. The shot put is mainly carried out with the back in the direction of throwing, where the straightness of the takeoff (jump) is combined with the turning movement of the body at the moment the projectile is thrown. Finally, when throwing a discus, a hammer, and more recently a shot, a run-up is used in the form of a turn, where translational and rotational movements are combined at the same time (with one turn in the disc, the shot and 3-4 turns in the hammer). Despite the different shape and weight of the projectile, different conditions and methods of throwing, there are many patterns that determine the rational throwing technique.

Factors affecting the flight range of athletics equipment

All throwing is subject to the general laws of mechanics. Any projectile thrown at an angle to the horizon is subject to the same factors that determine its range. Based on the laws of mechanics, the range of a projectile is:

S=(V 0 2 Xsin2a)/g

where V 0 is the initial velocity of the projectile; a - angle of departure of the projectile; g is the free fall acceleration.

This equation, however, does not take into account the influence of the atmospheric environment and the fact that the projectile leaves the thrower's hand at a certain departure height (h 0).

The height of the starting point of departure (h 0) depends on the height of the thrower, the length of his arms, and technique. The higher the height of the starting point of departure, the better. But since it is practically impossible to increase the height of the starting point of departure for the same athlete, one cannot count on an increase in the result due to this.

Rice. 9. Projectile flight system: S - horizontal flight length; V0 - initial departure speed; a - departure angle; I - take-off height; h0 - initial departure height; z - terrain angle

The above formula can be used to determine the range of a projectile, but other parameters should always be taken into account. So, In general, the following factors influence the result in throwing track and field apparatus(Fig. 9):

a) the initial velocity of the projectile (V 0);

b) projectile departure angle (a),

c) the influence of the atmospheric environment (air resistance, strength and direction of the wind);

d) the height of the release of the projectile above the ground (h 0);

e) aerodynamic properties of the projectile;

e) angle of attack of the projectile (β).

All factors determine the effectiveness of throwing in each specific case, but the value of each of the parameters is far from being equivalent. In practice, the initial speed, the departure angle and the impact of the atmospheric environment are of the greatest importance. Their analysis is necessary, first of all, for the correct assessment of all movements of the thrower throwing the projectile. Let us consider in more detail each of the main factors affecting the range of the projectile.

The initial velocity of the projectile to the range of its flight

Considering the composite values ​​​​of the above formula, it becomes obvious that the main factor in increasing the range of the projectile in all throws is the initial speed.

Theoretically, there is no limit to increasing the initial speed. In the formula, the initial speed is squared (V02), so if the speed doubles, then the flight range, ceteris paribus, increases by 4 times, with an increase of 3 times - by 9 times, etc. For example, for a core takeoff speed of 10 m/s, the result is 12 m, and for a speed of 15 m/s, about 25 m, i.e. an increase in speed by 1.5 times leads to an increase in the result by 2.25 times.

In throwing, the speed of the projectile is created as a result of the use of speed:

• pre-waving;
• preliminary movement ("thrower + projectile" in the run);
• the final, final effort of the thrower at the moment of the throw itself.

At the same time, the degree of speed communication in the run-up and final movement for dispersing the projectile in different types of throwing is different. So, the speed of starting acceleration in the shot put is 15-20%, javelin throw - 15-22%, discus throw - 40-45%, hammer throw - 80-85%, and the rest of the speed is reported to the projectile in the final effort.

As you can see, in the shot put and javelin throw, the final movement is more important for the acceleration of the projectile, in discus throwing these parts of the throwing technique are approximately equal in importance, and in hammer throwing the preliminary speed is much greater than the final one. Characteristically, in high-class athletes, the speed of the projectile increases more evenly from start to takeoff. Significant fluctuations in speed are visible and observed, as a rule, among athletes of junior sports categories. High-class athletes are distinguished by a greater increase in the speed of the projectile in the final effort.

The initial velocity of the projectile is the result of the summation of the velocities of the individual parts of the body - legs, torso, arms. In this case, what is especially important, there is a sequential acceleration of the links from the bottom up, i.e. each subsequent link starts moving when the speed of the previous one reaches its maximum. The initial speed is communicated to the projectile due to the work of the muscles of the legs and torso, and the final speed is the inclusion of the muscles of the shoulder girdle and arm (spear, core, disk, grenade).

In addition, the speed of the projectile departure depends on the magnitude of the force applied to the projectile, and the time of impact of this force on it. Based on Newton's second law (V = Ft / m), it turns out that the speed is directly proportional to the force and time of its application (the mass of the projectile is a constant value). This means that the more force we will act on the projectile and the longer this effect will be, the faster the projectile will leave the thrower's hand. If the length of the path of application to the projectile is taken as the degree of technical skill of the athlete, then ultimately we come to the conclusion that the initial speed of the projectile (and the result in sports throwing) is directly dependent on the special strength training and technical skill of the thrower.

It is important to emphasize that in order to provide an impact on a projectile moving at a relatively high speed, the muscles of the thrower must be not only strong, but also fast. Moreover, the athlete in the process of throwing must report the speed not to one projectile, but to the whole body and the projectile, that is, the “thrower + projectile” system. Only in the second half of the final effort is only one projectile accelerated.

Two more conditions should be noted that affect the increase in the initial speed in throwing with rotation (disc, hammer). The magnitude of the angular velocity and the radius of rotation, that is, the distance from the axis of rotation to the center of gravity of the projectile, play an important role in creating the initial velocity of the projectile.

The length of the thrower's arm (when throwing a discus), the length of the projectile and the location of the center of gravity in the projectile itself (when throwing a hammer) affect the radius value. The larger the radius of rotation at a given angular velocity, the higher the initial flight speed and the better the throwing result.

Influence of projectile departure angle on sports result

The next factor, on which the flight range largely depends, is the angle of departure of the projectile.

Departure angle (a) called the angle built at the point of departure of the projectile and enclosed between the horizontal line and the velocity vector of the disk (tangent to the beginning of the flight path). As you know, if a projectile is thrown in airless space at an angle of 45 ° to the horizon, then it will fly the greatest distance. But in practice, the optimal launch angles of various projectiles turn out to be smaller. Firstly, this is due to the fact that the sports equipment is released on average at a height of 160 to 220 cm. terrain angle) is the first reason for the decrease in the theoretical release angle.

Secondly, throwing at a lower angle allows you to increase the path of impact on the projectile and, thirdly, the structure of the athlete's muscular system contributes to a greater application of effort at a lower departure angle. In all types of throwing, except for discus throwing, with an increase in the take-off speed, the departure angle slightly increases (in discus throwing it decreases). In addition, in planning projectiles (disk, spear), the direction and magnitude of the wind also affect the change in the departure angle.

Thus, the departure angle depends on the height of the projectile release above the ground, the aerodynamic properties of the projectile (for the disc and the spear), the state of the atmosphere (wind direction), and the takeoff speed.

In sports throwing, it is necessary to use the so-called optimal projectile launch angles. In this case, the optimal angle is understood as the most favorable angle for the range of the projectile.

• when throwing a spear: 30 -35 °;
• when throwing a disc: 36 -38 °;
• shot put: 38-41°;
• when throwing a hammer and grenades: 42 -44 °.

The impact of the atmospheric environment on the range of the projectile

After the projectile has left the thrower's hand, two forces of the air environment immediately begin to act on it: 1) the force of resistance (or frontal resistance); 2) lifting force.

Resistance force directed against the speed of the projectile and thereby reduces the range of its flight. It mainly depends on the cross-sectional area of ​​the projectile and on the square of its speed.

lifting force is the force that keeps the projectile in flight against the force of gravity. If the projectile moves in such a way that air flows around it evenly both from above and from below, then there will be no lifting force acting on it. If the direction of velocity does not coincide with the direction of the longitudinal axis of the projectile (the plane of the disk), then the air flows from above and below will be different. In this case, air particles from above will flow around the projectile faster and at the same time travel a greater distance than from below, and, consequently, the air pressure on the projectile will be less than the pressure from below. As a result of the pressure difference from above and below, a lifting force arises.

It is important to remember that the lift force is not necessarily directed upwards, its direction can be different. It depends on the position of the projectile and the direction of the airflow relative to it. In cases where the lifting force is directed upwards and balances the weight of the projectile, it begins to plan. Planning the javelin and discus significantly improves results in throwing.

During the flight of such heavy projectiles as the core and hammer, the effect of these forces is practically negligible and does not actually affect their flight in the air. It is different with the so-called planning projectiles, like a disk and a spear, which the atmospheric environment exerts significant resistance in flight (air density, wind strength and direction). An important role in throwing planning projectiles is played by the angle of attack, which is formed by the longitudinal axis (plane) of the projectile and the direction of the oncoming air flow. It can be positive, zero, or negative. If the air flow runs on the lower surface of the disc and the spear, then the angle of attack is positive, if on the upper surface it is negative.

Rice. 10. Forces acting on the planning projectile in flight: g - gravity; X is the resistance force of the medium; Y - lifting force; a - departure angle; β - angle of attack; V - departure speed

As can be seen from fig. 10, the projectile is affected by the force of gravity (g), the force of the resistance of the environment (X), the lifting force (Y). Departure (a) and attack (β) angles are fixed.

In discus throwing, it is better if the value of the angle of attack is initially equal to the angle of departure. In other words, the thrower must strive to direct efforts exactly into the plane of the projectile. In this case, the disk in flight will not make transverse movements. Javelin throwers aim for an angle of attack close to zero (to hit the javelin exactly). During the flight of the ball, the shot and the hammer there is no angle of attack.

It should be borne in mind that with an increase in the angle of attack (β), both lift and drag increase in the air, but the increase in lift will go much faster than the increase in drag. Subsequently, the drag continues to increase, and the lift force begins to decrease, and when the plane of the projectile becomes perpendicular to the direction of velocity, the lift force will become equal to zero. Consequently, there are sections on the trajectory where the lift force is greater than the drag force, and a section where the drag force exceeds the lift force. Hence it follows

the need to find the optimal angles of release and attack, at which the lift force over a large section of the flight path would exceed the drag, which means that the projectile could fly a greater distance.

The direction of air movement has a great influence on the flight of planning projectiles. When throwing a discus and a javelin against a headwind, the force of frontal air resistance increases and the lifting force increases proportionally. This creates an aerodynamic increase in the range of the projectile. When throwing against the wind, for better use of the lifting force, the angle of departure of the projectiles is somewhat reduced as the wind speed increases. Calculations show that a headwind of the order of 5 m/s, for example, increases the flight range of the disc by 10%, while a tailwind reduces it by 2.5%.

Interestingly, the aerodynamic properties of the female disk are higher than those of the male. At the same initial speed, the female disk flies longer than the male disk. Moreover, with a strong headwind, this advantage increases even more. With a tailwind, its speed coincides with the direction of flight of the projectile and the aerodynamic force decreases. But since the force of frontal resistance also decreases, this circumstance must be used to increase the range of the throw. This is achieved by increasing the departure angle.

The most inconvenient for a spear and a disk is the action of a side wind, which violates the basic laws of planning projectiles in flight.

The main parts of athletics throws

All existing throwings are holistic acyclic exercises.

However, for the convenience of technique analysis, each throwing conditionally consists of six interconnected parts.:

I - holding the projectile;

II - preparation for takeoff and takeoff (turn, jump);

III - preparation for the final effort ("overtaking" the projectile);

IV - final movement (effort);

V - braking and maintaining balance after the release of the projectile;

VI - departure and flight of the projectile.

Projectile holding

The task of this part is to hold the projectile in such a way as to carry out the throwing freely, with an optimal amplitude of movement, ensuring the most effective application of one's forces. Proper holding of the projectile depends on its shape, weight, method of throwing and allows you to make the most of the length and strength of the limbs, if possible, relax the muscles of the throwing arm to the final effort and maintain control over the movements of the athlete. All this contributes to the transfer of the force of the thrower to the projectile in the right direction and along the longest path, which ensures a high initial velocity of the projectile.

When throwing a discus and a hammer, from the point of view of biomechanics, you need to hold the projectile so that its center is farther away from the axis of rotation of the athlete. This increases the radius of rotation, which means that the initial takeoff speed increases.

Preparing for takeoff and takeoff

The main task of this part is to create a preliminary (optimal) speed of the thrower with the projectile and provide favorable conditions for the final effort. During the takeoff, the thrower forms, as it were, a single system with the projectile, where the acceleration acquired by him is transferred to the projectile. The run is performed in the form of an accelerated run (throwing a grenade and a spear), a jump (shot put) and a turn (throwing a discus and a hammer, and also recently - a shot put).

The run-up in some throws is preceded by the athlete performing preliminary movements. In shot put, this is a swing (tilt of the body) and grouping, in discus throwing - swinging, in hammer throwing - preliminary swinging. Only in throwing grenades and spears does the athlete immediately start the run from the starting position.

The main task of preliminary movements is to focus on the throwing as a whole, to take a rational starting position, to create the most favorable conditions for maximum muscle work in subsequent movements. In hammer throwing, these movements (hammer rotations) also allow you to give the projectile a significant speed before turning.

When running in the form of one (disk) or several turns (3-4 in the hammer), a significant centrifugal force arises (when throwing the hammer at 75 m, it is 300 kg), which makes it difficult for the thrower to move. The athlete must not only resist the increasing centrifugal force, i.e. to ensure a stable position of the body, but also to complete the technically correct powerful release of the projectile.

In the run-up (in the form of turns or jumps), the thrower can give speed to the “thrower + projectile” system only when resting with their feet on the ground, since in the two-support position it can act on the projectile with the greatest force than in the single-support position and, therefore, give projectile at high speed. At the same time, the time spent in a supportless position, during which the thrower is not able to increase speed, should be minimized.

Preliminary movements (run-up, jump and turns) are not performed at too high a speed. This speed in various throws should be optimal, at which the athlete is able to control his actions to create favorable conditions for the final movement. The speed of the thrower and the projectile must correspond to the technical, speed and power capabilities of the thrower.

Regardless of the movements and efforts of the thrower, a more perfect throwing technique should be considered one where the speed of the projectile must necessarily increase towards the end of the throw. The take-off speed should always be selected with strict consideration of the capabilities of the thrower, allowing you to fully “transfer” the “energy” acquired by the thrower during the take-off run to the projectile. The highest speed of projectile movement is created in hammer throwing, where at the end of 3-4 turns the ball reaches a speed of 23-24 m / s, passing a path of 60-70 m. When throwing a disc, the projectile develops a speed of 10-12 m / s, passing during the turn path 12-15 m. When throwing a spear, the speed of movement of the projectile and the thrower reaches 6-8 m / s. The slowest run-up in the shot put is about 3 m/s.

The transition from a run to a throw in throwing is the most difficult component of the technique, and it turns out to be the more difficult, the greater the speed of the thrower in the run (especially in the spear, hammer, disk).

The following facts speak about the role of the run-up in throwing: when throwing a shot, the difference in range between a throw from a place and from a run is on average 1.5-2 m, when throwing a discus - 7-10 m, when throwing a javelin - 20-25 m. These data can serve as a criterion for the effectiveness of the run.

Preparation for the final effort ("overtaking" the projectile)

In the second part of the run, having accelerated the projectile to a certain horizontal speed, the thrower prepares for the final effort. This preparation is not a simple transition from a run to the release of a projectile, but a rather complex redistribution of the efforts of individual muscle groups, and the greater the speed of movements, the more difficult it is to perform. The task of this part is, with a minimum loss of the linear velocity of the projectile, by accelerated movement of individual parts of the body, to stretch the muscles of all parts of the body so as to create conditions for their consistent contraction.

In preparation for the final effort, the thrower must do the following:

b) at the end of the run (turn) to overtake the projectile;

c) lower the general center of mass of the body for better use of leg strength during the throw;

d) ensure the correct stable starting position before the final effort.

Let us dwell in more detail on these actions of the thrower.

In different throws, such actions occur differently, however, in all cases, great importance is given to creating the prerequisites for increasing speed by the end of throwing.

If the thrower cannot maintain sufficient horizontal speed, then the run (turn) loses its meaning and even interferes. Overtaking a projectile is called the actions of a thrower during the run-up, when the lower part of the athlete's body (legs, pelvis) overtakes the upper (torso, arms) and the projectile. In other words, overtaking the projectile is carried out by increasing the speed of the lower part of the thrower's body relative to the upper part. In this case, the overtaking of the projectile occurs not only in the anterior-rear direction, but also by twisting the body in the lumbar region in the direction opposite to the direction of throwing. Overtaking the projectile, the athlete increases the impact on him in the final effort.

In preparation for the final effort, the thrower lowers the overall center of mass of the bodies due to a wider spread and bending of the legs. This is done in order to increase the vertical velocity of the projectile. The thrower should strive to shift the GMC as low as possible and thereby increase the path of lifting it in the final effort. At the same time, the lower the offset of the OCMT, the more time is required for

Actions with the ball occupy a large place in the work of physical culture, are used by all children in independent games and exercises. Throwing and catching, throwing strengthen the muscles of the shoulder girdle, torso, small muscles of the hands, contribute to the development of the eye, accuracy. They also require good coordination of movements. Ball games develop dexterity, rhythm and accuracy of movements.

The ball as the main, most convenient object for throwing and throwing should be constantly at the free disposal of children. The teacher shows that a variety of actions can be performed with the ball, helps children acquire their own motor experience, the ability to handle the ball: hold it in two or one hand, clasping it with your fingers, push, roll, throw. After numerous exercises, a kind of "feeling of the ball" appears.

The simplest manipulations with the ball by a child of preschool age develop into mastery of throwing it.

THROWING - movement of acyclic type. It has a huge physiological effect on the child's body: throwing contributes to the development of the brain, eye, balance. According to psychological and pedagogical research, ball manipulations have a beneficial effect on the central nervous system, relieve muscle clamps, and transform destructive aggression into constructive.

TYPES OF THROWING

At preschool age, they teach throwing objects at a distance and on target from a place. Usually the first precedes the second. .

In distance throwing the main effort is directed to mastering the right techniques. The child is practicing throwing power according to the distance.

At throwing at a target the child focuses his attention on hitting the specified object. The implementation of this movement requires concentration, focus, focus, willpower.

The child is taught VARIOUS WAYS OF THROWING at a distance and at a target: from behind the head, from behind the back over the shoulder, with a straight arm from above, a straight arm from the side.

Throwing from behind the head. The child stands facing in the direction of the throw, the right leg is behind on the toe; if throwing is done with the right hand, then the ball is held with the fingers so that it does not come into contact with the palm. The hand with the ball is in the arm bent at the elbow joint at the level of the face. First, you need to transfer the weight of the body to the right leg, leaning back as much as possible; at the same time, take the hand with the ball back behind the head in the shortest way. The right leg in this position will be slightly bent at the knee joint, the left leg will be straight, focusing on the heel.

When throwing, unbending the right leg at the knee joint, transfer the center of gravity (and not mass) forward to the left leg. At the same time, the child, bending in the lower back, goes into the position of a “stretched bow”. Without lingering in this position, he begins to bring his hand forward for a throw. The movement of the hand should be whipping, reminiscent of a blow with a whip. First, the shoulder moves forward, then the forearm, then the hand with the ball.

Technique throwing from behind over the shoulder with the right hand the following: starting position - the right leg is set back, slightly wider than the shoulders; the body is slightly turned towards the throwing hand; the right arm is bent at the elbow, in front of the chest; left hand - along the body. When swinging, the body turns in the direction of the throwing hand, deviates back. The weight of the body is transferred to the leg laid back, the right arm is pulled back.

When throwing, the right leg straightens, the body, straightening, turns forward. In the final phase of the throw, the weight of the body is transferred to the leg in front. The right foot is attached to the left. Throwing with the left hand is carried out in the same way.

Throwing from behind the shoulder

Throwing with a straight arm from above- starting position: legs slightly wider than shoulders, the right hand is set back, the right hand with an object (bag or ball) is along the body. When swinging, the right hand goes up and back, then goes forward and throws the object with a brush (see Fig. 2).

Throwing with a straight arm from above

Throwing with a straight arm from below- starting position: legs slightly wider than shoulders, the right one is set back, the right arm is bent at the elbow in front of the chest. When swinging, the right hand is laid down and back, the throw is performed by moving the hand forward and up.

Throwing with a straight arm from below

Throwing with a straight arm from the side- starting position: legs are slightly wider than shoulders, the right leg is set back, the right arm with the object along the body. During the swing, the body deviates, the right arm is pulled back to the limit, the weight of the body is transferred to the right leg, bent at the knee. When throwing, the right leg straightens, the body turns left-forward, and the right hand is moved forward and throws the object with the brush.

Throwing with a straight arm from the side

Along with throwing in the above ways, which are carried out from a place, an older child is taught throwing from four steps and from a run.

Four step throw prepares children for the development of throwing from a run. When throwing an object with the right hand, the first two steps are normal, the third is cross. The right leg turns toe to the right and is placed in front, perpendicular to the direction of throwing. When performing the third step, the right hand with the object is retracted. The fourth step is a lunge forward with the left foot, the body weight remains on the right foot, the body is retracted and turned to the right, the arm is retracted to failure - a throw is made.

Run-up throw: the accelerating run ends with a cross step of the right leg and a lunge of the left, i.e., the starting position for throwing. Takeoff, cross step, lunge and throw are made simultaneously. When throwing from a running start, the throwing range in children increases by 2-2.5 m.

LEADING EXERCISES TO THROWING

Preparatory form of throwing is throwing, as well as rolling, rolling and rolling the ball.

For children 3-4 years throwing exercises are of great difficulty, as they require good coordination of movements, the ability to calculate the strength and accuracy of the throw, depending on the distance to the target and its placement (horizontal or vertical).

Recommended at this age exercises that prepare a child for throwing: rolling, throwing and catching balls, balls and other objects with one and two hands from behind the head. The main purpose of these exercises is to teach the child to vigorously push or throw an object in a given direction.

Throwing carried out both with both hands, and separately with the right and left hands. throw direction May be up, sideways, forward, horizontal and vertical target. If children are not specifically taught to throw with their left hand, then most of them predominantly throw with their right hand. At the age of 2.5 years and older, the child gradually learns the correct technique of movement when throwing at a distance.

Ability to throw small balls more difficult to reach the target. In this type of movement, it is necessary to coordinate the strength, direction of the throw from a distance to the target and the location of the target itself. Such coordination requires a developed central nervous system of the child, the presence of a "muscular feeling", the accuracy of visual perceptions, memorization and reproduction of movements.

For children 3-4 years old characteristic indifferent posture when throwing at range and on target. The correct starting position is accepted by a minority of children of the 3rd and 4th years of life. Children of this age still do not know how to turn the body in the direction of the throwing hand. When thrown at a target aiming the child has just looking in the right direction. The duration of aiming ranges from 1 to 3-4 s. The scope of the child is weak, it is difficult for him to measure the force of the throw and the distance, so he hits the target only at a distance of 1-1.5 m.

Children 3-4 years old it is also difficult to throw up followed by catching. When thrown upwards, only 20% of children in the third year of life can withstand the direction, 37% - in the fourth, 62% - in the fifth, 94% - in the sixth and 97% - in the seventh.

Also improves with age children's ability to catch the ball: at 3 years old, the child catches the ball with a slight toss (20-25 cm), almost without letting go, in the fourth year - 30% of children catch the ball, while only 25% of them can catch the ball with their hands, by the age of five - 52 %, to six - 95% and to seven - 96.5%.

In the middle and senior groups various throwing exercises(rolling, throwing and catching, throwing at a distance and at a target, throwing over the net) must be daily, and the ball is given to children for free use. The more different exercises will be used, the better the children will master the techniques of this complex movement. Systematic exercises with the ball in various versions gradually develop throwing techniques that are accessible to children.

Throwing exercises for children 6-7 years old become significantly more difficult. At this age, the child must master the elementary skills of passing the ball in pairs, in a circle, throwing the ball against the wall and then catching it 6-8 times in a row, throwing it up, turning around, catching it, etc.

preschoolers improve throwing skills items at range and on target way from behind over the shoulder. Distance for throwing at a target, increase to 3.5-4 m.

With the expansion of the possibilities of children, they are offered tasks of a creative order - to come up with new combinations of playing with the ball. Skills in throwing objects at a distance and at a target are improved in a variety of outdoor games and when performing tasks of a game nature that are interesting for children.

By the end of their stay in kindergarten, children should master all types of rolling, rolling, throwing and catching balls, throwing, passing the ball, dribbling it, hitting it, i.e. master the "school of the ball."

13. Methods of teaching children of different age groups to climb. (Directions, types, methods of climbing, physical education equipment used in teaching children to climb; measures to prevent injuries; insurance techniques).

CLIMBING - cyclic movement.

The physiological basis of climbing defines formation of a system of coordinated activity of the child. Climbing contributes to the child's knowledge of the environment. Climbing is a complex conditioned reflex developed in the process of repeated repetitions. It involves a significant mass of muscles in the work and increases the functional activity of the entire body of the child, and also helps to form the correct posture.

Climbing is characterized by alternating contraction and relaxation of muscles, which allows you to restore energy costs for movement and show physical effort for a longer time. Climbing exercises improve coordination of movements, contribute to the improvement of respiratory and circulatory functions, and increase metabolism. They contribute to the development of large muscle groups - the trunk, shoulder girdle, arms, legs, develop the flexibility of the spine. With their help, dexterity, courage, and the habit of heights are brought up.

The child masters the following TYPES OF CLIMBING: crawling, climbing, crawling, crawling on all fours on a horizontal and inclined plane(on the floor, on the gymnastic bench), vertical climbing(gymnastic) wall, ladder, rope ladder, rope and pole.

At Crawling on all fours, which the child masters at the 8-9th month of life, as well as when climbing, the muscles of the back, abdominals and limbs are strengthened. In addition, due to the support on four limbs, when crawling, the spine is unloaded, which is very important during the growth of the child.

In crawling, children use various WAYS. First, children crawl on their stomachs, and then on all fours, leaning on their palms and knees. Some babies put both hands forward at once, lean on them and at this time move their legs. Others alternately move their arms and legs forward. In both cases, children can lean on their feet and hands or on their knees and hands. Many children get crawling on their stomach.

crawling is helpful to all preschoolers and should be used in work with children of all age groups, not excluding older ones. When crawling, the upper shoulder girdle, the muscles of the arms and necks actively work, which creates good prerequisites for educating children with correct posture.

Gradually adult complicates exercises- introduces crawling on the board in a horizontal and inclined position, then on a bench, a log.

In addition, children practice in crawling under a gate, a chair, in crawling under a cord, gates, crawling over a log, benches.

in senior groups crawling is most often included in a set of exercises or outdoor games in combination with other movements - walking, jumping, running. Crawling on all fours often combined with crawling under a cord, a branch.

The head comes first, then the arms and legs alternately. The child, not knowing how to calculate the height of the obstacle, crawls in the same way as it crawls, i.e. does not arch the back, and therefore often touches the cord, unbends too early.

The educator, taking into account the resulting sensations of touch, stimulates the emergence of the right skill. Offers to bend down. It teaches you to crawl with your right and left sides, move with side steps: move your right arm and leg under the cord, bend over, move your head and then put your left arm and leg, thus being on the other side of the cord.

Through higher obstacles(log, tree, bench) the child has to climb over. This movement is also performed in several ways: straight, moving both arms behind the obstacle, then both legs, sideways, moving the right arm and leg in turn, and then attaching the left arm and leg to them. When climbing with the left side, the left arm and left leg will be transferred first.

Feature of crawling exercise is that they are performed almost without showing movements by the educator who are not eligible for benefits. Crawling must certainly be combined with straightening, stretching, jumping up. In order to straighten the spine after these exercises, children are invited to toss and catch the ball, raise the flag high, etc.

Crawl more often frontal or in-line organization at simultaneous active participation of all or most of the children in the group. When performing an exercise in crawling on your knees, it is not recommended to include an element of competition, since children, in a hurry to the goal, do not calculate their movements and can damage the patella.

When the child becomes independent enough, he is offered exercises in CLIMBING ON INCLINE AND VERTICAL GYMNASTIC LADDER 1 m high.

In climbing and climbing down ladders there is a short-term repetition of elements of movements similar to walking. The continuity of repetition of cycles during climbing is determined by the height of the gymnastic wall (from 1 to 2 m).

climbing performed in a mixed form with support on the legs and grip of the hands. Climbing is done through alternating movement of arms and legs with the support of each leg on the rails of the stairs and the delay of both legs on them.

For the exercise, ladders are used, located horizontally, obliquely or vertically. Benefit location requires and appropriate body position.

On horizontal and inclined stairs climb, leaning on crossbars and parallel bars(if the ladder is 40 cm wide), on vertical stairs support carried out only for crossbars.

Research conducted by M. Yu. Kistyakovskaya and Z.S. Uvarova, testify that climbing is formed in the second year of a child's life. To kids more comfortable to climb along the stepladder, being V inclined position, in which there is less muscle effort, it is easier to maintain balance when moving hands, visual control over movements is possible.

To the stairs children climb much faster and more confidently, than get off, although it takes considerable effort to lift your own body weight. When peeling, muscle tension is less, but required great courage, decisiveness, certain ideas since the baby is still cannot see where to put the foot, but must feel, feel the support.

At the initial stages mastering children climb side step. They take successively with both hands on one crossbar, stand on the crossbar with one foot and pull the other to it. Thus, both hands are on one crossbar at the same time, and both legs are on the other. They also descend with an added step, only the pace of movement becomes slower.

Gradually the child has cyclicity in climbing movements, the direction and amplitude of movements of the arms and legs are specified. At first, this is regulated by the visual analyzer, later - by the kinesthetic one.

In progress repeated exercises gradually in climbing (initially when climbing) Poffset step replaced first by mixed, and then alternating, i.e. on each crossbar is one arm or leg. Such a movement is performed in the same and different ways. In the first method, the movement is started, for example, by the left leg and left arm, then the right leg and right arm are active. If the child uses a different method, then at first he acts with his right foot and left hand, alternating with movements with his left foot and right hand.

During training, an alternating step can be formed only in 20% of two-year-old children, in 60% of three-year-old children when climbing an inclined ladder, and in 40% of three-year-old children when climbing a vertical ladder.

According to A.D. A remote, at the age of five, an alternating step appears in a child spontaneously, without training. The maximum number of children using this step is observed at the age of 6-6.5 years. However, up to 7.5 years, 40% of boys and 47% of girls use a mixed step with a predominance of a side step when climbing and especially when climbing down stairs. Cross-coordination of movements of arms and legs is not detected. The greatest increase in climbing speed is observed at 5-5.5 years, and boys climb faster, reaching a maximum at 7-7.5 years.

With systematic training children of senior and preparatory groups they climb quickly and rhythmically with the performance of additional tasks (climb onto the podium and step over to its other span, reach the platform on the podium and raise the flag, climb to the very top of the podium with a run - the games "Monkeys and hunters", "Traps with ribbons", etc. ).

These exercises in all age groups must certainly take place under the direct constant supervision of the educator.

Available for older children POST AND ROPE CLIMBING. it's the same cyclic movement.

At first, the child, standing close to the rope (pole), grabs with his hands raised up, then hangs on straight arms, pulls his legs bent at the knees and rests his feet on the rope (pole).

Then the child straightens the legs, the body moves up, the arms simultaneously bend at the elbows.

Only after that is the interception of the rope (pole) above the head alternately with each hand. This ends the climbing cycle.

Pole climbing

The same sequence, only in reverse order, is preserved when peeling off. Moving down from a rope or a pole is not allowed (taking into account the slight vulnerability of the child's hands and feet during friction).

Children first are trained swing on a rope and a pole having loose bottom end, then learn climb on a fixed pole fixed to the ground. The educator should hold the child's feet with your hands so that they do not slip off. After that children learn rope climbing.

The research results showed that climbing time(with systematic training) to a height of 2.5 - 3 m by pole (rope) older children fluctuates within 1 - 1.5 min.

Children 7 years old, especially boys, climb onto the rope and pole and get off them several times in a row (2-4 times).

Daily climbing exercise provides the child essential life skill And develops coordination of movements. In the process of climbing, they are brought up necessary volitional qualities: courage, determination, ingenuity.

Preschool children it is not recommended to hang on your hands for a long time: this causes prolonged static muscle tension, premature stretching of the joints and ligaments, and tires the nervous system. However short hangs on horizontal bars of different heights, a gymnastic wall can be used, starting from the age of five, but not longer than 1-1.5 s, And alternate with resting the body on the legs.

Such exercises strengthen the muscular system of the shoulder girdle and contribute to the formation of correct posture.

14. Outdoor games. (The concept, meaning and characteristics of outdoor games; classification of outdoor games: elementary mobile, sports; games of different dynamics, games with different motor content; place in the daily routine).

MOBILE GAME WITH RULES- This conscious, active activity of the child, characterized by accurate and timely execution of tasks related to the rules that are binding on all players. According to the definition of P.F. Lesgaft, an outdoor game is an exercise through which a child prepares for life. Fascinating content, emotional richness of the game encourage the child to certain mental and physical efforts.

mobile game - irreplaceable a means of replenishing the child's knowledge and ideas about the world around him, developing thinking, ingenuity, dexterity, dexterity, valuable moral and volitional qualities.

In pedagogical science mobile games are considered as the most important tool for the overall development of the child. Deep the meaning of mobile games- in their full role in physical and spiritual life, existing in the history and culture of every nation. An outdoor game can be called the most important educational institution, contributing both to the development of physical and mental abilities, and the development of moral norms, rules of conduct, and ethical values ​​of society.

Outdoor games are one from the conditions of the development of the culture of the child. In them, he comprehends and cognizes the world around him, his intellect, fantasy, imagination develop in them, social qualities are formed. Outdoor games are always a creative activity, in which the child's natural need for movement, the need to find a solution to a motor problem, is manifested. Playing, the child not only learns the world around him, but also transforms it.

For outdoor games characteristically moral content. They bring up goodwill, desire for mutual assistance, conscientiousness, organization, initiative. In addition, outdoor games are associated with great emotional uplift, joy, fun, and a sense of freedom.

Mobile games of various content allow trace the diversity of approaches to finding ways for the harmonious development of children. It is conditionally possible to distinguish several types of outdoor games, which in different ways contribute to the comprehensive development of preschoolers, carry a different social orientation.

Catch-type games are inherently creative based on excitement, motor experience and exact observance of the rules. Running away, chasing, dodging, children mobilize their mental and physical strength to the maximum, while they independently choose methods that ensure the effectiveness of play actions, improve psychophysical qualities.

Games that require inventing movements or instant termination on game signal, encourage children to individual and collective creativity (inventing combinations of movements, imitation of the movements of vehicles, animals).

Games such as "Freeze", "Stop", "The sea is worried" require the players to stop moving at the appropriate signal, while it is necessary to maintain facial expression and body muscle tension in the position in which they were caught by the game signal. Spirituality and expressiveness of movements in such games are extremely important.

Ball games play a special role. The famous German teacher F. Froebel, noting versatile impact of the ball on the psychophysical development of the child, emphasizes it role in the development of coordination of movements, hands, and hence also in improving the cerebral cortex.

He believed that almost everything a child needs for his versatile development is given to him by the ball.

Mobile games with rules regarded as the main means and method of physical education. Being an important means of physical education, an outdoor game at the same time has a healing effect on the child's body.

In the game he exercises in a wide variety of movements: running, jumping, climbing, climbing, throwing, catching, dodging, etc. Lots of movement activates respiration, blood circulation and metabolic processes. This in turn has a beneficial effect on mental activity. The healing effect of outdoor games is enhanced when they are held outdoors.

Great role outdoor games in the mental education of the child: children learn to act in accordance with the rules, master spatial terminology, act consciously in a changed game situation and learn about the world around them.

During the game, memory, ideas are activated, thinking, imagination develop. Children learn the meaning of the game, memorize the rules, learn to act in accordance with the chosen role, creatively apply the existing motor skills, learn to analyze their actions and the actions of their comrades.

Outdoor games often accompanied songs, poems, counting rhymes, game beginnings. Such games replenish vocabulary, enrich children's speech.

Great importance have outdoor games and for moral education. Children learn to act in a team, to obey the general requirements. Children perceive the rules of the game as a law, and their conscious implementation forms the will, develops self-control, endurance, the ability to control their actions, their behavior. Honesty, discipline, justice are formed in the game. An outdoor game teaches sincerity, camaraderie. Obeying the rules of the game, children practically practice moral deeds, learn to be friends, empathize, help each other. Skillful, thoughtful guidance of the game by the teacher contributes to the education of an active creative personality.

In mobile games being improved aesthetic perception of the world. Children learn the beauty of movements, their imagery, they develop a sense of rhythm. They master poetic figurative speech.

mobile game prepares the child to work: children make game attributes, arrange and remove them in a certain sequence, improve their motor skills necessary for future work.

Thus, outdoor game- an indispensable means of replenishing the child's knowledge and ideas about the world around him, developing thinking, ingenuity, dexterity, dexterity, valuable moral and volitional qualities. When conducting an outdoor game, there are unlimited possibilities for the complex use of various methods aimed at shaping the child's personality. During the game, there is not only an exercise in existing skills, their consolidation and improvement, but also the formation of new mental processes, new qualities of the child's personality.

CLASSIFICATION OF GAMES

Outdoor games classified according to different parameters: by age, by the degree of mobility of the child in the game (games with low, medium, high mobility), by types of movements (games with running, throwing, etc.), by content (outdoor games with rules and sports games).

In the theory and methodology of physical education, the following game classification.

TO mobile games with rules includes story and non-story games.

TO sports games- basketball, gorodki, table tennis, hockey, football, etc.

Mobile games are divided into elementary And complex. Elementary, in turn, are divided into plot and non-plot, fun games, attractions.

Story-driven games reflect in a conditional form a life or fairy-tale episode (“Hares and a wolf”, “Sparrows and a cat”, “Bear and bees”, “Traps”, “Fifteen”)

The child is fascinated by game images. He is creatively embodied in them, depicting a cat, a sparrow, a car, a wolf, a goose, a monkey, etc.

Story games have a ready-made plot and firmly fixed rules. The plot reflects the phenomena of the surrounding life (the labor actions of people, the movement of vehicles, the movements and habits of animals, birds, etc.), game actions are associated with the development of the plot and with the role that the child plays. The rules determine the beginning and end of the movement, determine the behavior and relationships of the players, and clarify the course of the game. Obedience to the rules is mandatory for everyone.

Narrative outdoor games are mostly collective (in small groups and the whole group). Games of this type are used in all age groups, but they are especially popular in younger preschool age.

Non-plot mobile games do not have a plot, images, but are similar to the plot, the presence of rules, roles, the interdependence of the game actions of all participants. They contain motor game tasks interesting for children, leading to the achievement of the goal. These games are associated with the performance of a specific motor task and require great independence, speed, dexterity, orientation in space from children (“Find a Pair”, “Think of a Figure”, “Handkerchief”).

These games divided into games: dashes, traps; competitive games(“Who will run to his flag sooner?” etc.); relay games(“Who will pass the ball sooner?” “Funny couples”, “Quickly take it, quickly put it down”); games with objects(balls, hoops, serso, skittles, etc.).

Outdoor games with elements of competition(individual and group), for example: “Which link is more likely to assemble”, “Who is the first through the hoop to the flag”, etc. encourage more activity in the performance of motor tasks. In some games (“Change the subject”, “Who is faster to the flag”), each child plays for himself and tries to complete the task as best as possible. If these games are divided into teams (relay games), then the child seeks to complete the task in order to improve the result of the team.

In games using items(skittles, serso, ring toss, grandmas, "School of the ball", etc.). motor tasks require certain conditions, so they are carried out with small groups of children (two, three, etc.). The rules in such games are aimed at the order of arrangement of objects, their use, the sequence of actions of the players. In these games, elements of competition are observed in order to achieve the best results.

For young children use fun games("Ladushki", "Horned Goat", etc.). In fun games, attractions, motor tasks are performed in unusual conditions and often include an element of competition, while several children perform motor tasks (running in bags, etc.), the rest of the children are spectators. Fun games, rides give the audience a lot of joy.

Difficult games are sport games(towns, badminton, table tennis, basketball, volleyball, football, hockey). At preschool age, elements of these games are used and children play according to simplified rules. It is advisable to use sports games in the senior and preparatory groups of a preschool institution.

Outdoor games also differ in their motor content.: games with running, jumping, throwing, etc. ( Walking- "Go - step over"; Run- “We are funny guys”, “Mousetrap”, “Find your place”, “Two frosts”, “Horses”; . jumping- "Hares and the Wolf", "Fox in the Chicken Coop", "Wolf in the Moat", "Fishing Rod", "Frogs and Heron"; Throwing "Bumblebee", "Shootouts", "Ball over the net", etc.)

According to the degree of physical activity that each player receives, they distinguish games of high, medium and low mobility And.

To games great mobility include those in which the whole group of children simultaneously participates and they are built mainly on such movements as running and jumping (“Fifteen”, “We are funny guys”, “Mice and a cat”, “Fishermen and fish”, “Homeless hare” ).

Games medium mobility call those in which the whole group also actively participates, but the nature of the movements playing is relatively calm (walking, passing objects) or the movement is performed by subgroups (“The sea is worried once ...”, “Brook”, “I was born a gardener”, “Toy store”, "Empty place", "Hare, come out", "Traffic light").

In games low mobility movements are performed at a slow pace, besides, their intensity is insignificant (“What is missing?”, “Who called?”, “Edible - inedible”, “Where is the chicken”).

PLACE OF MOBILE GAMES IN DAY MODE

When choosing a game, take into account its place in the child's daily routine.

The most useful and appropriate outdoor games in the fresh air, during a walk. On walks, an hour before and after daytime sleep, games of any mobility are held (taking into account the season and air temperature). In cool weather, games of medium and high mobility are selected, taking into account the child's clothes (some limitation of his movements).

Outdoor games are not excluded on days when there are music and physical education classes. On such days, they pick up outdoor games with less active actions and spend them not at the beginning, but in the middle of the walk.

On an evening walk, outdoor games can be played, both with the whole group of children and with small subgroups, but games of low mobility are desirable. For this time, games with text, with singing, round dances are good.

Outdoor games are necessarily included in physical education classes. They are carried out after exercises in the main movements in order to increase the physiological load and emotionality of the lesson. For this purpose, games are selected that require the active actions of all children at the same time. Due to the fact that the time of outdoor games is somewhat limited by the scope of the lesson, it is better to select games that do not require a long explanation or are already familiar to children so as not to spend a lot of time waiting for the start of actions. The same game can be repeated for 2-3 lessons in a row, then a new one is used, and after a few lessons you can return to the first game again.

In the autumn-winter period, games with running, bouncing on both legs, throwing and rolling balls (“Horses”, “Roll the ball”, etc.) are the most accessible for younger preschoolers.

Older children run quite easily through a snowy yard, get less tired from movements in winter clothes, and better maintain their balance on a slippery surface. Therefore, in winter they are recommended games with catching and running away, exercises in balance, throwing snowballs at a target and at a distance (“Hunters”, “Ice”, “Knock down the cap”, etc.).

In summer, during hot weather, running and jumping games are best played during a morning walk or in the afternoon when the air temperature drops. Before daytime and nighttime sleep, games of great mobility are not carried out in order to avoid overexcitation of children.

15. The methodology for conducting outdoor games with children of primary and secondary preschool age (collecting children for a game, creating interest, explaining the rules, assigning roles, guiding the game, summing up; requirements for a rhyme). Methods of conducting outdoor games with children of senior preschool age. Game difficulty options.

METHODOLOGY OF CARRYING OUT MOBILE GAMES WITH CHILDREN OF JUNIOR AND MIDDLE PRESCHOOL AGE

SELECTION OF GAMES. Games are selected in accordance with the tasks of education, the age characteristics of children, their state of health, preparedness. The place of the game in the mode of the day, the time of year, meteorological and climatic and other conditions are also taken into account. It is also necessary to take into account the degree of organization of children, their discipline: if they are not organized enough, then first you need to pick up a game of low mobility and play it in a circle.

With kids 3-4 years games are played on understandable and close to them material. They are attracted mainly by the process of movement itself: they are interested in running, chasing, throwing objects and looking for them. Therefore, games with one or two basic movements are selected for them.

It is also important to take into account the fact that at this age the child has poor control over his movements: he often loses his balance, falls, makes significant efforts during physical exercises. Therefore, games for younger preschoolers are selected simple, interesting, varied, with the obligatory alternation of movements and rest. Their content is made up of feasible and interesting tasks (“Catch up with the ball”, “Run to me”, etc.). The main movements in these games are short-term running and walking, followed by rest. Walking, running, simple jumps are the most accessible movements for kids. Games that include running strengthen the cardiovascular system well, develop speed and agility.

Such games as "My cheerful, sonorous ball", "Jump to the ball", etc., form the skills of jumping up from a place, bring up courage, perseverance and other qualities.

There are few rules in these games - one or two. The number of roles is also small (one is a “cat”, the rest are “kittens”, one is a “hen”, the rest are “chickens”).

Children 5 years, compared with previous age groups, show a greater desire for games with dynamic movements (running, jumping, climbing exercises, balance, etc.). They like to catch up with each other, run away from the driver. Gradually, they begin to be interested in the results of their actions: to hit the ball on the target, to easily jump over the “stream”.

TO middle group children accumulate motor experience, movements become more coordinated. Given this factor, the teacher complicates the conditions for the game: the distance for running, throwing, jumping height increases; games are selected that exercise children in dexterity, courage, endurance. The increase in their motor abilities allows you to select games with various types of basic movements: with throwing - “Who will throw further?”, jumping - “Frog”, running - “Bird flight”, etc .; games with simple competition both individual and collective, simple fun games.

COLLECTING CHILDREN TO PLAY. There are many ways to get kids to play. . In the younger group the teacher starts playing with 3-5 children, the rest gradually join them. Sometimes he rings a bell or picks up a beautiful toy (bunny, bear), attracting the attention of the kids and immediately involving them in the game.

CREATING INTEREST IN THE GAME. First of all, you need to create interest in the game in children. Then they will better learn its rules, more clearly perform movements, experience an emotional upsurge. You can, for example, read poetry, sing a song on an appropriate topic, show children objects, toys that will meet in the game. It is often possible to lead to the game by asking questions, guessing riddles. In particular, you can ask: “What did you draw today?” Children, for example, will answer: "Spring, the arrival of birds." “Very good,” says the teacher. “Today we will play the game “Bird Flight.” Children of the younger group can show a flag, a bunny, a bear and immediately ask: “Do you want to play with them?”

For example, before starting the game “Birds and the Cuckoo”, during a walk, you can draw the child’s attention to the birds that jump on the ground and peck grains, look for different food, fly fast, etc.

ORGANIZATION OF THE PLAYERS, EXPLANATION OF THE GAME. When explaining the game, it is important to correctly place the children. Explaining the rules of the game, the children are placed so that they can clearly see and hear the adult. It is best to put them in the position from which they start the game.

For games in which children are built in a circle (“Bubble”, “My cheerful, ringing ball”, etc.), an adult becomes in the middle of the circle. If the game starts with a scattered movement (“The sun and the rain”, “At the bear in the forest”), it is more convenient to build the children in a semicircle so that everyone can clearly see and hear what they are shown and what they are told about. It is not recommended to place children facing the sun or other light sources before explaining the rules of the game, as it will be difficult for them to see and their attention is scattered.

The teacher most often puts the children of the younger group in the way it is necessary for the game (in a circle).

IN junior group all explanations are made, as a rule, during the game itself. Without interrupting it, the teacher places and moves the children, tells how to act.

Explanation of the content and rules of the game should be concise, precise and emotional. In this case, intonation is of great importance. Explaining, it is especially necessary to highlight the rules of the game. Rules of the game explain expressively, intelligibly, specifically, revealing the most important. A long, fuzzy explanation tires children, reduces their interest in the game. In the future, in the course of it, you can more deeply find out individual details.

In order to better master the game (especially with the participation of younger preschoolers), it is recommended explain the most difficult moments with a gesture or showing some movement. Before this, it is advisable to remind the children how to run, jump, climb, throw an object, etc.

Movements can be shown before or during the game. This is usually done by the teacher himself, and sometimes by one of the children of his choice. The explanation is often accompanied by a show: how a car drives out, how a bunny jumps.

In the middle group The teacher explains the rules as the game progresses. In the middle group, plot games such as: “Cat and mice”, “Kittens and puppies”, “Mousetrap”, etc., are widely used, non-plot games - “Find a mate”, “Whose link is more likely to gather?” etc. In the course of the explanation, the teacher shows the actions of various characters.

Perhaps an explanation through the plot story before the game. As in the younger group, the teacher, conducting a plot game, uses a figurative story. Such an explanation of the plot does not take more than a minute and a half, does not reduce the motor activity of children, the motor density of the game.

Fairy-tale game images encourage the child to combine the real features of the perceived plot into new combinations. The imagination of a child of the 5th year of life is recreative in nature, therefore the educator must always direct his development.

The success of the game largely depends on the successful ROLES.

In games with younger children educator first takes over lead role(for example, a cat in the game "Sparrows and a cat"). And only then, when the kids are comfortable with the game, instructs this the role of the children themselves. Even during the explanation, he appoints the driver and puts the rest of the players in their places, but counting rhymes can also be used for this purpose. Sometimes those who have performed the role of the leader themselves choose their own deputy.

In the middle group teacher already distributes roles among children. The role of the driver first entrusted children who can handle it. If the child is not able to clearly complete the task, he may lose faith in his abilities and it will be difficult to attract him to active actions. The teacher notes the success of children in the game, brings up goodwill, forms honesty, justice.

An important point in the organization of the game is the choice of the driver (one or more). Their roles can be different: to catch up with the one who runs away; hit the player with the ball; guess by voice who came up, etc.

If the game is played with preschoolers of different ages, then it should be interesting for all participants and correspond to their motor fitness. In this version, the main roles (leaders) are played by older children.

Exist different ways to choose a driver. Sometimes, before the start of the game, it can be chosen by the players themselves. This method has a positive value from a pedagogical point of view, since it expresses the collective desire of children to entrust the honorary role to the most worthy of them.

You can assign a driver with a short rhyme. Here are some of them:

"One two three four five,

The bunny went out for a walk.

Suddenly the hunter runs out,

Shoots straight at the bunny

But the hunter didn't hit

The gray bunny ran away.

"We are funny guys,

We love to run and play;

Well, try to catch up with us!

One, two, three, you will catch!

The one who gets the last word of the counting rhyme becomes the leader or, conversely, leaves the circle. When repeating the game, the driver himself can choose a replacement for himself. All of the above methods for choosing drivers are used depending on the nature of the game, the place where it is held and the number of children.

GAME MANAGEMENT AND MANAGEMENT. Given the instability of behavior and rapid excitability younger preschoolers, it is desirable to play the game cheerfully, but in a calm and cheerful tone. This has a positive effect on the child, increases interest in the game.

The duration of the game of medium and high mobility in children 3-4 years old should not exceed 6-8 minutes.

Significant mobility middle school children age, the inability to economically distribute their forces requires adults to be attentive to the regulation of the load during the game (alternating movements with a short rest). Even a short pause (within one minute), during which there is an exchange of impressions about the game, allows the child to restore his strength. The total duration of an outdoor game for preschoolers of this age group is within 8-10 minutes.

The educator directs the children's play activities. Its role depends on the nature of the game itself, on the numerical and age composition of the group, on the behavior of the participants: the younger the children, the more actively the teacher manifests himself.

Every the mobile game starts on a prearranged signal(clapping in the palm of your hand, waving a flag, hand, hitting a tambourine, drum, rattle, etc.) or as directed by an adult. The signal is given after all participants have taken their respective places.

In competitive games it is desirable to give teams, consisting of two parts: “Attention! March!". All this forms the child's correct and quick reaction to the appropriate signal.

Story games(“Horse”, “Fishermen”, etc.), where there is no pronounced competitive moment, do not require clear commands to start them. You can safely say: "Let's start the game!" or warn the children that the game begins after the words "one, two, three" and carefully monitor the progress of the game and the behavior of the children.

playing with younger children, he acts on a par with them, often playing the main role, and at the same time directs the game. It is very important that the educator in the game is not only the performer of a responsible role, but also just an ordinary participant (a bird, a hare, etc.). Toddlers play with pleasure when adults show interest in all their actions in games and actively participate in them themselves, showing an example of the correct execution of movements. The cheerful, affectionate tone of the teacher captivates the kids, his joyful mood is transmitted to them. In such cases, children listen very carefully to every word of the teacher, fulfill all his requirements, willingly repeat the games, and learn them well.

In the middle group the educator at first also plays the main role himself, and then transfers it to the children. He also participates in the game when there is not enough pair ("Find yourself a pair"). The direct participation of the educator in the game raises interest in it, makes it more emotional.

END OF THE GAME AND SUMMING UP.

In the younger groups the educator ends the game with a proposal to move on to some other activities of a more relaxed nature. Babies need to be commended.

In the middle group after the end of the game, those who were the most active and achieved certain success are necessarily noted. This gives preschoolers a sense of confidence in their actions. And be sure to praise all the children.

METHOD OF CARRYING OUT MOBILE GAMES WITH CHILDREN OF OLDER PRESCHOOL AGE. GAME COMPLICATION OPTIONS.

Good motor fitness children 6 years old give a chance use more diverse and more complex movements in games(throwing and catching the ball in the game "Toss and Catch", rings in the game "Serso", running jumps over the "ditch" in the game "Wolf in the Ditch", etc.).

At this age, it is important ball games, jump rope, hoop, flags. They like the concreteness and clarity of evaluating game actions: he caught the ball or hit it in the ring, rolled the hoop to a certain place, etc. Games with objects are mostly individual. The child takes part in them in accordance with his desire, without limiting himself to clear rules. Such games give him great opportunities to perform a variety of movements, are less tiring and always arouse great interest.

In outdoor games of children of senior preschool age, more complex movements. Children are given the task of instantly responding to a change in the game situation, showing courage, ingenuity, endurance, ingenuity, dexterity.

The movements of the children of the older group are more coordinated, accurate, therefore, along with plot and non-plot games, there are widely games with elements of competition are used, which at first it is advisable to introduce between several children, equal in physical strength and development of motor skills. So, in the game "Who will run to the flag sooner?" The task is performed by 2-3 children. As children master skills and orientation in space, competitions are introduced in links. The best is the link, the participants of which will cope with the task quickly and correctly.

Technique and methodical sequence of teaching throwing the ball,

as a means of physical education.

1. Throwing is a means of physical education.

Athletics is a complex sport that includes various types of disciplines. She is rightfully considered the “queen of sports”, not without reason, two out of three calls in the motto “Faster, higher, stronger” can be attributed without hesitation to athletics disciplines. Athletics managed to win its positions due to the simplicity, accessibility and naturalness of its competitive disciplines.

Athletics is a set of sports that combines such disciplines as walking, running, jumping, throwing and athletics all-around. It is one of the main and most popular sports.

Throwing is included in the athletics section of the school curriculum and is a mandatory motor action for schoolchildren to study from elementary grades.

Throwing is one of the means of physical education and special training of schoolchildren and is an applied, coordination-complex motor action, in the process of which a large number of motor parts of the body are involved, the work of which requires consistency in their movement, proportionality of efforts in space, time and muscle effort.

Exercises with balls and throwing itself help to strengthen the main muscle groups, especially the muscles of the shoulder girdle and arms; develop agility, strength and speed; eye and accuracy; orientation and all kinds of coordination (V. I. Lyakh, 1987), a sense of rhythm.

When the ball is in contact with the fingers, it develops the hand as a “cognitive” organ (shape, volume, density, temperature), promotes the development of fine motor skills of the hands, which is closely related to the level of development of mental abilities (L. G. Kharitonova, 1999 ).

Throwing refers to military applied means and is an important part of preparing young people for military service, as it contributes to comprehensive physical development.

Performing throwing in full coordination, with the participation of large muscles of the trunk and limbs, contributes to the formation of a physique, which is an important condition for ensuring the vital activity of a developing organism.

2. Fundamentals of throwing technique.

2.1. Components of the technique of throwing the ball.

Ball throwing is a speed-strength, cyclic-acyclic exercise, which refers to complex spatial motor actions. According to the technique of execution, it is similar to the technique of throwing a spear and a grenade.

During lessons and training in the gym, the guys throw tennis and rag balls, as they are safe to use; and at the stadium: balls made of molded rubber weighing 150 grams, grenades 300, 500, 700 grams; in winter: snowballs, balls in bags with a ribbon.

In accordance with the school curriculum, throwing is performed from a place and from a running start, to vertical and horizontal targets. Throwing from a place is usually used to learn and master the movements associated with the release of a projectile.

The range of the ball is affected by:

Ball release speed.

Departure angle.

Departure height.

Air resistance.

Ball release speed depends on the effort applied by the student to the ball; on the length of the path traveled by the ball in the hand, on the time for which the ball travels this path. The longer the path and the shorter the time of application of effort, the higher the initial speed of the ball and the higher the result. This is achieved by running and "overtaking" the ball in the final part of the run.

The decrease in the time of the student's impact on the ball depends on his strength and the speed with which he acts on it. Therefore, one of the main tasks of training a student is to improve strength and speed.

Ball launch angle for the longest range is 45 degrees. In practice, the departure angle is smaller (30 to 40 degrees).

Ball release point height depends on the length of the arms and the height of the student.

Air resistance reduces the horizontal speed and range of light tennis balls; Molded rubber balls (grenades) are only slightly affected by the air.

ball throwing is a rather difficult exercise. All preliminary actions and preparation for the throw are performed during a fast run, and the final effort is after a sudden deceleration of the run, which makes it possible to better use the inertia of the run and the elastic properties of the muscles involved in the throw. The ability to use this opportunity allows you to throw the ball much further than from a place.

The difference in the range of the ball flight among schoolchildren depends on the level of technical and physical fitness, since the specific features of the ball throwing technique require them to have good coordination of movements, flexibility and mobility in the joints, dynamic and explosive strength, a sense of rhythm and the ability to control individual parts of the body.

Technically, throwing the ball from a place is not difficult (grades 1-2). Throwing a ball from a running start is technically more complex and load-bearing, since with an increase in the strength and speed of the throw, the load increases. Muscles and ligaments of the arms and hip joints withstand a particularly large load. In this case, the load is so large that with good technique, but with insufficient warming up during the warm-up, sprains and ruptures of ligaments, muscles, joints of the arms and legs are possible.

All the muscles of the body are involved in throwing the ball: first the muscles of the legs, then the torso, and the hand with the ball is included in the final effort.

To achieve good results in ball throwing, it is necessary to systematically work on the general physical development of schoolchildren and continuous training, improve the throwing technique using special exercises with a variety of objects.

2.2 I start learning to throw a small ball from grade 1 .

The general structure of all movements is preserved in children up to the fourth grade, but at the same time the system of movements itself is improved by increasing the path of influence on the projectile during its acceleration, improving the coordination of movements of body parts, increasing the dynamic and kinematic characteristics of the studied motor action.

The curriculum provides for teaching first-graders to throw the ball with two hands from behind the head, throw and catch the ball, throw a small ball at the target and at a given distance.

Students get acquainted with throwing projectiles and objects, with the techniques of various actions with the ball - shifting, throwing, rolling, catching and passing, with throws, with the main ways of holding the ball with one and two hands, with the methods of throwing and catching balls of various sizes.

In the lessons, when performing exercises with balls, various relay races with balls and throws, game tasks and mini-competitions are used. During games, relay races and completing assignments, schoolchildren strengthen their skills in catching, throwing, throwing balls, improve their ability to control movements, differentiate efforts, taking into account the size and mass of balls, develop dexterity, a sense of space.

I conduct games and relay races with elements of throwing after practicing these movements in pairs, in throws at the net, at the wall, at the target, since such tasks require a higher level of technical preparedness from the student.

Teaching throwing from the first grade, I usespecial exercises, accessible to students by age and physical development, which allows you to achieve good results:

Rolling the ball with your hand on the spot and in motion.

Rolling two balls with your fingers.

Rolling the ball into skittles (bowling).

Throwing and catching the ball with two hands (small tennis, rubber, volleyball, basketball).

Throwing and catching the ball with one hand.

Throwing and catching the ball with turns, with squats.

Throwing and catching the ball in motion, in pairs.

Throwing the ball over the volleyball net in pairs from bottom to top, from bottom to front, up, from behind the head, from the chest with two, one hand, standing facing, back, sideways to each other.

Hand strikes the ball from above, below, from the side.

Dribbling with one, two hands, from hand to hand in place, in motion.

Catching and passing a volleyball (small basketball) ball with two hands on the spot and on the move.

Throwing the ball with one hand from behind the head over the shoulder to a vertical and horizontal target from a place and from a running start.

Throws the ball for a distance and a given distance.

Games: "The ball to the catcher"; "Play, play, don't lose the ball"; "Race of balls" in a circle, in a column, in a line, in motion; "Do not give the ball to the driver"; "Bouncers"; "Hunters and Ducks"; "The ball is average"; "The most accurate"; "The ball to the driver"; "The ball in the basket"; "Get in the hoop"; "Bowling"; Pioneerball.

3. Throwing the ball consists of three phases:

holding the ball and running;

final effort (throw);

braking (maintaining balance after a throw)

3.1. Ball holding: the ball is held by the phalanges of the fingers of the throwing hand; three fingers (index, middle and ring) are placed behind the ball, and the little finger and thumb support it from the side; the ball is not pressed against the palm.

Before the start of the run, the student holds the ball over his shoulder in a bent arm, the elbow of which is at ear level.

This position of the throwing arm is considered the most effective before the second part of the run and preparation for the throw.

Takeoff run: The run is performed in a uniformly accelerated rhythm and consists of two parts: from the start to the benchmark and from the benchmark to the bar. The length of the run depends on the individual characteristics of the student. And it can reach up to 20 meters.

The first part of the run (preliminary) starts from the starting position to the reference mark. The task of this part is to pick up the initial speed and accurately hit the control mark with the left foot. The run is performed with a normal running step on the forefoot. The length of the run is 6-12 running steps. Using an even number of steps, the student hits the control mark with his left foot.

Second part of run (final) depends on the speed of advancement, the length of the steps and the method of stopping after the throw. It starts from the control mark and ends at the place where the final effort is made, so the second part of the run is called preparation for the throw (final effort).

The task of the second part is to divert the projectile (ball, grenade) to perform its "overtaking" and to maintain the optimal speed before the final movement.

The steps in this part of the run are called throwing steps and are performed with a slight acceleration. The number of steps depends on the method of throwing the projectile and ranges from 4 to 6 throwing steps.

In practice, there are several ways to divert the ball at the time of throwing steps, and all of them are aimed at “overtaking” the lower body (legs) of the upper ones. This is necessary to increase the path of application of force to the projectile, one of the main factors affecting the result in throwing.

These are: abduction "straight - back", "arc forward - down - back", "arc up - back". Schoolchildren successfully master the throwing of the projectile back from the shoulder while simultaneously turning the shoulder sideways in the direction of throwing.

However, when throwing a small ball, the simplest and most common way is the “straight-back” lead, which I teach my schoolchildren. This method is easier to master; makes it easier to maintain a straight run along the run; dribbling the ball is performed in four throwing steps.

Getting to the control mark with the left foot, the student performs the first throwing step with the right. The foot is placed on the toe directly in the direction of movement, the position of the pelvis remains the same, as in the first part of the run. But the turn of the shoulders to the right begins and the gradual retraction of the right arm with the ball bent at the elbow joint begins. The left hand, bent at the elbow joint, moves forward.

The second step with the left foot from the toe is accompanied by a further turn of the shoulders to the right and a full extension of the right arm with the ball, turning the pelvis to the right. The hand with the ball is located just above the same (right) shoulder. To maintain speed, the body is in a vertical position. The chin is at the left shoulder. Leg movements should be active, springy and performed like running away from a projectile. After the second step, the full abduction of the arm with the ball ends.

The third, penultimate step is called "cross". It is the link between the preliminary and final part of the acceleration of the projectile. The main task of the "cross" step is to "overtake" the ball and bring the left foot forward while placing the right foot on the support.

The "cross" step is performed by vigorously repulsing the left and swinging the right leg. The right leg is quickly brought forward and placed from the heel with the turned toe outward; shoulders and pelvis turn to the right; the body leans to the right - back; the right hand with the ball is straight with the palm up at shoulder level, the left hand is bent at the elbow joint and is located in front of the chest. Finishing the "cross" step, the foot of the right foot from the heel and the outer arch stands on the entire foot at an angle of 30 degrees to the run-up line. When performing a “cross” step, the advance of the legs and pelvis of the upper body and the arm with the ball increases even more compared to the second step. Thus, the “overtaking” of the projectile occurs, as a result of which the tension of the muscle groups involved in the final effort is performed.

The fourth throwing step is performed by an active stop setting of the straight left leg forward from the heel and the inside of the foot with the toe inward. The hand with the ball and the axis of the shoulders are on the same line with the run-up line.

3.2. Final effort (throw): as soon as the straight left leg touches the takeoff line with the heel and the inner side of the foot (big toe), the foot of the right leg begins to turn with the heel outward, and the thigh inward in the direction of the runoff with simultaneous extension of the leg at the knee. From this moment begins the "capture" of the ball. The element of "capture" is necessary for the tension of the muscles of the body and the throwing arm involved in the release of the ball.

After the “capture”, the right arm with the ball is bent at the elbow joint, and the forearm and hand, being behind the head and shoulder, are supinated. The left hand at the same time begins to be retracted to the left and is pronated. Extending the leg at the knee moves the pelvis forward - up, ahead of the shoulders.

Straightening the right leg and turning the right part of the pelvis forward - up, the student, carrying out the "traction" of the projectile, comes forward with his chest, brings his right elbow forward - up and goes into the position of the "stretched bow", named because of the external similarity, where the right hand with the projectile , a bent torso and the right leg forms an arc.

Then, by contracting the stretched muscles, the trunk is extended and the chest moves forward. From this position, the right leg continues to straighten at the knee and foot, the left, resting on the floor (ground), helps to move the pelvis up and forward and maintains the tension of the muscles of the whole body. The throwing arm with the ball moves over the shoulder past the ear, bending even more at the elbow joint, leaving the forearm and hand with the ball as if dragging behind. These actions affect the increase in the path of application of force to the projectile and the initial speed of its departure.

Simultaneously with the movement of the student's body forward and upward, the left hand begins to move behind the back with the elbow back, palm outward (pronation), contributing to the forward movement of the body. When the elbow of the throwing arm approaches the ear, the shoulders have finished turning in the direction of throwing and begin to move forward sharply. The throwing arm, passing over the shoulder, straightens at the elbow joint and throws the ball with a whip-like movement of the hand. The left leg at the time of the throw stops the movement and is fully extended.

All elements of the final effort are performed as a single movement. The effectiveness of the throw depends on the sequence of deceleration of the body links in the final, starting from the bottom and ending with the top, to transfer the total amount of movement to the projectile.

3.3. Braking (maintaining balance after throwing ): after releasing the ball to extinguish the inertia of movement, the student performs a jump from the left foot to the right in front of the arc that limits the place of the throw. The jump is performed by turning the body to the right side, setting the right leg at an angle of 45 degrees and bending at the knee joint.

4. Stages of learning to throw the ball.

Throwing the ball from a standing position while standing straight in the direction of the throw.

Throwing the ball from a place, standing sideways in the direction of the throw.

Throwing the ball with one step.

Throwing the ball from two steps.

Throwing the ball from three steps.

Throwing the ball from four steps.

Throwing the ball from a short run.

Throwing the ball from a full run.

5. Tasks of teaching the technique of throwing the ball.

1-2 classes.

Teach the correct holding and throwing of the ball with a whip-like movement of the brush.

To teach (grade 1) and continue to teach (grade 2) throwing the ball from a place in the “behind the back over the shoulder” method from the starting position, facing in the direction of throwing.

To teach (grade 1) and continue to teach (grade 2) throwing a ball at a vertical and horizontal target from a distance of 3-4 places (grade 1), 5-6 meters (grade 2).

3-4 classes.

Continue to teach the whipping movement of the hand when throwing.

Fix the technique of throwing the ball from a place, standing face and sideways in the direction of throwing for a distance and a given distance.

To teach the technique of throwing the ball from a step, from 2 steps, from three steps, from four steps (grade 4) from the starting position, standing sideways in the direction of throwing with the arm extended to the side.

Continue to teach the ability to throw the ball at a horizontal and vertical target from a distance of 5-6 meters.

5-6 classes.

Continue to learn and consolidate the whipping motion of the throwing arm in the final effort.

Learn the technique of abducting the hand with the ball in two steps and throwing the ball with four throwing steps.

Learn the cross step technique.

Continue to learn the exit to the position of the "stretched bow" in the final effort.

Continue to teach the ability to throw the ball at a target from 6-8 meters (grade 5), 8-10 meters (grade 6).

7-8 classes.

Continue to teach the technique of performing a cross step.

Fix the technique of throwing the ball with four throwing steps.

Continue to teach abduction of the hand with the ball in two steps and throwing with four throwing steps.

To teach the technique of throwing the ball from a short (grade 7), from a full run (grade 8).

Learn to slow down (stop) after a throw.

To consolidate the ability to throw the ball at a target from a distance of 10-12 meters (grade 7), 12-16 meters (grade 8).

Grade 9

Continue to teach braking (stopping) after throwing the ball.

Improve the technique of throwing from a place and from a run to a distance.

To consolidate and improve throwing at a horizontal and vertical target from a distance of 12-18 meters.

6.Methodological sequence of learning to throw the ball.

The main components of the basis of the throwing technique are the correct execution of the whip-like movement of the hand and the sequence of work of the body links, which allow using the efforts of the entire musculoskeletal system.

The sequence of learning to throw the ball is reversed, that is, first we teach the final phase, then we move on to the previous phases of the movement.

Task 1. Acquaintance of students with the technique of throwing the ball.

Facilities

Guidelines

A short story about the history and technique of throwing the ball

The story is figurative and takes no more than 5 minutes.

Showing the technique of throwing the ball from a place to the target and from a run to a distance.

First, I show the throwing technique from the side, then from behind, drawing the attention of schoolchildren to the individual phases of the movement.

Demonstration of throwing technique on film records, drawings, posters.

I draw the students' attention to the positions of the thrower's body links at certain key moments of the movement.

Introduce the rules of the competition in throwing the ball.

Throw only in one direction; do not stand on the right side; without the teacher's command, do not throw or go after the ball.

Task 2. Learning to hold and throw the ball.

In order to throw the ball far and accurately, it is necessary to hold it correctly; therefore, I begin training with throwing large, but not heavy balls (basketball, volleyball, rubber), which allow me to correctly perform this exercise. The position of the hand when holding a large ball allows the guys to feel it better. Then I turn to throws, throwing a small ball.

Facilities

Guidelines

Performing a grip on a small ball.

I.p. - Feet apart at shoulder width, arm straight ahead. Throwing the ball with a whip-like movement of the forearm and hand.

I. p. - legs apart shoulder width apart, arm straight ahead. Throwing the ball with a whip-like movement of the forearm and hand.

I.p. - left foot in front, hand with the ball at the top. Throwing the ball with a whip-like movement of the forearm and hand after bringing the elbow forward.

I.p. - Feet apart at shoulder width. Throwing the ball forward and upward from behind the head with both hands.

I.P. - Feet apart at shoulder width. Throwing the ball from behind the head with one hand forward and upward.

I.p. - feet shoulder-width apart, throwing the ball from behind the head to a vertical and horizontal target.

I.p. - standing facing in the direction of throwing, left foot in front. Throwing the ball due to the whip-like movement of the arm from behind the head.

I.p. - standing with your left side in the direction of throwing, left arm in front, legs straight. Throwing the ball with a whipping motion of the arm.

I.p. - standing on the left side, the right arm is straight, laid back, the left arm is in front of the chest, the weight of the body is on the slightly bent right leg, the body is slightly tilted back. Throwing the ball with a whipping motion of the arm.

A variety of throws, tosses, throwing the ball up, from top to bottom, forward and up with one, two hands and catching it with one, two hands from above, from below in the air, from a rebound from the floor, from the wall, from a partner.

Whip-like strokes with a brush on a volleyball.

Achieve a relaxed grip on the ball.

Repeated execution of the movement "goodbye" with a brush.

Active repetition of the “goodbye” movement with the forearm and hand.

The left leg is straight, turned inward, shoulders straight. Repetition of the "goodbye" movement.

The left hand holds the right wrist, the legs do not bend.

Pay attention to the work of the hand when throwing, the shoulders do not turn around.

Throws are performed at the target from a distance of 3 - 4 meters in the 1st class; 5 and 6 meters in the 2nd and up to 12 and 18 meters in the 9th grade. Vertical target at a height of 2-3 meters. The elbow of the bent arm is at ear level.

Keep your left leg straight so that it does not bend at the knee joint.

Pay attention to the rotation of the body when moving the ball back behind the back and bending the right leg at the knee.

Follow the two-support position of the legs, the left leg is straight. The brush is in the “goodbye” position, the movement of the brush is accelerated.

Follow the movement of the hand and the straightness of the shoulders.

Work out the “goodbye” movement with the brush.

Errors: Incorrect release of the ball is often due to the general tension of the muscles of the whole body, therefore, in order to achieve relaxation and freedom of movement, the following exercises were performed in the lessons:

I.p. - stand with legs wider than shoulders. Sharp turns to the right and to the left, hands are freely "belted" around the body.

I.p. - stand legs together, torso leaning forward, arms hanging freely below. Jerks with hands back behind the back with free lowering of the hands down and “girdling” them around the chest and sides.

I.p. - the left leg is in front in a wide step, the torso is tilted forward, the arms are "hanging". Swinging arms forward and backward with springy swaying on the legs.

I.p. - stand, hands up. Relaxing the muscles of the arms and shoulder girdle, freely lower (throw) your arms down.

I.p. - feet shoulder-width apart, in the hands of grenades (dumbbells, plastic bottles, sandbags). Circular rotations of the hands in the front and side planes.

I.p. - left leg in front, dumbbell (grenade, sand bottle) in hand, arm below. Swing the arm back - up, at the top, unbend the arm in the elbow joint.

I.p. - standing in a step, hands with a medicine ball behind the head. Free extension of the arms at the elbow joint.

Rotation with a brush of a baton, a gymnastic stick.

Task 3. Teaching students how to throw a ball.

I start throwing the ball from a place after creating in students a muscular sensation of moving the chest forward with good support on their feet. Chest jerk is performed forward in the direction of throwing with active springy legwork.This feeling is created by systematically performing the following exercises:

Pushing under the shoulder blade forward, holding the right hand from the rack in step, hand behind the head above the shoulder.

Pushing under the shoulder blades forward, pulling both arms back, chest forward from the rack in a step.

Exit chest forward from the hang, standing with your back to the gymnastic wall, gripping the rail at head level.

Exit chest forward from hanging crouching, grip straight arms on the rail.

Exit chest forward from the hang, standing in a step with your back to the gymnastic wall.

Exit with the chest forward from the hang, standing with his back to the wall, the partner is under the practitioner and rests his shoulders on the area of ​​​​the shoulder blades. Straightening the legs, the partner lifts the student and shakes him.

Exercise in pairs “hang salt”, arms straight at the top or taken under the elbows, standing with their backs to each other. Shaking the partner on the back in a forward bend.

Exit chest forward, standing in a step with your back to the gymnastic wall, holding a rubber tourniquet in your throwing hand, fixed to the rail at shoulder level.

Standing in a step, the hand behind the head holds a rubber tourniquet, the other end of the tourniquet under the foot behind the standing leg. Straightening the arm, stretch the tourniquet.

Exit with the chest forward from the rack sideways to the gymnastic wall, holding the rail with a throwing hand at shoulder level.

Exit with the chest forward, standing sideways to the gymnastic wall, holding the rubber band with the throwing hand, fixed to the rail at shoulder level.

Exit with the chest forward, simulating the “taking” of the projectile (ball) on oneself in a stance in a step, resting the gymnastic stick against the wall or holding it in one’s hands, imitation of the “capture” of the projectile.

Tilts forward, bending in the lower back, dropping to the floor and rising up with the support of the hands along the rails of the gymnastic wall.

Facilities

Guidelines

Throwing the ball from behind the head with one hand, with both hands, standing in step, with the chest in the direction of throwing.

Strive to maintain the two-support position of the legs and jerk forward with the chest.

Throws the ball from the rack in step with the transition through the left foot after the release of the ball.

To achieve active springy work of the legs and a jerk forward with the chest.

Throwing the ball into a vertical and horizontal target from a stand in a step from behind the head over the shoulder.

To achieve the deflection of the body and the maximum retraction of the ball back, with the transfer of body weight to the right leg. The elbow of the throwing arm is directed forward.

Throws the ball from the rack in a step with the left side to the direction of throwing.

Track:

behind the starting position (the hand with the ball is laid back, the left at shoulder height is slightly straightened forward, the weight of the body is on the right leg, the left is straight in front with the toe inward);

Behind the "lateral thrust" (moving forward on the right leg with the left side);

“taking the projectile on oneself” (simultaneous rotation of the body with the right arm extended outwards);

Behind the turn to the left, chest forward to the position of the "stretched bow";

For a jerk of the chest forward and a whipping movement of the hand.

Games of "pioneerball", "fight for the ball", "dodgeball", "basketball", volleyball with throw elements, handball.

Follow the passage of the chest forward through the straight left leg and the whipping movement of the hands.

Task 4. Teaching a student to run with a ball.

When running, the student holds the hand with the ball over his shoulder. Running training occurs by running various segments from 10-20-30-40 meters at low speed. You have to run like a smooth run. The speed increases as you master the run and is brought to the maximum.

While running, I watch for a free, relaxed carrying of the ball over my head.

It is difficult to learn to run sideways with the ball allotted, but repeatedly running in this position gives a good result quite quickly.

At the same time, it is necessary to monitor the accentuated raising of the knees and moving forward sideways and a slight tilt of the body in the direction opposite to throwing. The gaze must be directed to a specific target. Jogging with the ball is performed evenly and uniformly accelerated.

Training for running with the ball is carried out in parallel with training for throwing from a place.

Task 5. Teaching students how to kick the ball back.

Leading the hand with the ball straight - back is the most common throwing option.

The ball is abducted by 2 steps with the shoulders turned to the right into a position sideways in the direction of throwing.

When moving the hand with the ball in motion, each count corresponds to the completed throwing step.

For the development of flexibility and mobility in the shoulder joint and flexibility in the thoracic spine, the lessons were systematically performedthe following special exercises:

Twists with both hands with a stick;

Alternate twists with both hands;

Coups - twists in the hanging on the crossbar;

Rotational, swinging movements of the hands (with dumbbells, with bottles of sand or water);

Extension of the arms due to the head with a load;

Bending back from different starting positions (standing, lying on your stomach, kneeling, standing with your back against the gymnastic wall).

"bridges" from a leg stand apart on your knees; from a leg stand apart; from the emphasis on the forearms; from a supine position; from the leg stand apart with your back to the gymnastic wall, holding on to the rails;

Forward bends with straight legs, standing on a bench, on the floor; sitting on the carpet in a hurdle step; from a supine position, sitting on the floor with legs together and apart.

Various somersaults forward and backward;

Somersaults back, forward through a handstand;

In parallel with the flexibility exercises, exercises were performed to develop the strength of the muscles involved in throwing:

All-around with stuffed balls (ball throws with two, one hand from different starting positions).

Throwing stuffed balls from behind the head with the extension of the arms and the movement of the torso forward creates a muscular sensation of the work of the legs and torso.

Jumping, jumping, jumping up, jumping rope on two legs and on one. Jumping strengthens the strength of the legs and activates their work when throwing.

A variety of exercises for the rectus and lateral muscles of the abdominals and back. They strengthen the muscles of the body. The student gets the right feeling of the final effort.

Facilities

Guidelines

I.p. - standing in step in place, the ball in his hand above his head. Abduction of the arm with the ball with the turn of the shoulders to the right for two counts.

Follow the freedom of movement of the arm and the emancipation of the body. Perform counting simulations.

Standing in step in place, the ball in hand overhead. Leading the hand with the ball for two steps of walking along the marks.

Three lines are drawn on the floor, the distance between which is three feet. Perform slowly with stops at each step; keep track of the position of the hand with the ball.

Standing in step, the ball in hand overhead. Retracting the hand with the ball for two steps in the run.

The distance between the lines in the run increases. Between the first line and the second up to 5 feet, between the 2nd and 3rd - up to 6 feet.

	Standing in step, the ball is overhead. Retraction of the hand with the ball with an imitation of a throw under the score.	The exercise is performed first separately, then together. On the count of “one”, the shoulders turn to the right, the left arm is brought forward with the elbow, the right leg is bent. On the count of two, the arm with the ball is fully retracted. On the count of "three", unbending the right leg, turning the chest forward, and bringing the arm with the ball forward - up with the ball, the student enters the position of the "stretched bow". On the count of "four", a ball is simulated.
	Standing in step, ball over head ball over head. Retracting the hand with the ball in place and throwing the ball at the goal.
	Run 15-20 m, hand with the ball over your head.
	Run 10 - 15 m, hand with the ball over your head. Retracting the hand with the ball for two steps in the run.
	Serial execution of imitation of abduction of a hand with a ball in walking, gradually turning into a run.	Perform abduction for two steps and return to the starting position for two steps, at first slowly, and then, as you master the movement, gradually increase the speed of running.
	Performing throwing from 4 to 8 take-off steps with the removal of the hand with the ball.	The first 2-4 steps are walking, the rest are running, dribbling and throwing. As you master, increase the length of the run

Task 6. Teaching students to cross step.

The correct execution of the cross step largely determines the final result in throwing. "Overtaking" by the legs of the body, which increases the path of impact on the projectile (ball, grenade), depends on the rhythm and speed of movement.

I start learning the cross (penultimate) step without the ball with imitation, and then with the ball.

Facilities

Guidelines

I.P. - stand in a step with the left side in the direction of the throw along the line drawn on the floor. The left leg is straight, the foot is directed inward at an angle of 45 °. Heaviness of the body on the right leg. The right arm is pulled back at shoulder level, the left arm is bent in front of the chest.

At the expense of "times" - a cross step with the right foot in front of the left on a pre-drawn line;

on the count of "two" - return to the starting position

Follow the setting of the right foot from the heel to the entire foot with the turned toe outward. Step length 1-2 feet.

The same starting position, but another student holds the right hand (rubber tourniquet).

Cross step right foot forward

Initial position

Follow the tilt of the body in the opposite direction of throwing (to the right) and the “running away” of the legs forward.

I.P. - Stand sideways in the direction of throwing on the left leg with the right leg raised crosswise in front of the left.

Light jump from left foot to right.

Control:

shoulder tilt to the right along the run-up line;

holding a straight right hand at shoulder level;

"running away" of the legs forward;

setting the legs in one straight line (the toe of the left foot is on the same straight line with the heel of the right);

cross step, not side step;

setting the left straight leg at point blank range

I.P. - the same as exercise number 3.

A light jump from the left foot to the right, placing the left foot forward with the toe inward.

I.P. - Stand sideways with the right hand pulled back. Body weight on the right leg, left arm bent in front of the chest.

At the expense of "times" - a cross step with a jump forward;

at the expense of "two" - setting the left foot forward at point blank range.

The same as exercise number 5, but the left leg is raised up in the starting position.

At the expense of "time" - setting the left foot on the ground;

at the expense of "two" - a cross step with the right foot forward over the left;

on the count of "three" - step with your left foot point blank

Performing a cross step in walking without the ball and with the ball

Performing a cross step with a run-up and without the ball

Task 7. Teaching students to throw the ball with a cross step.

The non-stop transition from running to throwing the ball depends on fast footwork in the third (cross) and fourth steps. Throwing occurs when performing a cross step with the transition to the starting position for the throw. Acceleration in the performance of the cross step, quick setting of the left foot in the fourth step and non-stop transition from running to throw with consistent involvement of the muscles in the work determine the correct rhythm of the thrower's movements.

Facilities

Guidelines

I.P. - stand on the left leg sideways to the direction of throwing,right leg raised crosswise in front of the left , the hand with the ball is laid aside, the left arm is bent in front of the chest.

At the expense of "time" - active setting of the left foot on the ground;

at the expense of "two" - a cross step with the right foot forward over the left while walking;

at the expense of "three" - a step with a straight left foot point blank;

on the count of "four" - the transition to the starting position for the throw.

Make sure it doesn't:

falling shoulders forward and to the left;

lowering the hand with the ball down;

big fourth step;

bending the left leg at the knee while resting on it;

flexion of the body when throwing to the left.

I.P. and exercise number 1. As you master the cross step in walking, perform it with a jump while running.

Follow the full implementation of the cross step.

Repeating it many times in imitation.

I.P. - stand with the left side, legs shoulder-width apart, the weight of the body on the right leg, the body is tilted to the right and forms one line with the left leg and right hand.

Throws the ball from one step; from two steps; from three steps.

Follow the execution of throwing steps in a straight line; by tilting the body to the right and “running away” of the legs forward in a cross step.

Task 8. Teaching students how to throw the ball

In order for the training to be more successful, it is better to start the run slowly, and then gradually increase the speed to the second reference mark. In the future, to achieve a high result, you need to increase the take-off speed. The take-off speed increases smoothly and gradually.

Facilities

Guidelines

I.P. - stand in a step facing in the direction of the throw. Hand with the ball above the head, elbow near the ear.

Walking (four to six steps) to the control line;

Leading the hand with the ball two steps along the lines;

Cross step with the right foot over the left;

Side step with the left foot forward with a locking position on the ground;

Throwing the ball from the "stretched bow" position.

On the ground (floor) draw seven horizontal lines and one vertical line in the direction of throwing:

1st: the beginning of the run;

2nd: control line;

3rd-6th: line for four throwing steps;

7th: line to stop after the throw.

The length of steps from the control mark in the run:

1st step - 5-6 feet

2nd step - 6-7 feet

3rd step - 4-5 feet

4th step - 5-6 feet

Same as No. 1, but in a slow run along the markings

Follow the tilt of the torso on the third and fourth steps, keeping a straight arm with the ball at shoulder level behind the back, for "overtaking" the ball with your feet.

Same as No. 1, but with a short run-up and with increasing speed along the markings

Pay attention to the fast execution of the cross step.

Follow the abduction of the arm for two steps and the rhythm.

Throwing a ball from a full run, increasing in length, and with an increase in speed at a distance and at a target

Watch for running in a straight line in throwing steps, for reaching the “stretched bow” position.

Task 9. I teach students to accelerate in throwing steps.

The speed in throwing steps starts to increase from the first step and reaches the optimal value at the third step. The accelerated execution of the third step begins with the active raising of the right leg, the left leg is also actively placed on the ground.

In this case, you can notice the rapid reduction of the hips. After the cross step, the right leg is also actively placed on the ground. This problem is solved by throwing the ball from a running start.

All throwing steps are performed springy, and the hips are brought down actively. This will result in a continuous and accelerating movement and optimal cross stride length.

Facilities:

Running with throwing steps without the ball 15 - 20 meters with the hand laid aside.

Running with throwing steps with the ball with the arm extended to the side (arm at shoulder level).

Run 20-30 meters at speed.

Shuttle run 3 to 10 meters at speed.

Special exercises for throwing the ball from a place and holding the ball.

All-around with stuffed balls.

Task 10. Improving the technique of throwing the ball, taking into account the individual characteristics of students

Taking the ball straight back can be taught to all schoolchildren of any height with fast movements.

Schoolchildren with low mobility in the shoulder joint perform the final effort by turning the torso.

The growth of results depends not only on the improvement in technology, but also on the constancy of the development of the physical qualities of the student.

Strengthening the ligaments of the elbow and shoulder joints occupies a large place both in the period of training and in the period of improvement in the technique of throwing the ball.

The following exercises were performed as preventive measures:

Squeezing tight rubber balls with a brush;

Winding a rope on a stick, twisting a torlep of a volleyball net;

Lifting and rotating arms with weights in different directions and planes (dumbbells).

After mastering the basics of throwing the ball, the students systematically worked on the accuracy and freedom of movements carried out along the long path with increasing acceleration.

Studying new details of the technique, we repeated and improved the previously developed skills.

Simultaneously with the improvement in the technique of throwing, they systematically worked on the development of flexibility and mobility in the joints, muscle strength and speed of movement.

For faster movement of positive results in throwing the ball, special thrower exercises were systematically used.

They helped me quickly and clearly explain to the guys how to correctly perform a particular movement. They helped the guys feel every element of the exercise in their muscles.

Exercises for flexibility and strength of muscle groups .

All-around with the ball.

Flexibility exercises.

7. Typical errors and methods for their correction.

Due to the different physical fitness of schoolchildren, some errors occurred when teaching throwing, which were taken into account when planning work with the class.

Possible mistakes

Error Correction

Throwing from a place sideways

In i.p. feet are on the same line. This does not give a stable position of the body in the final part of the throw.

Draw lines on the floor with chalk and place the student's feet so that the big toe of the left foot is in line with the heel of the right foot.

The arm with the ball is lowered below the line of the shoulders and bent at the elbow joint. This leads to the fact that there will be no long-range throw, possibly an injury to the elbow joint.

Use exercises to strengthen the shoulder girdle. Follow the starting position of the hand.

The left hand is lowered down during the throw. This leads to the “unwinding” of the shoulders and the ball will fly away from the throwing sector to the left.

Draw students' attention to the position of the left hand, directed to a certain landmark.

The chin is lowered and the gaze is directed downward. This makes it impossible to control the angle of the projectile.

The chin is directed upwards, the gaze is directed to the point of throwing. With this position of the chin, the ball will fly along the desired trajectory.

When the torso and head are deflected, the line breaks before the final effort: the left leg is the torso. Throwing will be carried out only by hand, excluding the lower parts of the body.

Use more exercise simulations in place. Focus on the correct position of the body when showing the exercise.

The “capture” of the projectile is not performed, there is no rotation on the right foot with the knee inward. Do not turn the shoulders forward, leaving the right hand far behind. Prematurely transfer body weight to the left leg. Consequently, the position of the "stretched bow" will not be fulfilled, there will be no sharp throw.

Use imitation of rotation on the foot with the knee inward. Help the student to correctly perform this movement slowly, taking him by the right hand, with your left hand help him turn his shoulders, pushing him forward under the shoulder blade.

The movement of the throwing arm side.

Perform a throw without turning the shoulders. They miss the “capture” of the projectile and do not perform the “stretched bow” position. As a result, there is no long throw.

The teacher should help the student feel the correct movement of the shoulders and legs when performing the "capture" of the projectile.

The hand works slowly when performing the throw itself. No jerky hand movement. Excessive stiffness of the right hand.

Explain what a “whip” is, using comparisons understandable to children (“whip”, “whip with a branch”, “goodbye”). Use more outdoor games with throwing elements and exercises to develop the “whip”.

When performing the final effort, bend the left leg at the knee joint. The throw goes down, there is no good position of the “stretched bow”, the lower links of the body are turned off, the throw distance is significantly reduced.

Slowly perform an imitation of a throw from a place, paying attention to the fact that the left leg should be straightened at the knee joint until the end of the throw and act as a rigid support. Use leg strengthening exercises (lots of jumping work)

One step throw

From the starting position - standing with the left side on the right leg, the left one behind on the toe, taking a step, turn the body in the direction of the throw. With this position of the body, there is no “capture” of the projectile and the length of the lever decreases, and therefore the path traveled by the projectile. Errors occur due to underdeveloped leg muscles, back muscles, abdominals, and oblique abdominal muscles.

Strengthen the muscles of the legs with exercises: "pistols", squats, jumping out of a squat, jumping over benches, barriers.

Use imitations of throwing from one step.

	Throwing with two steps. From - stand with the left side in the direction of the throw, with a step with the right foot, tilt the shoulders to the left, with the setting of the left leg - tilt the body to the left; falling shoulders forward; lowering the hand with the ball down; bending the left leg while resting on it.		Repeated execution of a cross step, holding the student by the right straightened arm, recalling the correct position of the torso and running the legs forward.
	Throwing with three steps. The first and second steps are performed by jumping. The shoulders “go” forward and there is no “stretched bow” position, no long throw.		Teach the rhythm of the steps using various methods, including sound ones (clapping your hands in the right rhythm).
	There is no advance of the shoulders with the legs after performing a cross step. The cross step is performed by stepping, not by jumping. The correct rhythm of throwing steps is not observed.		Learn to perform a cross step using a gymnastic bench (from ip standing with your left side to the bench with a push with your left foot, jump onto the bench with your right foot, bringing your right leg bent at the knee across the left leg). Use simulated cross step execution (ip - standing, left leg in front, chest in the direction of the throw. The right leg, bent at the knee, is brought forward with a simultaneous turn of the body to the right, after which the leg extended forward returns to the ip. Teach the rhythm of throwing steps (the first step is calm, and the second and third are performed with increasing speed. The fastest is the third step.
	Throwing the ball from a running start. During the run-up, the hand with the ball is too tense. Difficulty in dribbling the ball, the rhythm of throwing steps is disturbed.		Multiple runs with the ball, achieving a free hold of the ball with relaxed muscles of the shoulder girdle and arm
	Running on strongly bent legs. As a result, the student hardly picks up speed in the run-up and overtakes the ball.		Multiple running runs on the toes of the foot with a strong repulsion from the floor (ground). Strengthen your leg muscles with jumping exercises.
	The speed of running to the second benchmark is increased by stretching the steps. Violated rhythm of acceleration. The transition to the throwing part of the takeoff and overtaking the projectile is difficult.		Runaway runs. Achieve an increase in speed when moving to the second control mark due to the frequency of steps. Decrease the distance between the first (beginning of the run-up) and the second (beginning of the ball deflection) control marks.
	Decrease in takeoff speed to the final effort. Throwing is performed almost from the spot. There is no transition of takeoff speed into throwing steps.		Running along the run with increasing speed to the final without a throw with a rebound from the ground at the end of the run. Strengthen leg muscles using jumping exercises.
	Premature turn of the shoulders to the right from the second control mark. As a result, the right foot turns outward, the body leans back.		Keep the torso in a vertical position, running up to the second mark. Follow the correct setting of the feet with toes strictly forward along the run.
	Full extension of the right hand with the ball on the first step from the second control mark. This makes it difficult to accelerate in throwing steps, leads to muscle tension in the shoulder and arm, and changes in the angle of the projectile.		Multiple abduction of the hand with the ball in place for two counts; in the course and in the run for two counts; in the course and in the run for two steps without a throw. Achieve soft, smooth abduction of the arm with the ball for two throwing steps in combination with a turn of the torso and shoulders to the right.
	When performing a cross step, the right leg is not carried crosswise over the left, but performs a side step. In this case, there will be no “overtaking” of the shoulders with the legs.		Perform throwing at low speed. Teach throwing steps (walking along the line with cross steps with a gymnastic stick on the shoulders, and then running with throwing steps also along the line). Make sure that there is no rotation of the shoulders around the vertical axis and the movement is left side forward.
	The right leg in a cross step is placed: Directly without turning outward, as a result, it is difficult to overtake the projectile and come to a position favorable for throwing; On the toe, and not on the heel and the outer arch of the foot, as a result, failure occurs, that is, squatting on the right leg, speed is lost, it is difficult to “capture” the ball and the accuracy of applying efforts when throwing		Throw the ball with varying degrees of intensity, control the correct positioning of the right foot at the end of the cross step
	Low lowering of the right hand with the ball (below the axis of the shoulders) in the first two throwing steps, as a result of which it is difficult to “capture” the ball in the initial phase of the final effort and accurately apply the effort when throwing		During the run-up at different speeds, take the hand with the ball away, achieving the correct position of the right hand
	Loss of straightness of movement in the run-up (deviation to the left on the last throwing steps). It is difficult to direct the effort to the center of the projectile beyond the sector		Throw from three steps and from a full run. Control the straightness of the swing of the right leg with a cross step and the setting of the left leg along the run-up line (the big toe of the left foot is in line with the heel of the right foot).
		Step-pStep-jump from the second mark, short or very long cross step, far setting of the left foot at point-blank range on the fourth step violate the correct rhythm of the run-up, reduce the speed in throwing steps and make it difficult to continuously transition from run-up to throw		Control the length of the steps, the placement of the feet in the footsteps, according to the marks of each throwing step on the track. Throw the ball from a full run
		The lack of acceleration in the throwing steps makes it difficult to move from the run to the throw, causes a stop before the throw, and violates the correct throwing rhythm.		Throw the ball from three, four throwing steps, from running up on a segment of arbitrary length, from a full run. Choose an individual ratio of the length and speed of each step.
		Deviation of the body to the left from the direction of throwing. The left leg becomes far to the left, and bends when thrown. The initial speed of the ball is lost, the flight range is reduced.		Perform exercises, simulating the correct "capture" of the ball. Control the placement of the legs in the third and fourth steps and the straightening of the left leg in the final phase of the throw. Start the final efforts from the legs with the “closed” position of the torso.

Excessive stop of the left foot due to its setting along the line of the right or somewhat crosswise in front of it prevents progress, dampens speed and even causes a stop before the throw

Performs a run-up according to the marks in the throwing part and throws in different run-up and tempo options

Premature "pushing" forward with a belated "capture" of an early turn of the body and the beginning of the final jerk, the angle of the ball's departure decreases.

Throw projectiles in different takeoffs and paces

Applications.

Two-step abduction of the hand with the ball .

Cross step.

Projectile throwing is one of the most ancient sports. The ability to accurately hit the target in ancient times was equated with the ability to survive. Throwing improves coordination of movements, forms the skill of correct distribution of effort and develops most muscle groups at the same time. In athletics, throwing of several types of projectiles is distinguished. The basic throwing techniques and their correctness will be discussed in this review.

History of throwing

The ability of man to kill prey from a distance has become one of the reasons for the dominance of the species Homo sapiens. Researchers suggest that the throwing technique dates back to the Stone Age (about 300-30 thousand years ago). It was at this time that primitive hunters developed the technique and types of throwing.

Presumably, the size of the projectile and the throwing style used depended on the type of prey, with the primary purpose being to hit and kill game or an enemy. Spears, stones, axes and other improvised objects were used as projectiles.

Did you know?The earliest mention of hammer throwing dates back to the reign of Edward III (1327-1377). By his decree, the king forbade hammer throwing along with other sports so that people would not neglect archery training.

In the course of the historical development of civilization, throwing skills were extremely in demand until the era of the invention of firearms. Given the constancy of military conflicts, the soldiers did not stop training even in peacetime.

Over time, they turned into sports competitions. The first recorded type of throwing was discus throwing. This story is found on many Greek amphoras and frescoes. At the same time, javelin throwing was also common.

Both species were included in the program of the Olympics (5th century AD). For the ancient Scandinavians, throwing an ax was relevant. Athletics today includes throwing competitions for all of the above projectiles and shots.

Now there are no throwing competitions for accuracy - only for distance. This led to the evolution of the projectiles used. So, a spear to hit a target has excellent balance and can travel a distance of more than 100 meters.

But such a spear is not safe for spectators, judges and other participants in the competition. Therefore, the balance was changed so that the spear could not overcome the sports ground (400 meters). Along with the shells, the execution technique also changed.

Functions

Throws competition is performed at a distance. The ability of an athlete to coordinate visual and motor reactions is important. During execution, strength, agility and speed are important. At the same time, vestibular and motor analyzers are being improved.

At the time of execution, the muscles of the forearm and shoulder girdle are involved. The muscles of the neck, abs, and lower extremities also work. To throw a projectile far, it is necessary to place the arm so that its mass creates resistance to the movements of the torso and shoulder during rotation.

The tendon, ligaments and muscles of the shoulder are involved in the movement of the arm. The released energy will provide a quick spin that straightens the elbow and sends the projectile flying at high speed.

Throwing functions:

• range of flight;
• hitting the target.

If you need to throw a projectile further, then you need to give it an initially higher speed. Throwing power is also important here. If the throw must hit the target, then an accurate eye and precise coordination of movements are necessary.

Types of throwing

Our contemporaries hold 4 types of throwing competitions. Each of them is characterized by its technique, which depends on the type and weight of the projectile. In some competitions, for various reasons, more than one technique has emerged and is used.

So, the main way to throw a disc was developed in ancient Greece. The movement is performed in a vertical plane. The disk acquires its own rotational moment in motion. If you throw it correctly, then the air flow will contribute to the flight and improve the result.

The new method was introduced in 1900 by the Czech athlete J. Suk. Subsequently, the Finns developed and successfully applied the same technique. The athlete threw the disc with a turn and at a flatter angle.

American throwers also have their own way. They perform a throw with a deep squat and turn around their axis. When thrown, the disk is given an acceleration of rotation.

Spearmen accelerate in a straight line and throw the spear forward with a swing over the shoulder. War spears were heavy. But the sports lightweight version (up to 800 g) allows you to throw a projectile further than 100 meters. For this reason, a number of accidents have been recorded at the competitions.
After carefully studying the properties of the projectile, the International Association of Athletics Federations (IAAF) standardized a javelin with a displaced center of gravity, which does not allow it to be thrown more than one hundred meters.

Hammer throwing is well known to northern peoples. And although such a sport was considered plebeian, it was very popular. People always like to demonstrate their strength and dexterity. Initially, the throw was performed with a swing and with one turn.

Over time, as the hammer became an object to be thrown far rather than aimed, it underwent a change in shape. The current hammer is a round ball on a metal wire with a handle for easy holding.

To throw it, the athlete takes the handle and gives the hammer speed and energy, rotating around its axis. To throw the shot, the athlete performs approximately the same actions as when throwing a hammer. The technique of holding the projectile is special here.

A hundred years ago, the core was pushed with one hand from a place. Now the athlete moves in a circle. At the time of the throw, the support is made on the legs, which gives the projectile speed and increases the range.

push

Shot put can be performed from a place, from a step, from a jump. The athlete can move sideways or with a turn. In the same way as the shot, you can throw the ball. The speed of its flight depends on what initial acceleration the projectile received from the “athlete + projectile” system.

The push technique has the following performance features:

• the core is held in one hand, which is raised to the neck. At any time during the throw, the arm holding the projectile must not fall below shoulder level;
• the movement consists of preparation, swing, throw with or without a jump and the final phase of returning the body to its normal position.

Technique:

1. The athlete becomes as far as possible from the center of the circle, since he will move towards its center during the throw.
2. The supporting leg is usually the right one, and the center of gravity is transferred to it.
3. To gain base speed, the athlete begins to swing in the throwing plane.
4. When sufficient energy has been accumulated for the throw, a back swing is made with the second leg.
5. Then follows a jerk of the body forward, a push with the supporting leg with a jump to the center of the site. The jump must follow the surface of the ground, and not up, to a height of no more than 25 cm.
6. Together with the jump, the core goes forward, taking acceleration from the athlete's push. The flight angle is about 45 degrees.
7. Now you need to stabilize the position of the body. To do this, the weight is transferred to the fly leg while moving backward. This is how braking happens.
8. Throwing the core, the athlete changes the position of the legs, and thus braking and alignment occurs.

Video: Shot Put Technique

Part 1

Part 2

Throw from behind the head

To throw a spear, the arm is brought over the shoulder. The distance for execution is a straight strip, about 400 m long. The throwing zone is limited to a line beyond which you cannot go in a jump.

Did you know?Most sports, including throwing, originally had little to no rules, and those used in competition today were defined and generalized in the 19th century.

The execution technique includes three stages:

• run;
• main action;
• braking.

The spear is wrapped around the palm so as to hold it with two fingers: the thumb together with the index finger or together with the middle one. The remaining fingers cover the shaft. The little finger rests on the palm.

A feature of a modern spear is light weight and a displaced center of gravity. The maximum flight range of such a spear does not exceed 100 m. The takeoff range is 15–20 m.
Technique:

1. The athlete moves to the far edge of the distance. The hand with the projectile rises above the ear, the tip of the spear is slightly raised.
2. Taking the first step, the hand with the spear is pulled back, and the projectile is leveled in a horizontal plane. The arm with the spear becomes perpendicular to the chest.
3. By the third step, the arm straightens for a throw, the athlete pushes off with his feet and throws the projectile.

A hand with a grenade is also brought over the shoulder. The throw can be performed from a place, from a jump or in a run.

Important!The energy for the throw is produced by the legs at the moment of push, and not by the hands. The legs work like a whip to propel a projectile. The arms just store the energy, give it direction, and complete the throw.

With a twist

Discus throwing is the oldest form of sports throwing. Discus athletes are depicted on numerous Greek amphorae and frescoes. The ancient Greeks threw the discus from a platform.

With the revival of the Olympic Games, the discus began to be thrown from a limited sector, like the shot. The throw is performed with one hand, acceleration occurs from the rotation of the disc. Throwing a discus or a hammer is performed with a departure angle of about 35 degrees.
The modern disc has a slightly curved shape to improve its aerodynamics. Athletes believe that the main thing in throwing a discus is to catch the direction of the wind and “put the discus” on the air stream. Such a disc moves smoothly and beautifully.

Technique:

1. The disc is located on the spread fingers of the hand and is held by the phalanges.
2. The lifter moves to the back of the throwing area as the movement will be inward.
3. The athlete bends the right leg, moving into a semi-squat, the center of gravity moves to the same leg.
4. The left leg turns so that its emphasis falls on the toe. The legs are in the same line.
5. The athlete's body leans in the direction opposite to the direction of the throw.
6. The hand with the disc rises. The disc is still held only by fingers.
7. The movement of the hands resembles a pendulum: they move down and then up again. At this point, the weight of the body is redistributed to the other leg.
8. The athlete begins to rotate to gain kinetic energy. And then performs a jerk throw of the body along with the disk.

Hammer throwing technique is different from discus throwing. The hammer is held by the handle. The athlete is as close as possible to the center of the site. The hammer is held with both hands by the handle and sent into flight by rotation. Usually the throw is performed with three or four turns.

Did you know?František Janda-Suk is an athlete from Bohemia, who built his discus throwing technique on the rotation of the whole body, taking as a model the famous statue of the Discobolus (sculptor Miron, 5th century BC). This technique and the Discus Thrower brought athlete a silver medal at the Olympics in 1900.

Basic Rules

In throwing competitions, the following rules apply:

1. Time to complete - 2 minutes. If during this time the throw is not made, the throw will not be counted.
2. You can not leave the zone for throwing, stepping outside the border.
3. Do not touch the bar or anything outside the throwing area.
4. For the landing of the projectile, a special zone is allocated, marked with flags. If the projectile falls outside this zone, the attempt will not be counted.
5. You can leave the throwing sector only after the projectile has landed.

throwing technique

The technique is influenced by the shape of the projectile, the mass and the convenience of the throw. Therefore, for each projectile - it has its own.
In general, we can note the general steps to perform:

• Preparation;
• run;
• throw;
• braking.

The main task of preparation is to give the projectile the highest speed. At the moment of gaining energy or taking off, the muscles of the shoulder girdle and forearm create the speed of the projectile. Then the muscles of the lower extremities and torso are included in the work. The correct flight path depends on them.

Important!It is extremely important that the body should drag the projectile along with it and set the trajectory, and not rush after the projectile. These are two fundamentally different muscle efforts.

The projectile must be held with one hand. The exception is the hammer, it must be held with two hands. The point of contact should contribute to the correct fixation, which will be optimal at the time of the throw and will not allow you to fall or change direction at the moment of gaining energy.

The position of the hand depends on the technique of the throw: at shoulder level, above the head, in front of you. The correct hand position for each projectile is described in detail in the throwing technique.
It is very important to strengthen the muscles of the hand, since the strength of the hand affects the effectiveness of the throw and its range.

Important!If you can’t throw a projectile far, reduce the weight, hone your throwing technique and do exercises to strengthen your muscles.

Preparing for takeoff and takeoff

There are two running techniques:

1. Jumping in a straight line (for spears and grenades).
2. Rotational (hammer, disk).

Moving with a turn allows you to increase not just the strength of the throw, but the strength at one point in time, which will better affect the result. In this case, the velocity vector of the athlete and the projectile must be equally directed with the velocity vector of the flying projectile. Muscle groups are included in the formation of movement from the bottom up.

The muscles of the legs begin to work, they transmit movement to the body, then the shoulder girdle and forearms are connected. The muscles of the hand complete the movement of the “athlete + projectile” system. At the beginning of the movement, the emphasis is usually placed on the leading (right) leg. Therefore, the movement begins with her.

Final effort

Before the final pull, the lifter must take the position that will increase the speed of takeoff. In part, the body assumes such a pose under the influence of the inertia of a correctly performed previous movement.

Important!Anatomically, the body structure of a woman is more suitable for hammer throwing than for other species. The length of the woman's torso relative to her legs allows her to better maintain balance during rotation.

The center of gravity shifts in the direction of the projectile departure. This is followed by a push with the legs and the throw of the body forward. All the accumulated energy is transferred to the projectile, and the athlete moves on to the next stage.

Departure and flight of the projectile

The angle of departure will determine the effectiveness of the throw. An angle of 30-45 degrees is considered optimal. The minimum will be the angle of the spear (30 degrees), and the maximum will be the angle of the hammer (45 degrees).

This parameter is influenced by the aerodynamic features of the javelin or disk, its starting speed, the influence of the wind on the site and the flight altitude. Air resistance is taken into account for the spear and disk, since they are characterized by aerodynamic properties.
Braking is considered a minor phase. But if the athlete crosses the boundaries of the site without maintaining balance, then the attempt will not be counted. Here you need to extinguish the speed of movement by transferring the weight of the body from the jogging leg, and then take a static position.

Security measures

To participate in competitions, it is allowed to use only those shells that correspond to the parameters established for a particular type (length, weight). It is not allowed to move around the sports ground at the time of the flight of the projectile.

In order to prevent injury, the following factors are also taken into account:

• for throwing a discus or a hammer, the place of its throw is enclosed with a special net;
• all fasteners and nets are checked for reliability;
• the shells must be dry (even if it has recently rained on the site);
• before performing a throw, it is recommended to warm up the muscles with a warm-up;
• it is impossible to carry out throwing in opposite directions at the same time;
• before the start of throwing, a warning command is sure to sound;
• at the moment of the throw, everyone should look in the direction of movement in order to have time to dodge.

To make your throws effective, learn throwing technique. This will not only significantly increase performance, but also avoid injuries: dislocations and sprains.

Did you know?The hero of Irish mythology, Cuchulainn, was famous for his interesting technique of throwing a spear - the “moose throw”. The warrior threw his spear at the enemy with his foot from under the water.

It is also important to learn to coordinate movements. And remember, nothing is impossible in sports - it all depends on your desire and hard work.

There are four types of throws in athletics, the technique of which depends on the shape and mass of the projectile. A light spear is easier to throw over the head; the core, which is spherical and rather heavy, is easier to push; a hammer with a handle with a cable is thrown by spinning; a disk resembling a plate convex on both sides is thrown with one hand from a turn. Throwing can also be divided into two groups: 1) throwing and pushing projectiles that do not have aerodynamic properties; 2) throwing projectiles with aerodynamic properties. Different types of throwing have common basics of technique that are characteristic of all types.

In the basics of technology, the initial velocity of the projectile is distinguished, that is, the speed that the projectile has at the moment it leaves the thrower's hand. Departure angle- (a) the angle formed by the muzzle velocity vector of the projectile and the horizon line. Projectile release height - vertical distance from the point of projectile separation from the hand to the surface of the sector. Terrain angle - f) the angle formed by the line connecting the point of release of the projectile with the landing site of the projectile and the horizon (Fig. 64).

These factors are inherent in all throwing. For projectiles with aerodynamic properties, the following factors are additionally considered: angle of attack, drag, and torque. We will consider these factors in more detail in the flight phase.

Conditionally integral action of throwing can be divided into three parts:

final effort;

Braking after projectile release.

The fourth part - the flight of the projectile occurs without the influence of the thrower and obeys certain laws of mechanics. When they draw up a scheme for teaching throwing techniques, additional auxiliary parts are distinguished: holding the projectile, preparing for the run, preparing for the final effort, releasing the projectile. The main phase in throwing is the final effort phase.

Track and field throwing in structure are one-act or acyclic exercises. Throwings are different only in the external picture of the thrower's movements, in fact they have one goal - to give the projectile the highest take-off speed, which is one of the main factors in the range of the projectile. Other factors in the range of a projectile are the angle of departure, the height of the projectile's release, and air resistance.

Flight range is determined by the formula

Where V- the initial velocity of the projectile; a - departure angle; g- acceleration of gravity.

During the run-up, the “thrower-projectile” system is given a preliminary speed, which will be different in different types of throws (2 - 3 m / s - in the shot put, 7 - 8 m / s - in the javelin and discus throw, 23 m / s - in hammer throwing). It should be remembered that in shot put and javelin throw, linear speed is determined, and in discus and hammer throw - angular speed.

During the final effort, the preliminary speed increases and in this phase the momentum of the thrower-projectile system is transferred directly to the projectile. Moreover, the speed of the projectile increases in javelin throwing and shot put by 4-5 times, in discus throwing - 2 times, and when throwing a hammer in the preliminary unwinding phase of the projectile, the speed is 4-5 times higher than the final one. In hammer throwing, the inertia of the movement of the spun projectile is so great that the athlete, due to his own muscular efforts, cannot significantly influence the speed of the projectile and almost all of his efforts are aimed at maintaining the speed and creating optimal conditions for its release.

The preliminary speed in the takeoff is reported to the system due to the work of the muscles of the legs and torso, in the phase of the final effort, the system transmits the speed to the projectile due to the muscles of the shoulder girdle and arms>

and also due to the leading actions of the lower parts of the body. This is true for the javelin, discus and shot put.

In hammer throwing, the situation is different. First, the work of the muscles of the arms and the upper shoulder girdle gives speed, and then, as the speed of the projectile increases, the muscles of the torso and legs turn on, which help to maintain the correct position of the body and move it around the axis with longitudinal advancement, counteracting the centrifugal force of the projectile.

One of the rules in throwing is that in order to give (speed to the “thrower-projectile” system it is necessary to “lead” this projectile, and not “follow” the projectile. In other words, the movement of the projectile must be preceded by a successive chain of muscular efforts that create this movement.

The preliminary speed of the "thrower - projectile" system will always be optimal and will depend on the following factors: type of throwing, technical and physical fitness of the thrower. Preliminary speed is gained on a longer path of movement, smoothly, to the optimum value. In the phase of the final effort, this speed reaches such maximum values ​​as the athlete is capable of, and in the last part of the phase it is transferred to the projectile.

The speed that is given to the system or the projectile depends on the magnitude of the muscular effort or on the magnitude of the manifestation of force. “First, on a longer takeoff path, due to less muscle effort, speed is given to the system, and then, on a short stretch of the path, maximum power is applied to increase the speed of the projectile.

It is conditionally possible to express the dependence of the projectile velocity on the magnitude of the force, the path of application of this force and the duration of the action of this force by the following formula:

Where V- projectile launch speed; F- the force applied to the projectile; L- the length of the path of action of the force; / - time of force application.

In order to increase the speed of the projectile, you can go

:Four directions: 1) increase strength; 2) to increase the Path of influence of force; 3) reduce the duration of the force and

|.4) a complex direction according to the previous three.

An athlete, constantly training, works to increase muscle strength, but this process is long, and at the same time it is impossible

[Infinitely increase muscle strength, as the human body has its own limit. The path of application of force is also

I. Conservative direction. How to increase this path in phase

The final effort, where exactly does the main increase in speed take place? The athlete is limited by the rules of the competition, the place of throwing. Changes in the throwing technique mainly concerned the run-up phase. Only in the shot put was an attempt made to change the abrupt straight run to a rotational one, and the thrower A. Baryshnikov showed the technique of throwing the shot from a turn. These two types of shot put technique have their positive and negative sides. The use of one or another type will depend on the individual characteristics of the thrower.

The third direction - reducing the time of action of a given force on a certain path has more prospects, i.e. the athlete works specifically not on the development of strength (although he does not omit this factor), but on increasing the increase in strength per unit of time, on the speed of manifestation of this force, which relates to speed-strength qualities. In the final effort, the athlete must perform a movement on a certain path, without deviating from it, so that the vector of the preliminary velocity of the “thrower-projectile” system coincides with the vector of the initial velocity of the projectile. In practice, this is called "getting into the sleep-row", characterizing the technical readiness of the thrower. Thus, the result in throwing will depend on the speed-strength and technical training of the thrower.

In imparting speed to the projectile, various parts of the body and various muscle groups are involved, which work in a certain sequence. Moreover, subsequent movements should, as it were, overlap the previous ones, pick up the movement. The muscles of the legs begin to work, then the muscles of the trunk, shoulders, forearms, and the muscles of the hand complete the work. This is another of the rules for the effective technical execution of sports throwing. Due to the sequential engagement of the body links from bottom to top in the final effort phase, the amount of motion is transferred from the lower links to the upper ones, here also the stretched muscles in each link are included in the work, and each link is included in the work at speed, and not from a place. Moreover, the speed of the links increases from the lower to the upper.

The projectile departure angle (see Fig. 64) is one of the main factors determining the effectiveness in throwing. From the point of view of mechanics, the optimal angle of departure of the projectile is 45 ° (in airless space and without the influence of any other forces). In real life, the angle of departure of the projectile is different in all types of throwing, it differs by gender and the weight of the projectile.

In sports throwing, the angle of departure of the projectile depends on:

The initial velocity of the projectile;

Projectile release heights;

Aerodynamic properties of the projectile;

Takeoff speed;

Atmospheric conditions (wind direction and speed). The departure angle in the shot put ranges from 38 to 42 °, and

the most optimal is the angle of 42°, a further increase in the angle leads to a decrease in the result.

Departure angle in discus throw: for women - 33 - 35 °, for men - from 36 to 39 °. This is apparently due to the different weights of the projectiles, the different takeoff speeds, and the different surface area of ​​the projectile.

The optimal departure angle in javelin throwing is between 27 and 30° for a gliding javelin, i.e. old sample. With the introduction of a spear with a displaced center of gravity, the angle increased to 33 - 34 °.

In hammer throwing, the largest departure angle is 44 °. This can be explained by the large mass of the projectile and the high initial velocity of departure.

With an increase in the take-off speed, the angle of departure of the projectile in all types of throwing increases slightly, except for discus throwing, where, on the contrary, the angle of departure decreases.

The height of the release of the projectile also affects the result in throwing: the higher the height, the farther the projectile flies. But the projectile release height cannot be increased for the same thrower. The height of the release of the projectile will play a role in the analysis of the performance of various throwers. In sports selection, it is necessary to take into account not only strong, but also tall, long-armed athletes for specialization in throwing (see Fig. 64).

The range of the projectile will also be affected by air resistance. When throwing a hammer, grenade, small ball and shot put, the air resistance is constant and small, so their values ​​\u200b\u200bare usually not taken into account. And when throwing a spear and a disk, i.e. projectiles with aerodynamic properties, the air environment can have a significant impact on the result.

The aerodynamic properties of the disc are about 4.5 times better than the lances. In flight, these projectiles rotate: the spear around its longitudinal axis, and the disk around the vertical axis. The spear makes about 25 revolutions, which is not enough for the appearance of a gyroscopic moment, but this rotation speed stabilizes the position of the spear in flight. During the flight of the disk, its rotation creates a gyroscopic moment, which counteracts the rotation of the disk around the vertical axis and stabilizes its position in the air.

In flight, a drag force arises, which is characterized by the ratio of the cross-sectional area of ​​​​the projectile to the force and speed of the oncoming air flow. Incoming on-

the air current presses on the cross-sectional area of ​​the projectile, flows around the projectile. On the opposite side, an area of ​​low pressure arises, which characterizes the lifting force, the value of which will depend on the speed of the oncoming air flow and the angle of attack of the projectile. In javelin and discus throwing, the lifting force exceeds the drag, thereby increasing the range of the projectile (Fig. 65).

The angle of attack can be negative or positive. With a headwind, it is necessary to reduce the angle of attack, thereby reducing the drag force. With a passing windsutol, the attacks must be increased to 44 °, creating the properties of a sail to the disk.

When throwing a female discus, the headwind requires a greater decrease in the angle of departure than when throwing a man's discus. The throwing range of the projectile will affect the departure angle: the farther the projectile flies, the greater the departure angle.

In all types of throwing, except for the shot put, the force of impact on the projectile (drag force) does not affect the angle of departure. When pushing the shot, the smaller the force of impact on the projectile, the greater the angle of departure, and vice versa.

6.2. Technique of various types of throwing 6.2.1. Shot put technique

Historians refer to the first mention of shot put in the middle of the 19th century. It is believed that the shot put is due to folk games, where various competitions were held in pushing weights (stones, logs, weights). Documented shot put materials date back to 1839. The first record in this type of sports was set by the Englishman Fraser in 1866 and was equal to 10.62 m. In 1868, a shot put competition was held indoors in New York.

At the beginning of the 20th century American R. Rose set a new world record - 15.54 m, which held for 19 years. Rose's height was over 2 m, and his weight was 125 kg. Only in 1928 did a proportionately built German athlete

E. Hirschfeld was the first in the world to push the core at 16.04 m. Then, in 1934, D. Torrance, nicknamed "man-mountain", his height is 2 m, and his weight is 135 kg, pushed the core at 17.40 m For a long time it was thought that throwers should have large muscle mass and great height, but no one could have imagined that an athlete weighing 85 kg would beat D. Torrance's record. Negro C. Fonville was able to do this, having an outstanding speed in the shot put. For the nineteen-meter mark, the shot was pushed by P. O-Brien - 19.30 m, who made significant changes to the shot put technique. For the first time, the American D. Long overcame the 20-meter mark, then r. Matson improves the result, bringing it to 21.78 m. In 1976, two weeks before the Olympics, the Russian athlete A. Baryshnikov for the first time takes the world record from the Americans, pushing the shot at 22 meters! Moreover, he uses a completely new shot put technique, not from a jump, but from a turn.

Currently, the world record in the shot put belongs to the American R. Barnes - 23.12 m, and for the first time the German W. Timmerman overcame the 23-meter line in 1988. Barnes' record was set in 1990 and has been holding for more than 10 years.

Women began to participate in shot put competitions much later. Officially, in 1922, the first champion of the USSR in this form was determined. And the first official world record was set in 1926 by the Austrian H. Kepll - 9.57 m. In 1938, for the first time, women pushed the shot at the European Championships, and since 1948, women began to participate in this form at the Olympics. In 1969, N. Chizhova at the European Championships showed the result - 20.43 m. At present, the world record belongs to N. Lisovskaya - 22.63 m, set in 1987.

The shot put technique has changed throughout history, these are: standing push, walking push, jump shot, jump shot from a side position, jump shot from a standing back position, shot put from a turn. Modern pushers mainly use the technique of shot put from a jump, only some throwers followed in the footsteps of A. Baryshnikov and began to use the technique of shot put from a turn. Consider the shot put technique of these two modern methods.

When analyzing the shot put technique, the following main elements can be distinguished, which you need to pay attention to:

Projectile holding;

Preparatory phase for the takeoff (leap, turn);

Run jump (turn);

final effort;

The phase of braking or maintaining balance.

Leap Shot Put Technique

Projectile holding. The core is placed on the middle phalanges of the fingers of the hand that performs the push (for example, the right hand). Che-

Three fingers are joined together, the thumb holds the nucleus to the side. You can not spread your fingers, they must be a single whole (Fig. 66).

The core is pressed against the right hundred
rone of the neck, above the collarbone. preplay
whose and shoulder of the right arm, bent
Rice. 66. Holding the nucleus in the elbow joint, retracted to the

drop to shoulder level. The left hand, slightly bent at the elbow joint, is held in front of the chest, also at shoulder level. The muscles of the left hand are not tense, the hand is slightly compressed (Fig. 67).

It is very important that the muscles of the right hand are prepared for the load of the core. If the muscles are weak, then it is necessary first of all to strengthen them, and learn the shot put technique with a lighter weight. The brush should be elastic and hard.

Preparatory phase for takeoff. The shot putter must be in its original position before the start of the jump. To do this, the thrower stands on his right foot, the right foot is at the far edge of the circle, in relation to the sector. The left leg is slightly laid back on the toe, the weight of the body is on the right leg, the body is straightened, the head looks straight, the core is at the right shoulder and neck, the left arm is in front of you.

Movements in this phase are divided into two actions: 1) swing and 2) grouping. From the starting position, the thrower leans slightly forward, simultaneously making a free swing back with his left foot, and a small swing up with his left hand, while bending in the lower back and slightly retracting his shoulders back. The swing can be done while on the full foot of the right leg or simultaneously with the swing, rising to the toe of the right foot. After the swing, the thrower makes a tuck, balancing on the right foot. He bends the knee of his right leg, making a semi-squat on it. Shoulders

they go down to the knee of the right leg, the left leg is bent at the knee and brought to the knee of the right leg, the left hand goes down in front of the chest, i.e. the thrower is compressed all over like a spring (Fig. 68).

Jump run. After by
grouping begins
jump run. grouping
should not be long
me, as in a bent position
tense muscles lose their effectiveness
Rice. 67. Initial position of the activity of elastic forces. The jump starts
before pushing, it starts with a swing of the left leg back and

Rice. 68. Leap in Shot Put

slightly down to the place of setting the left foot at close range. At the same time, the right leg is straightened in the knee joint, while trying to ensure that the GCM does not rise up, but moves forward in the direction of the shot put and even slightly down. Due to the swing of the left leg, the GCM is brought out of the support of the right leg, which produces repulsion following the movement of the GCM. Repulsion can be performed from the heel, while the muscles of the ankle joint do not participate in the repulsion, or from the toe, in which case the muscles of the ankle joint actively participate in it. After tearing off the toe of the right leg from the surface of the circle, the lower leg is quickly pulled under the hip joint of the right leg, the knee turns slightly inward, the foot is placed on the toe. In this case, the body of the body must maintain its original position, i.e., the back looks in the direction of pushing, the shoulders are tilted forward to the knee of the right leg, the left arm, slightly bent, is in front of the chest. It is necessary after the jump to immediately take a two-support position or that the time interval between the setting of the right foot and the left was very small. The thrower must come to the final effort in a “closed” position, i.e. do not prematurely turn the left shoulder in the direction of pushing and do not straighten the leg at the knee joint. The left leg is placed on the entire foot and slightly turned toe forward, straightened at the knee joint and blocking the forward movement of the body. From the moment the left foot is placed at rest or from the moment of the two-support position, the phase of the final effort begins (Fig. 69).

Final effort. The final effort is the main phase in throwing, it is at this moment that the initial velocity of the projectile at the optimal angle is communicated, and it is on this phase that the effectiveness in shot put depends.

After arriving in a two-support position, the thrower begins the Movement by turning on the right toe inward, then turning the knee with a slight extension, turning the pelvis. The shoulder girdle and the left arm should noticeably lag behind in this movement, as if counteracting it. Due to this, the muscles of the back are stretched. Then the left arm is quickly pulled back to shoulder level, helping to rotate the shoulders and stretch the tense muscles of the chest and abdominals. Simultaneously happening

extension of the right leg, sending the GCM up and forward through the straight left leg, deployed shoulders are slightly behind the projection of the GCM. The thrower assumes a curved position: shoulders behind, deflection in the lower back, the projection of the GCM is between the right and left feet, i.e. is in the "stretched bow" position. From this position, simultaneously with the movement of the shoulders forward, the arm in the elbow joint begins to unbend, directing the core at the desired angle. The right leg pushes the CCM to the foot of the left leg, fully straightening at the knee and ankle joints. The right arm is actively extended, directing and imparting speed to the core. The filmograms show that the core is detached from the arm at the moment when the arm has not yet fully extended in the elbow joint. The time of contact of the right hand with the core during the final part of the final effort depends on the speed capabilities of the muscles of this hand: the higher the speed of movement of the hand during extension, the longer the contact lasts. Despite the fact that the pushing hand does not participate in the shot put by its bending (it simply does not have time, since the shot comes off early).

more), all the same, the main burden in the phase of the final effort falls on it. The entire load created in the phase of the final effort and transferring the energy of the muscles and the moving system of the thrower-projectile passes through the hand. Therefore, it is very important to have strong muscles and strong ligaments so as not to get injured.

In the final effort, all movements begin from the lower links of the body, as if layering on each other. This process is the basis for transferring momentum from one link to another in all types of throwing.

Since the jump has a rectilinear form of movement, then in the final effort it is necessary to continue moving in a straight line. The core should be above the right leg, and with the final effort, it should deviate as little as possible from the trajectory of movement given during the jump. The application of all muscular efforts must pass through the center of the projectile and coincide with the direction of movement of the core. Otherwise, there will be a decomposition of muscle efforts that do not coincide with the core velocity vector and thereby reduce the effectiveness of pushing (Fig. 70).

It must be remembered that the separation of the projectile from the hand must occur in the support position or on two legs, or at least on one (left) leg. The transfer of motion energy to the projectile is carried out only in the reference position. This has already been discussed in the basics of throwing technique.

After tearing off the ball from the hand, the thrower needs to maintain balance so as not to fly out of the circle. From this moment begins the phase of deceleration or balance.

Deceleration phase. Although this phase is secondary, if you do not maintain balance, you can get out of the circle, and according to the rules of the competition, the attempt will not be counted, no matter how far the core flies. This means that it is necessary to perform a series of movements that can extinguish the speed of the body moving forward and enable the thrower to take a static position. To do this, the thrower, after tearing off the core from the hand, performs a jump from the left foot to the right. The left leg goes back, helping to remove the project-

Qiyu OCM behind the foot of the right leg. Hands also perform swing movements in the opposite direction from the sector. The biggest mistake in teaching shot put technique is learning jump shot put. It must be remembered that a jump is a forced action aimed at maintaining balance and reducing the speed of the body moving forward following the core.

Pivot Shot Put Technique

Initial position. The thrower stands with his back to the direction
shot put. Arms and core occupy the same position as
when jumping. Feet are shoulder-width apart, feet slightly turned
outward (Fig. 71). ^br

Preparatory movements before the turn. The thrower takes a stable position, bends the legs at the knee joints, lowering the GCM by about 30 cm. The body is tilted forward

Rice. 71. Pivot Shot Put 1S4

so that the shoulders are above the knees. Then he transfers the weight of the body to the right leg, turning the body back to the right, the left arm, slightly bent at the elbow, goes behind the right shoulder. The head looks down and forward. The left leg rises to the toe. Then the turn begins.

Turn. This element of technique is the same as in the discus throw, only performed in a more limited space (the circle in the shot put is smaller than the circle in the discus throw). The turn begins with the transfer of the weight of the body to the left leg and the turn of the foot of the left foot on the toe. Together with the foot, the knee of the left leg begins to turn outward. The shoulders and the arm with the core are somewhat behind, only the left arm is retracted, without going beyond the transverse axis of the shoulders. Next, the right leg is separated from the surface of the circle, and in a circular swing motion it is transferred forward towards the push. The foot of the right foot is placed approximately in the center of the circle. In turn, the left leg, breaking away from the surface of the circle with a swing movement, is placed forward to the segment of the circle for the entire foot. Simultaneously with the circular movement of the left leg, there is a turn on the right toe. It should be noted that the circular movement of the right leg is made along a larger diameter than the left, which should perform the movement as if in a straight line with a quick and hard setting of the leg at close range so that the turn in the lower links of the body is ahead of the turn in the upper links. With the arrival of the support on two legs, the phase of the final effort begins. The turn usually occurs with the flight phase. Leading pushers try to reduce the height of the vertical oscillations of the CCM as much as possible during the turn.

Final effort. Arriving in a two-support position, the thrower begins to unbend the right leg simultaneously with the rotation of the pelvis, then the left arm actively moves back at shoulder level, stretching the muscles of the chest and abdominals. Further, the muscles of the upper shoulder girdle come into play, which move the right shoulder forward, at the same time the right arm in the elbow joint begins to unbend, transferring the accumulated energy for the movement of the projectile. After the nucleus is separated from the hand, the body begins to decelerate.

Deceleration phase. It is carried out by jumping from the left foot to the right foot, continuing the rotational movement of the body. The thrower stops moving and then exits the circle through the back half of the circle.

It should be noted that the movement of the shot during a jump run is carried out in a straight line, and when pushing from a turn, the shot first moves in a circle, and only in the last part of the final Effort does the thrower need to transfer it to a straight Path. Therefore, it is important that the angular velocity vector coincide with the direction of pushing during the transition from rotational to translational motion. Here there are forces that bring down the action

Action of the thrower from the required direction. This moment when pushing the shot from a turn is a more complex technical action than when pushing from a jump run.

In the final effort, the length of the force application path to the core reaches 1.8 m. With the application of the turn, the force application path length increased to 2 m (according to the best pushers).

Honored coach of the RSFSR O. Grigalka conducted a comparative analysis of the effectiveness of the shot-pushing technique by these two methods. Analyzing two methods of shot throwing by outstanding athletes U. Beyer - translational pushing and A. Baryshnikov - rotational method, he did not find significant differences in them. Both throwers could perform a shot put without acceleration (from a place) for 20 m, acceleration gave both almost the same increase in the result. But it should be noted that Beyer's speed at the end of acceleration was about 1.5 m/s, while Baryshnikov's was about 5 m/s. Therefore, the first pusher needs to increase the speed of the core by almost 10 times in the final effort, and the second - only 3 times, in order to achieve almost the same result. Considering the trajectories of the nuclei in these variants, we see that in the last 0.2-0.4 s, the movements of the nuclei occur in a straight line (Fig. 72). Consequently, with the rotational "variant, the circular path of acceleration has to be "straightened" in a timely manner, which creates certain difficulties for the thrower.

If we talk about the imaginary addition of the velocities of the core during the acceleration and push, then with the rotational version this happens to a lesser extent than with the rectilinear one. The path of acceleration of the nucleus according to the cinematogram shows that over

A - the path of acceleration of the rotational adra

equipment (A. Baryshnikov - 20.82 m - 1978)

B- way of overclocking adra is generally accepted

technique (W. Beyer - 20.96 m - 1978)

the center of the circle, the nucleus returns somewhat back (see Fig. 72). The loop that the nucleus describes above the center of the circle is very small. The speed of the core gained during rotation (within 5 m/s) along a loop of such a small diameter (about 15 cm) cannot be fully preserved, as well as when running along a steeper turn, i.e. it is necessary to increase the diameter of this loop in order to reduce the core velocity losses.

Is it possible to obtain a higher speed of the initial acceleration of the core in translational pushing? To accelerate with a jump, the thrower can use a path equal to only 1 m (0.5 of the diameter of the circle), if he passes this path in 1 s, then his speed will be 1 m / s. Most pushers cover this path in 0.6 s, which allows you to reach speeds of up to 2 m / s. Even if the thrower can reduce the time of passing this segment to the time of the first step of the sprinter, who has more favorable conditions (moving forward, not backward), the speed of the shot will still be able to increase only up to 4 m/s. But this is very difficult and problematic to do.

Therefore, in our opinion, the rotational method, despite certain technical difficulties, still has more preferences than the generally accepted translational method for the efficiency of acceleration of the shot and, consequently, for improving the performance of pushing.

6.2.2. Javelin, grenade and small ball throwing techniques

Javelin throwing competitions were held in ancient Greece.

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In those days, athletes threw spears and darts at a distance and at a target. In modern times, javelin throwing competitions began to be held in Scandinavian countries: in Finland - since 1883, in Sweden - since 1886, in Norway - since 1891. They threw a spear, resting the fingers of the strongest hand on the tail of the spear, and with the other they supported it by the middle, from a limited square of 2.5 x 2.5 m. This style was called "free".

Javelin throwing, as a sport, was included in the 1906 Olympics, and in 1908 the modern javelin throwing technique was legalized, i.e. throwing from behind the head over the shoulder with one hand. In 1912, at the Olympics in Stockholm, an attempt was made to introduce into the competition the idea of ​​the ancient Greeks about the harmonious development of athletes, for this the javelin throwers had to throw it with both their right and left hands, but this idea did not take root. In the same year, a world record was first registered, which was set by the Swede E. Lemming - 62.32 m. It took 17 years for the world record to cross the 70-meter line. E. Lundquist threw a javelin at 71.01 m.

In 1953, the American F. Held for the first time threw a metal spear, the use of which was legalized in the same year, at 80.41 m. In 1964, the Norwegian T. Pederson throws a spear at 91.72 m, and after 20 years .Hon shows an outstanding result - 104.80 m.

ki raised the issue of the safety of holding competitions in this type of athletics, and in 1986 a new design javelin was legalized, in which the GCM was shifted 4 cm forward and the minimum diameter of the tail was increased. This led to a decrease in the aerodynamic properties of the spear (from "planning" it became "dive") and, as a result, to a decrease in sports results. In 1986, the German K. Tafelmeier showed a result of 85.74 m, almost 20 meters less than the previous record set by the "old" spear. In 1987, the Czech J. Zhelezny sets a new record - 87.66 m. Nine years later, he brings the world record to 98.48 m, i.e. again, the result of the male javelin throw is approaching the 100-meter mark. This record holds to this day. Perhaps again they will change either the design of the spear or its weight (from 800 g to 1000 g).

The first competition among women in javelin throwing, which weighed 800 g, was held in 1916. The result was taken into account from two hands. In 1926, a javelin weighing 600 g was introduced. In 1930, the German thrower E. Braumüller threw a javelin at 40.27 m. The women's javelin was included in the program of the Olympic Games in 1932. In 1954, N. Konyaeva ( USSR) threw a javelin at 55.48 m. During this period, women also begin to throw a metal spear. In 1964, E. Ozolina (USSR) showed the result - 61.38 m. Since 1988, women began to throw a new design javelin, but they continued to throw the old “planning” javelin, the results of both methods were recorded. The 70-meter mark was overcome by the spear of T. Biryu-lina (USSR) in 1980 - 70.08 m. 80 m, this old-style javelin record still holds. The record for a new type of spear is currently held by the Norwegian T. Hattestad - 68.22 m, it was set in 2000.

Javelin throwing technique

What is a spear? This is a hollow metal projectile: for men, it weighs 800 g, for women - 600 g. The length of the spear for men is 260 cm, for women - 230 cm; the distance from the point to the CG is 92 cm. There is a winding near the CG of the spear, for the convenience of holding the projectile. Throwing a spear is allowed only by holding it by the winding, from behind the head, over the shoulder. Throwing is carried out in a sector at an angle of 29 °.

The holistic action of javelin throwing can be divided into:

final effort;

Braking (Fig. 73).

When analyzing the technique of javelin throwing, one must first consider ways to hold the projectile. There are two ways to hold a spear: a) thumb and forefinger; b) thumb and middle fingers. The spear lies obliquely in the palm. In the second version, the index finger is located along the axis of the spear. Other fingers wrap around the spear by the winding (Fig. 74, a, b).

It is necessary to hold the spear by the winding tightly, but not tensely, since any tension of the hand will not allow a whip-like movement to be performed, it will reduce the rotation of the spear, which creates stability in flight. The spear is held at the level of the upper edge of the skull, above the shoulder, the tip of the spear is directed slightly down; and slightly inward, the elbow looks forward a little outward.

Takeoff. The run-up can be divided into three parts: the preliminary run-up, the steps of retracting the spear, the final part of the run-up. The length of the entire run-up ranges from 20 m to 35 m, for women - a little less, and depends on the qualifications of the athlete. The take-off speed for each athlete is individual and should not interfere with the thrower's preparatory actions for the final effort.

The preliminary run starts from the start to the control mark, acquiring the optimal take-off speed, and is 10-14 running steps. The run-up rhythm is uniformly accelerated, this is achieved by a gradual increase in the length of the step and the pace of the steps. Usually, the stride length in the preliminary run-up is somewhat less than the stride length in the sprint run. Running is performed freely, without tension, elastically holding on to the front of the foot. The left hand performs movements as in a run, and the right hand is kept in its original position, performing light oscillatory movements with a spear back and forth. The run-up speed for the strongest throwers reaches up to 8 m / s. The stability of the execution of this part of the run-up allows the thrower to perform the subsequent parts in a collected and accurate manner and creates conditions for the maximum use of the gained speed in the final effort.

The abduction of the spear begins from the moment the left foot is placed on the control mark. Throwers use two methods of javelin retraction: 1) straight-back and 2) forward-down-back arc. The first option is simpler, the second one is somewhat more complicated in terms of execution technique.

In the first variant: the thrower with a step of the right leg straightens the right arm in the elbow joint up and slightly back; with the step of the left foot, the right hand with the spear goes down to the level of the line of the shoulders; the thrower turns sideways to the throwing direction. In the second variant: the thrower with a step of the right foot lowers the right hand with a spear forward - down to the vertical; with a step of the left foot, the right hand is retracted and lifted up D °

shoulder line level. It is important that with any abduction of the arm, the axis of the spear is not far away from the right shoulder. The left hand is in front of the chest, slightly bent at the elbow joint, also at shoulder level. Some leading throwers do not pull the javelin two, but three or four steps. After retracting the spear, the final part of the run begins.

The final part of the run-up consists of the last two steps before the final effort: 1) the "cross" step and 2) placing the foot at close range. The cross step technique is a forced technique after the javelin is retracted. The thrower is sideways to the direction of throwing and is forced to take a powerful and fast “cross” step in order to overtake the pelvis and shoulders with his legs. The "cross" step is performed with the foot of the same name as the throwing hand, in this case the right one. An active swing is made with the thigh of the right leg forward and upward, the lower leg is bent at the knee joint at an angle of approximately 120 °, the foot is slightly turned outward. Simultaneously with the swing of the right leg, a powerful repulsion is performed with the left leg following the movement of the GCM, when its projection has gone as far as possible from the place of repulsion. This is done so that there is no large vertical oscillation of the CCM at the moment of the "cross" step, which is performed by the "creeping" movement. After landing on the right foot, the left foot is brought forward to point-blank range. The left leg, straightened at the knee joint, is placed as far forward as possible from the projection of the CCM. The role of the left leg is to decelerate the lower links of the body, as a result of which there is a transfer of momentum from the lower links of the body to the upper ones. The leg is placed on the entire foot, the toe is slightly turned inward. The setting of the left foot should be carried out as soon as possible after setting the right foot. Qualified throwers, after performing the "cross" step, almost immediately stand on two legs. When performing the final part of the run-up, the hands remain in position, as after the end of the retraction of the spear. From the moment the left foot is placed at close range, the phase of the final effort begins.

Final effort. After setting the left leg at point-blank range, when the braking of the lower links (foot, lower leg) began, the pelvis continues to move forward - up through the straight left leg. The right leg, straightening at the knee joint, pushes the hip joint forward and upward. The shoulders and the right hand are behind and are behind the projection of the GCM. Then the thrower sharply takes the left arm Back through the side, stretching the muscles of the chest, the left shoulder of the ear-Ogg back, the athlete passes through the position of the "stretched bow". Further, the right leg is fully extended, breaking away from the support, the shoulders are actively moving forward, the right arm, still straight * at the elbow joint, is behind. When the projection of the GCM is lowered to the foot of the left leg, the right arm is bent at the elbow with the Charter, the elbow moves forward - up. After passing through the

With the right hand past the head, she straightens at the elbow joint, directing the spear at a certain angle. Then a whip-like movement is performed with the brush, giving rotation to the spear around its longitudinal axis outwards, the spear is separated from the hand. The spear should not be retracted far away from the right shoulder, while it is necessary that the direction of action of muscle efforts coincide with the longitudinal axis of the spear, passing through its CG. This is where the final effort ends, the spear receives the initial departure speed, and it is given: a certain departure angle, which ranges from 29 to 36 °; height of the trajectory, with the highest point - 14-17 m; flight time - 3.5 - 4.5 s; the initial speed of the spear is 30 - 32 m / s (with results over 80 m).

Braking. After the release of the projectile, the athlete continues to move forward, and he needs to stop in order not to step over the throw line. At the same time, the thrower performs a jump from the left to the right leg, moving the left leg back slightly up and slightly leaning forward, but then straightens up, takes his shoulders back, helping himself with his hands. To perform braking, it is necessary to place the left foot in the final effort 1.5 - 2 m from the throw line (depending on the speed of the take-off run and the qualification of the athlete).

The most important factor influencing the range of the javelin is the athlete's ability to develop a high speed of the projectile's initial departure. To achieve this goal, the practice of throwing uses the principle of a whip (whip). Everyone must have heard the sound that occurs when a shepherd's whip is struck. The speed of the tip of the whip is not less than the speed of the bullet. This property of the whip arises due to the transfer of energy from the proximal parts to its more distant and lighter end. The same transfer of energy occurs when a bent elastic ruler is straightened. By bending it, we energize the entire system, after removing the load, the elastic fibers of the lower and middle links of the ruler transfer energy to its upper end, significantly increasing its speed.

Stretching of any elastic system can also be achieved by accelerating its base, followed by its abrupt stop. As a result, the energy of large parts is transferred to smaller ones, creating additional speed for each subsequent part.

In the elastic system "thrower - projectile" this principle is carried out by the lifting-translational movement of the legs and pelvis around two mutually perpendicular axes, followed by a hard stop of the base of the support. The faster this movement and the harder the stop, the faster the transfer of tension through the muscles of the body. The creation and level of the initial velocity of the projectile depends on the effectiveness of this technique by the thrower.

In throwing, the torso cannot work independently, and even more so the arms, regardless of the work of the legs. All throws are performed, first of all, with the legs. If visually there is an advance of the legs by the body or an advance of the legs and the body by the hand, then this indicates: the lack of a correct understanding of the modern throwing technique; about violation of the basic principle of throwing; about an athlete who is simply physically unable to perform the correct movement due to sluggish legs. If the first two points can be corrected, then the third one is unlikely. But if the completion of the final effort is caused by quick work of the legs, the correct transmission of forces through the body, then this indicates a rational and effective technique of movements.

The hand is an effect, not a cause, it only completes the movement, as the tip of a whip completes a chain of movements. The only energy producer in throwing is the thrower's legs. They create force, accelerate the system and, with a sharp stop of the base of the system on the support, transfer energy to the torso and arms. The torso and arms must store this energy and transfer it to the projectile, like an unbending ruler.

If earlier we talked about the consistent work of the legs, torso and arms, now we need to talk about the work of the legs with the subsequent transfer of effort through the torso and arms to the projectile.

Can the hands, applying their own force, contribute to the acceleration of the projectile? Studies in weightlifting have shown that even in the snatch, cleanup, hands (with their own strength) not only do not accelerate the movement, but even slow it down. In throwing, the speed of projectiles is even higher, so the muscles of the hands sometimes do not keep up with the projectile, they only save its energy and create the direction of movement along a given trajectory. To increase the leverage when throwing projectiles, it is necessary to have long, sufficiently strong and elastic arms. And not only the muscles of the hands, but also, to a greater extent, the ligamentous apparatus, must be elastic and elastic enough to withstand the resulting tension. The axiom that "they throw with their feet, not with their hands" applies to all types of throwing. But in javelin throwing, the basic principle of throwing is most clearly manifested - “whip with the body”, the principle of a whip (whip).

Grenade and small ball throwing technique

The javelin throwing technique can be fully applied to the grenade throwing technique and the small ball throwing technique. What distinguishes them is only the way they hold the projectiles and the fact that in javelin throwing a special role in the final effort is played by an exact hit on the axis of the javelin, i.e., the coincidence of muscle efforts with the longitudinal axis. , Holding a grenade. The grenade is holding on to the handle, grabbing it with Four fingers. The little finger bends and rests on the base

Rice. 75. Way of holding a grenade. 76. Way of holding the ball

handles, the thumb holds the grenade not along the ring, but along its axis. The grenade is held by the far end of the handle, which allows you to increase the length of the lever (Fig. 75).

Holding a small ball. The ball is held by the phalanges of the fingers, the little finger holds the ball on one side, the thumb - & the other, the remaining three fingers, on which the ball lies, are held together (Fig. 76).

6.2.3. Discus Throw Technique

Discus throwing was part of the ancient Greek pentathlon and was very popular. In those days, the Greeks threw discs of various sizes and weights (up to 6 kg) from a special platform - the "podium". At the I Olympic Games of our time, the discus was thrown according to the Greek model, i.e. without turns and from the "podium". However, already in 1897 they began to throw from a 7-foot circle - 2.13 m, and in 1912 this circle was increased to 2.5 m. The 2 kg disc began to be thrown from the 1908 Olympic Games.

The first world record holder was the American D. Duncan, who threw a projectile at 47.58 m in 1912. In 1929, the new world record holder, the American E. Krenz, proposed throwing from a turn, in which there was a flight phase. Until this moment, the discus was thrown from a semblance of a turn, always having a support and making just circular steps. Increasing the acceleration speed of the projectile, the German W. Scherder in 1935 threw a disk at 53.10 m, setting a new world record.

Performing a turn from a standing position with your back in the direction of throwing was proposed by Italian athletes. D. Oberweger, a former discus thrower, achieved great success with his students. Many of his students have become world record holders and winners of international competitions.

The discus thrower overcame the 60-meter mark in 1961. D. Sylvester (USA) showed a result of 60.56 m. Although back in 1953 the American F. Gordian came close to this milestone - 59.28 m,

It took 8 years to increase the world record by only 1.28 m. After that, A. Orter (USA), V. Trusenev (USSR), L. Danek (Czechoslovakia) set records. Special mention should be made of the American A. Orter, a four-time (this is also a kind of record!) Olympic champion. He showed his best result at the age of 44 in 1980 - 69.48 m. , he is now a Russian record. The world record holder is currently the German athlete J. Schult - 74.08 m. He set the record in 1986.

Women throw a disc weighing 1 kg. A great contribution to the development of this type was made by Soviet and Russian athletes. Back in 1939, N. Dum-badze improved the official world record - 49.11 m. Then N. Ponomareva, T. Press, F. Melnik raised the authority of the Soviet discoballs.

Currently, the world record for women is 76.80 m and belongs to the German G. Reinsch (1988). The Russian record is 73.28 m, set in 1984 by G. Savinkova.

As we can see, records for women in discus throwing have also been set quite a long time ago, just like for men. What is this? Stagnation, lack of talented athletes, imperfection of training process methods or imperfection of technique? Here is a field for research activities.

The disk is a projectile with aerodynamic properties that have a significant impact on the effectiveness of throwing, it is thrown from a turn. As already mentioned, the shape and weight of the projectile determine the throwing technique. A disk of a flat lenticular shape, weighing 1 kg, 1.5 kg and 2 kg (women, boys, men), is more profitable to throw from a turn from a limited space (a circle with a diameter of 2.5 m). It is possible to throw a projectile from a place, but then the result will be less by 8-10 m. The speed of the projectile can reach over 20 m / s. The rotation of the thrower is 540°, i.e. one and a half turns.

Analyzing the technique of throwing the discus, they distinguish:

Projectile holding;

Starting position and preliminary actions;

Turn;

final effort;

Braking.

Projectile holding. The plane of the disc is
goes to the palmar surface of the hand. Disc edge
rests on the last phalanges of four fingers
tsev, who are bent and freely folded
adducted position, thumb lies
on the plane of the disc. The hand is slightly bent
metacarpus, the upper edge of the rim of the disk touches the pre-Fig. 77. Method
Shoulders (fig. 77). disc holding

i£<;

Starting position and preliminary actions. The thrower stands in the far part of the circle from the sector with his back in the direction of throwing. The legs are placed slightly wider than the shoulders. The upper shoulder girdle is relaxed, the weight of the body is distributed evenly on both legs.

Preliminary actions are aimed at giving the initial speed to the projectile and creating optimal conditions for entering the turn. To do this, the thrower performs circular movements with a hand with a disk at shoulder level to the left and to the right - back. The left hand performs the same movements, being a counterweight to the right hand. Simultaneously with the transfer of the disc to one side or the other, the weight of the body is also alternately transferred to the same leg. Movement to the left can be performed in two ways:

1) when the hand with the disk goes to the left to the left shoulder, the arm is slightly bent at the elbow joint, the disk is placed as if on the palm of the left hand, i.e. the left hand supports the disk so that it does not fall;

2) when the right hand with the disc goes to the left, the hand is slightly bent at the elbow joint, the hand is turned palm up, i.e. the disk is opening. This movement is performed at the level of the xiphoid process. The weight of the body is transferred to the left leg.

When moving the right hand with the disk to the right side and back, the arm straightens at the elbow joint, the palm of the right hand covers the disk from above. Movements are performed at shoulder level, taking the right arm back to the limit, while the disc can be higher than the shoulders. The weight of the body is transferred to the right leg. The disc should move along the largest diameter, the movements should be free and sweeping. The speed of hand movement should be optimal, i.e. such that under its action a centrifugal force would arise, pressing the edge of the disk on the phalanges of the fingers and preventing the disk from falling down. If you move your hand slowly, you can drop the disc.

When transferring the weight of the body to one leg, the other rises to the toe, slightly turning the knee inward. The legs should be bent at the knee joints, the torso slightly tilted forward. The thrower performs such circular movements with his hand two or three times (sometimes once). Swinging the disc for a long time negatively affects subsequent actions.

Turn. At the moment when the arm with the disk goes back, the weight of the body is on the right leg, the left leg and left shoulder begin to enter the turn. To do this, a sharp abduction of the left hand is done back, an active turn on the left toe outward and repulsion with the right foot from the support, sending the weight of the body towards the left foot. After tearing off the right leg from the support, which is transferred to the center of the circle in a swinging circular motion, at the same time there is a turn on the left toe and repulsion of the left foot from the support. The thrower is in an unsupported position, continuing to rotate around - its vertical axis, for

this the left foot takes up the circular motion of the right foot, but moves in a smaller circle than the right foot. At the moment of placing the right foot on the support, the left foot is placed forward to the hoop with a quick circular motion, to the left behind the imaginary axis of the sector (Fig. 78).

The thrower comes to a two-support position. With a correctly performed turn, the upper shoulder girdle and the arm with the disk should lag behind the movements of the legs, the thrower should, as it were, pull the disk behind him (the principle of the whip). Both the left arm, slightly bent at the elbow joint, and the right arm with the disk, fully extended, are at shoulder level, making a turn. It is desirable to minimize the vertical vibrations of the disk when turning. The turn is performed on half-bent legs, trying to reduce the vertical oscillations of the GCM, and should be “creeping”. From the moment the left foot is placed on the support, preventing the body from moving forward, the phase of the final effort begins.

The final effort a phase that transfers the accumulated energy to the projectile with the help of the legs. The muscles of the legs, torso, and, to a lesser extent, the arms give the speed to the projectile. The right hand directs the projectile in the right direction at the optimal departure angle.

After setting the left leg at rest, the right leg, turning, begins to straighten at the knee joint, lifting the right side of the pelvis forward and up. The left leg holds back the movement of the left side of the pelvis forward. The right shoulder and disc should lag noticeably behind. At the moment when the transverse axis of the shoulders approaches the perpendicular to the direction of throwing, the left hand is retracted with a sharp movement back at shoulder level, stretching the muscles of the chest. The right hand moves forward - up, the plane of the surface of the palm of the right hand corresponds to the angle of the disk. The disc comes off the right hand just ahead of the shoulder, i.e. when the disc goes beyond the transverse axis of the shoulders. The disk comes off tangentially from the circle of rotation, so if you overexpose or release the disk too early, it will fly away in the wrong direction. In flight, the disk must rotate to maintain a stable position in the air (gyroscopic effect). The disk rotates outward (from the thrower). Rotation is created by the index and middle fingers of the right hand, which are the last to touch the disk. At the moment the disk comes out from under the palm, its center is in line with the middle finger. The disc breaks away from the hand at the moment the right leg is taken off the support, i.e., at the moment the repulsion is completed. After that, the deceleration phase begins.

Braking. The purpose of braking is to maintain a stable position while simultaneously reducing the speed of the body, so as not to fly out of the circle. This is done by jumping from the supporting left leg to the right leg and continuing to rotate the body around the vertical axis. The thrower tilts his shoulders forward and to the left, as if going to the side. It is impossible to lower the left arm and shoulder to the left ahead of time, as this can cause a "leaving" from the disk, i.e. from its velocity vector.

The discus throwing technique for men and women does not have fundamental differences, the only difference is the weight of the projectile. The projectile departure angle depends on weather conditions, wind direction and speed. In calm weather, the projectile is fired at an angle of 33 - 36 °, with a tailwind, the departure angle is greater (sail effect). Experienced throwers, using a headwind, can increase their throw up to 6 m, compared to calm weather.