Goals:
Expand and deepen children's understanding of the jellyfish.
Show children natural connections in nature.
Dictionary: scuba gear.
Develop small muscles in the hands of children.
To cultivate an interest in nature, a desire to learn something new about it.
Equipment:
Photos of jellyfish, painting with an underwater seascape, paper, scissors, glue, brushes, napkins.
Jellyfish aurelia
Jellyfish cornerot
Course of the lesson:
Today we will take a trip to the underwater sea kingdom.
But can a person stay under water for a long time? Why? (Answers of children). Of course, we all need air to breathe. Do you know what device the French explorer came up with in order to stay under water for a long time? (Answers of children). This device is called scuba diving. We have come across words starting with "aqua" more than once. Remember them. (Answers of children). Aquarium, water park, watercolor. The meaning of these words is somehow connected with water. "Aqua" is water, only in another language, in Latin.
Put on your scuba gear and start diving into our sea. What is it called? (Answers of children). (Simulate scuba gear donning and diving).
Whom can we meet in the waters of our Black Sea? (Answers of children). There are dolphins, mussels, rapans, katran, and hamsa.
And here is the mysterious jellyfish. Take a look at the picture.
In summer and autumn, there are many jellyfish off the coast of Crimea. They clog fishing nets, interfere with those who swim in the sea, sometimes they are thrown ashore by a wave. They were called differently: sea lard, sea moon, sea heart. Why do you think? (Answers of children).
Many different small jellyfish live in our sea, there are also large ones. They are armed. They have stinging cells under the umbrella. Take a look at the photo. Here they are, looking like tentacles. If the enemy approaches the jellyfish, she can burn him with her stinging cells. This burn resembles a nettle burn. Hence the names of jellyfish such as stinging gum, sea nettle. For jellyfish enemies this burn is dangerous, but for humans it is not so dangerous, but painful. So when you meet a large jellyfish, consider it, admire it, but do not approach or touch it.
Jellyfish move due to the cuts of their umbrellas. Connect the tips of the fingers of both hands and round your palms so that you get a hemisphere - here is the umbrella of the jellyfish. Now try to show how it contracts. Here the jellyfish swims slowly, but faster. (Performed finger gymnastics). And now the jellyfish is swimming fast. A storm is about to begin at sea. How many knows what a sea storm is called? (Answers of children). Shortly before the storm, jellyfish swim away from the coast. This was noticed by scientists and is used to warn of an impending storm.
Previously, it was believed that the jellyfish had no eyes and, therefore, she could not see anything. But one Russian scientist closely watched the jellyfish and noticed that they are striving from darkness to light. So jellyfish see the light! But no one believed this scientist. But he did not give up and found the eyes of the jellyfish on the tentacles. It is not for nothing that they say: "patience and work will grind everything."
And now the game. Get into the circle, take the ball. You already know a lot about nature. For example, that everything in nature is interconnected, someone cares about someone, someone eats someone. Whoever I throw the ball to must continue my proposal.
1. Hare - food for ... (wolf, fox).
2. Honey is a favorite delicacy ... (of a bear).
3. They eat insects - ... (birds).
4. The sea raven cormorant eats - ... (fish).
5. Deer eat -… (grass).
6. Plankton is food -… (whales).
7. They feast on fish - ... (sharks, seagulls, etc.)
Imagine that no one eats jellyfish. These are such amazing creatures that no one encroaches on them. Except for the person. Jellyfish are eaten in China and Japan. And the jellyfish themselves eat plankton. But under the umbrellas of jellyfish young mackerel fish are hiding. Until they grew up and gained strength. Would you like predatory fish feast on babies, but they are afraid of jellyfish stinging cells. When horse mackerel grow up, they leave their shelter under the umbrella of the jellyfish and pay her with black ingratitude: they bite the edges of the umbrella. So - for good they pay with evil.
Paper construction "Medusa"
Now I want to invite you to make a jellyfish out of paper. With the help of scissors, glue and, of course, your skillful hands, we will make just such a jellyfish. (Crafting from paper. Examining crafts.)
Questions:
1. How does a jellyfish protect itself from enemies?
2. What does a jellyfish eat?
3. Who eats the jellyfish itself?
4. What is the name of the device for a long stay of a person under water?
5. Who takes refuge under the jellyfish umbrella?
6. How does the jellyfish move?
7. What do you know about jellyfish eyes?
8. When do jellyfish swim away from the coast?
9. What are the names given to the jellyfish?
You can invite children to compose stories about the adventures of a jellyfish, draw illustrations, and arrange them in a book.
The Legend of Jellyfish: "Sea Heart"
Once, two brothers were swimming in the sea. Here the elder, when he was swimming, swam quietly to the shore, and the younger - farther and farther from the shore. And the sea wave fell in love with the brave brother: she took him, hugged him tightly and pulled him to her bottom, into the underwater kingdom of the sea.
The lad resists, shouts, calls for help from his brother. And the elder is afraid to swim. Thinks: "It's deep there, I'll drown with him!"
- Oh, my dear brother! Oh, beloved brother, save me! - last time a lad emerged, shedding tears.
“Let the Lord save you,” the elder said cowardly, but he himself did not dare to look at how his brother was drowning, and quickly rowing to the shore, climbing a stone.
The wave got angry and chased the coward, caught up, carried him into the sea and drowned him.
The sea queen sheltered her little brother at the bottom. And her tears turned into sparkling pearls, and his curls into corals. And the older brother of fish and crayfish was taken away to ashes. Only to the heart no one wanted to touch: this cowardly heart was so disgusting.
Since then, that heart has appeared in the sea. It swims timidly, furtively, slippery, cold, burning like nettles, it moves sluggishly, trembles, there is not even a shadow from it - transparent. And the sea disdains in heart: it throws it on the shore, and there it dies without a trace.
When teaching children to swim, general developmental and special physical exercises are used for mastering on the water, preparatory exercises for mastering lightweight and in sports ways swimming, the simplest diving, games and fun on the water.
Experts believe that teaching children to swim should start with the breaststroke, but we recommend that you first master the most common swimming methods, which include a crawl on the chest and a crawl on the back.
General developmental and special exercises are performed on land, in the introductory part of a swimming lesson. Their main purpose is to prepare the body of those involved in the upcoming load in the main part of the lesson, to promote the general physical development of children, to form correct posture, the development of mainly those muscle groups that perform the main work in swimming. Among special exercises They also include imitation exercises, which in shape and nature resemble the movements of a swimmer.
All these exercises are performed in the form of complexes, which are included in each lesson. Each such complex usually consists of 8-10 exercises, half of which are special. The complexes can have a focus, depending on which way of swimming is being studied.
We present a set of general developmental and special exercises.
1. Walking and running in place (1 min). 2. Exercises like stretching (4 - 6 times).
3. Exercises with bends and turns of the body (6 - 8 times).
4. Exercises in squats with different positions of hands (6-8 times).
5. Sit with the support of the hands behind, the legs are straight, the toes are pulled. Raise straight legs and perform several movements with them in fast pace as in crawl swimming (1 min).
6. Mill. From the main stand, raise one hand up. Perform circles with your hands first forward, then backward with gradual acceleration (arms straight).
7. Feet shoulder width apart. Bend forward, look straight ahead, one arm extended forward, the other behind at the thigh. In this position, circles with hands forward ("mill") (2 min).
8. Perform the exercise "mill" with steps, trampling and jumping in place.
Exercises for mastering on the water. These exercises help to accustom children to an unfamiliar environment for them, overcome the fear of water, help to form elementary skills in movements and actions, which ultimately provide swimming skills.
The exercises for mastering water include the simplest movements of the arms, legs and movement along the bottom, which serve to familiarize those who cannot swim with the resistance of water; immersion in water; breathing exercises; swimming and lying on the water; slip.
1. Rinsing the laundry. Go into the water up to your waist, spread your legs shoulder-width apart and make movements with your hands to the right, left, forward, backward. Arms are straight, but not tense.
2. In the same starting position with arms bent at the elbows, do frequent strokes with your hands (hands are tense) in the form of a figure eight. At the expense of frequent hand movements, try to tear off the bottom of the leg.
3. Standing in water up to the waist, make movements with your legs forward, backward, to the sides, changing the position of the foot.
4. Join hands together and move in the water at first step, then jogging with turns to the right, left, helping with stroking movements of the free hand.
5. Standing in water up to your waist, bend forward and lower your face into the water, immerse yourself to the level of your cheeks, eyes, with your head. In the same position, sink into the water with your head and open your eyes.
6. Exercises in pairs. Alternately descend under the water, open your eyes and count your partner's fingers, which are close to the face of the person who has crouched under the water.
7. Standing in water up to your chest, dive and get an object from the bottom.
8. Standing in water up to your waist, bend forward, inhale, lower your face into the water and exhale through your mouth.
9. Standing in water up to your waist, bend forward, lower your face into the water, touching it with your cheek, take a breath, then turn your face into the water and make a prolonged exhalation through your mouth and nose (Fig. 1).
10. Float. Inhale, slowly sit down under the water, holding your breath, take the position of a tight grouping and in this position rise to the surface (Fig. 2).
11. Medusa. Inhale, hold your breath, lie on the water, relax your arms and legs and spread them apart.
12. Lying on your back. Inhale, hold your breath, calmly lie with your back on the surface of the water, keeping your hands along your body.
13. Slip on the chest. Stand facing the shore, raise your hands above your head and bring them together with your palms (head between your hands), take a breath, sit down and, pushing off from the bottom with your feet, slide forward.
14. Sliding on the back. Stand with your back to the shore, raise your hands and bring them together with your palms, take a breath, sit down, lean back on your back and at the same time push off with your feet from the bottom. Slide on your back to a stop. Lightweight swimming methods. Before embarking on the study of any method of swimming, they first sequentially master the technique of legs movement, breathing, arm movements, then arm movements are coordinated with breathing, master the technique of swimming in this way with holding the breath and, finally, in complete coordination.
The movements of the legs in the water begin to be studied in a supporting position: on the chest, holding on to the pole with outstretched arms or leaning against the bottom, or on the back, leaning on the bottom with his hands. Then the movements with the legs are performed holding on to a swimming board or an inflatable rubber circle and, finally, in a free position on the chest or on the back.
Breathing is taught using exercises similar to those given above for mastering with water (for example, exercises 8 and 9 from the described complex).
Hand movements in water also begin to be studied in the support position (standing up to the waist in water), and then in the unsupported position (with free sliding) with holding the breath. In the supporting position, for example, the following exercises are performed: standing in the water, bending forward, moving with straight arms through the sides back to the hips; in the same position, alternating shortened and elongated movements of the hands, as in the rabbit (voluntary breathing). In the unsupported position, approximately the same exercises are performed with holding the breath while sliding.
After the separate study of the technique of movements of the legs, arms and breathing, they begin to perform exercises that combine movements of the arms with breathing. They include, for example, hand movements in combination with breathing (as in a rabbit on the chest - without arms out and with arms out of the water).
When the trainees will confidently perform such exercises, they begin to coordinate the movements of the arms and legs, but with a held breath, and then the movements are performed in full coordination. When swimming on the chest, for example, include simultaneous or alternating movements of the hands with breathing and movements of the legs with a crawl. Roughly the same exercises are performed when swimming on the back.
Consider the technique of chest crawl and back crawl swimming.
A chest roll (fig. 3) is the fastest way to swim.
Body and head position. When crawling, the swimmer lies almost horizontally on the surface of the water, his face is lowered into the water. During inhalation, the head is turned to the side.
Leg movements. The swimmer's legs, slightly bent at the knees, perform continuous rhythmic movements from bottom to top and top to bottom - towards each other. These movements are performed from the hip with the same span, not exceeding 30 - 40 cm. With the correct movement of the legs, only heels appear on the surface of the water, forming splashes.
Hand movements. The swimmer's hands perform alternating movements: when one hand makes a stroke, the other moves above the water; when one hand finishes the stroke at the hip and is taken out of the water, the other completes the movement above the water and enters the water. The swimmer moves forward mainly with hand strokes, so the stroke should be lengthened, trying to continue it to the hip. During the stroke, the arm, slightly bent at the elbow, moves backward with constant acceleration. Rowing movements with the hands are performed under the chest and abdomen, that is, the swimmer should row "under himself", without taking his hand to the side.
Having finished the stroke at the thigh, the hand is taken out of the water, it is moved through the air and again lowered into the water against the shoulder of the same name. During the stroke, the swimmer's arm, especially the wrist, should be stiff and tense. The swimmer should feel that he is moving forward, as if resting his palm on a solid object and pushing off from it.
Breath. When crawling, the face is in the water most of the time, so the swimmer turns his head to the right or left to inhale. Breathing must be coordinated with the movement of one of the hands. Breathe in through the mouth at the end of the stroke, when the hand is taken out of the water. The exhalation is continued until the arm, under which the inhalation is taken, again takes the position of the end of the stroke. Exhalation into water begins immediately after inhalation and is done continuously through a slightly open mouth.
Coordination of movements. When crawling, the swimmer moves forward using continuous alternating hand strokes and continuous rhythmic leg movements. When crawling, for every two hand strokes, six kicks are usually made. The swimmer takes a breath at the end of each stroke with the hand under which he breathes, that is, for six kicks and two strokes with his hands, there is an inhalation and
exhalation.
Back crawl (fig. 4). The back crawl swimming technique is very similar to the chest crawl swimming technique: the same coordination of movement, the movements of the legs and arms are similar. When swimming on your back, you do not need to exhale into the water. This allows beginners to master the back crawl faster than the chest crawl.
Body and head position. When crawling on his back, the swimmer lies at the very surface of the water almost horizontally. The back of his head is lowered into the water, only his face is above the water.
Leg movements. The legs move in the same way as when crawling on the chest, that is, they perform continuous movements from bottom to top and from top to bottom, towards each other. However, when swimming on the back, the knees are bent a little more and then actively extended, which allows the swimmer to move forward. With the correct movements of the feet, splashes and foam appear on the surface of the water.
Hand movements. The swimmer's arms move alternately: when one hand makes a stroke, the other makes a movement above the water; when one hand finishes the stroke at the hip and exits the water, the other completes the movement above the water and enters the water.
Hands are lowered into the water shoulder-width apart or slightly wider. During the stroke, the arm is slightly bent at the elbow, but remains tense all the time, especially the hand. The rowing is performed towards the thigh.
Breath. When swimming on your back, your face is always above the water. The breathing technique is simple. Breathing is consistent with hand movements. The inhalation is done at the end of the stroke and the hand leaves the water; the exhalation continues the rest of the time until the hand, under which the inhalation is made, again comes to the position at the thigh.
Coordination of movements. The swimmer is propelled forward by alternating hand strokes and continuous leg movements. When swimming on your back, there are usually six kicks for every two hand strokes. During this time, the swimmer manages to inhale and exhale.
"Bear cub in a den"
Target. To activate a deep calm breath and a noisy exhalation through the nose.
Description. Children lie down in a dry pool-den, comfortably sit on the balls scattered in it and turn from side to side.
Educator.
The bear sleeps sweetly in its den And noisy, snuffles the whole forest.
Children take 8-12 noisy breaths.
Exhalation is arbitrary.
"A terrible dream of a mouse"
Target. Direct the children's attention to frequent, shallow mouth breathing.
Description. Mice sleep in a burrow (dry pool). They have sweet dreams and breathe calmly.
Educator.
How does a baby mouse breathe, Kohl dreaming of an evil cat? "
Children breathe shallowly and quickly.
"Rabbit Race"
Target. Stimulate deep, rapid breathing.
Description. Children-hares frolic in the clearing, catching up with each other, jumping on fitballs. After the teacher says that the hares are tired, the children stop, breathe deeply and often with their mouths, imitating a breathless hare.
"Giant"
Purpose: To form the vertical of the spine.
Educator. Children, imagine that the sensory room is a cave of gnomes mining for gems. The lamps are not able to show us all the splendor of the precious stones hidden in the depths of the cave. It's hard to breathe here, little fresh air... The stone ceiling presses from above. Each of you is a mighty giant who gladly helps the gnomes to hold this stone vault. You are confident in your abilities, and it can be seen in your bodies. You are very straight and tall, your stomach is pulled in, your head is directed upwards, you stretch with the crown of your head, your shoulders are higher and higher! You get taller and slimmer. Feel how beautiful, powerful and reliable you are. All the gems of the dungeon are at your feet. The gnomes thank you for helping the little workers. And you do it for them with joy and love.
"Jellyfish"
Target. Teach children to relax the muscles of the entire torso, followed by their tension.
Description. Children lie on rugs, arms and legs apart.
Educator.
I'm lying on my back
Like a jellyfish on the water. I relax my hands
I put it in the water.
At the “Storm” signal, the children curl up, tense up. “The storm is over” - the children relax again, lie down freely.
"Gull"
Target. Teach a deep, calm breath to coordinate the rhythm of breathing with the movements of the hands.
Description. Children lie on their backs in a dry pool.
Educator.
I lie calmly on my back, Like a seagull, I fly slowly. I slide my palms in the water:
Up - inhale, lower for exhalation.
Children raise their hands up through the sides, slide their palms over the balls lying in the pool; inhale, exhale, lowering their hands through the sides down.
"Sloth"
Target. Maintain a general relaxation posture.
Description. Children lie with their belly on giant balls.
Educator.
I'm sloth, sweet, nice, awkward and funny. I hang on a branch all day. I’m even too lazy to hang around.
"Recreation"
Target. Learn to relax the muscles of the neck and shoulder girdle.
Description. Children sit on giant balls with their legs wide apart, holding their hands at their sides, and rest. dropping his head on his chest. The teacher monitors the quality of children's relaxation.
"Gargle"
Target. Learn to perform the exercise with effort, overcoming resistance.
Description. Children stand near a dry pool, lowering their arm (leg) into it, and perform movements to the right, left and inward, followed by shaking an imaginary spray.
Educator.
I will put my hands in the pool, I will thoroughly rinse it. Well, and then, in order, I'll take it out, shake it off, rub it.
"Mountain"
Target. Develop strength and amplitude
movements of the muscles of the shoulder girdle.
Description. Children stand near a dry pool and shovel balls into a heap with their hands.
Educator.
This is certainly not Everest
I scooped up the mountain with my hands.
There are probably steeper mountains.
Try it, do it yourself!
"Buratino is surprised"
Target. Activate the muscles of the shoulder girdle.
Description. Children sit on giant balls.
Educator.
The log is surprised:
Papa Carlo, where is the knee? Raises her hanger, Looks so trusting.
Children alternately raise their right, then left shoulder.
"Kolobok"
Target. Form the smoothness and amplitude of movement of the neck muscles.
Description. Children sit on giant balls.
Educator.
The bun rolled
From left to right side. And then on the back, As if along a path.
From work experience
"The role of" dry swimming "in the preparation of preschoolers for classes in the water"
Elena Ivanova,
physical education instructor MBDOU No. 7,
urban-type settlement Nikel, Murmansk region
Everyone should be able to swim. And the sooner he learns, the better. The success of teaching preschoolers the practical skills of swimming and the degree of its health-improving effect depends on how clearly and correctly all the basic requirements for its organization are observed.
Several stages of training can be distinguished.
First step: begins with familiarizing the child with water, its properties.
Second phase: associated with the acquisition of skills and abilities by children that will help them feel safe enough in the water.
The main content of the classes is physical exercises and games. A properly organized process of teaching swimming has a versatile developmental influence on children and has a high educational and upbringing effect. Understanding the meaning of tasks stimulates the interested and active implementation of them, contributes to the gradual assimilation and awareness of the meaning of the exercise. This encourages children to perform the movements as best as possible, clearly.
Motor skills and abilities are formed with repeated repetition of exercises. The principle of visibility in teaching swimming is one of the leading ones.
In my work, I use exercises to teach children to swim. preschool age on land (dry swimming) with elements of breathing exercises. The use of exercises contributes to the formation of a specific motor experience of preschoolers (teaching the swimming skill); strengthening the health and hardening of the body of children; ensures the creation of conditions for the emotional well-being of pupils. These exercises are useful in themselves and physically develop no worse than exercises with dumbbells, resistance bands and kettlebells. The use of exercises will allow children to maintain an interest in their implementation, contribute to the formation of friendly relations, and understand their own feelings and impressions.
I will give a few examples of exercises on land, figuratively and playfully:
Exercise "Sea figures"
Goal: development of muscle strength.
Starfish - lie on your stomach, bending over, arms to the sides, legs apart.
Seahorse - sit on your heels, hands behind your head.
Crab - movement in support while standing, bent over, legs bent apart.
Dolphin - lying on his stomach, bending over, hands up in the lock.
Goal: development of flexibility
Snail - support lying on the back, touching the floor with the feet behind the head.
Sea lion - sitting support between the heels, knees apart.
Medusa - gray, legs apart, bending forward until the hands touch the foot.
Already - gray with legs extremely spread apart, hands on his belt.
Sea worm - standing position, bent over.
Outdoor play: The sea is worried.
Purpose: development of imagination and motor memory.
Figurative and playful form of exercises in verses and riddles.
Exercise "Two frogs"
Purpose: development of communication skills, attention, flexibility.
Children jump like frogs from the outreach of straight arms forward upward.
We see them jumping along the edge
Two funny frogs.
Jump-jump, jump-jump,
Jump from heel to toe.
Exercise "Heron"
Purpose: formation and correction of posture, development of attention.
Walking in circles with high knees.
I have stilts - Stands on one leg,
The swamp is not scary. He gazes into the water.
Will I find a frog? Pokes his beak at random -
This is my concern. Looking for frogs in the river.
Exercise "Starfish"
Goal: development of muscle strength.
An asterisk fell from the sky
I got into the blue sea,
And now a starfish
Settled under water.
Exercise "Jellyfish"
Goal: development of flexibility.
Sit down - bending forward until the hands touch the foot, legs apart.
Dynamic control "Jellyfish"
Purpose: prevention of scoliosis.
I.P. - lying on your stomach, legs and arms apart. Raise your arms, legs, and keep your head for 4 counts. Then slowly lower it to the floor and relax a little.
Game control "Walrus"
Purpose: strengthening posture.
Children, imitating walruses, crawl one after another, pull themselves up in their arms.
You will recognize the walrus -
Tusks like two walruses!
But walruses are also for beauty
They wear tusks - like a mustache!
The walrus is tempered all the time -
Bathing in icy water.
Exercise: "Hedgehog"
Purpose: mastering the technique of holding the breath.
Group, rolls forward - backward.
Paired warm-up exercises when learning to swim
In older preschool age, when teaching swimming, a significant place is given to pair exercises performed during warm-up to warm up the main muscle groups... The use of paired exercises allows children to maintain an interest in their implementation, contributes to the formation of friendly relations, develops the ability to listen to their partner, adjust their actions to the actions of a friend, teaches them to perform movements at a general pace, synchronously, with a single amplitude and intensity. In pair training, the vestibular apparatus is actively involved in the work: the performance of many exercises requires the ability of children to maintain balance, which means that coordination will develop.
Exercise "Kalach"
IP - standing with their backs to each other, intertwine hands and put on the belt.
1 - synchronous turn of the head to the right;
3 - the same to the left;
Exercise "Canoe"
IP - squatting, arms to the sides, slightly bend forward.
1 - straighten your back, stretch your head towards the ceiling, arms parallel to the floor.
Exercise "Pump"
SP - one child is squatting, the other is in the main stance, both are holding each other's hands.
1 - the first child gets up, the second - sits down. Partners help each other.
Exercise "Window"
IP - standing opposite each other, arms to the sides, reach up with the crown of the head.
1 - tilt to the side, one hand - up, the other - down, look towards the tilt;
2 - the same in the opposite direction.
Exercise "Sawing firewood"
IP - sit facing each other, legs apart, connect heels, hold hands.
1 - tilt the first partner forward, the second pulls him towards himself.
2 - similar actions are performed by another partner.
Exercise "Water lily"
IP - sitting in Turkish, arms out to the sides, in a boat.
1 - tilt to the side, one hand - up, the other - down, look towards the tilt.
2 - in the other direction.
Exercise "Cars"
IP - one child lies on the mat, rests his hands on the floor; the other stands holding the first by the legs.
1 - 6 - the first child moves on his hands, the second helps him by holding his legs. Then the partners switch places.
Correct breathing when doing exercises - necessary condition full-fledged physical development... When teaching a child correct breathing, first of all, it is necessary to teach him to exhale deeply for good cleaning of the lungs and improving their supply of oxygen. It is necessary to draw the attention of children to the fact that it is necessary to breathe through the nose. Correct nasal breathing is a condition for a child's health, a prophylactic agent against tonsillitis and respiratory diseases.
To master physical exercise with elements of breathing exercises, it is necessary to solve the following tasks:
- to increase the general vitality of the child, resistance, hardening and resistance of his body to diseases of the respiratory system;
- develop respiratory muscles, increase mobility chest and diaphragm, improve lymph and blood circulation in the lungs, improve the activity of the cardiovascular system.
I use respiratory gymnastics, which has a positive effect on all body systems: endocrine, respiratory, circulatory, digestive, urinary, nervous. V breathing exercises there is a calming "evening" and mobilizing "morning" breath.
A soothing breath can dampen excess arousal and nervous tension. This type of breathing can neutralize the effects of conflict, relieve pre-start anxiety, and help relax before bed.
Mobilizing breathing helps to overcome lethargy and drowsiness during fatigue, promotes a quick and painless transition from sleep to wakefulness, and mobilizes attention.
With a tonic effect
Exercise 1. Mobilizing breath
IP - standing or sitting (back straight). Breathe out the air from your lungs, then inhale. Hold your breath for 2 seconds, exhale the same duration as inhalation. Then gradually increase the inspiratory phase.
Exercise 2."LOCK"
IP - sitting, body straightened, hands on knees in the "lock" position. Inhale, at the same time raise your hands above your head, palms forward. Holding the breath (2s.), A sharp exhalation through the mouth, hands fall to their knees.
With a calming effect.
Exercise 1."RECREATION"
IP - standing, straighten up, put your feet shoulder-width apart. Take a breath. As you exhale, bend over, relax your shoulders and neck, lower your head and arms to the floor. Breathe deeply, watch your breathing. Stay in this position for 1-2 minutes. Then straighten up.
Exercise 2."BALLOON"
Purpose: relieve stress, calm children.
All players are standing or sitting in a circle. The presenter invites the children to inflate imaginary balloons: “Inhale, bring the“ balloon ”to your lips and, puffing out your cheeks, slowly, through parted lips, inflate it. Watch as your ball gets larger and larger, as the patterns increase on it. Blow carefully so that the balloon does not burst. Now show the ball to each other. "
Exercise 3."BREATHING"
Breathe slowly, calmly, and deeply for 3 minutes. You can even close your eyes. Enjoy this deep, unhurried breath.
Exercise 4."BARBELL"
Purpose: to relax your back muscles.
Now we are going to be athletes - weightlifters. Imagine there is a heavy barbell on the floor. Inhale, lift the barbell off the floor, lift it up on outstretched arms. Exhale, drop the barbell to the floor, rest. Let's try again.
Output: « Dry swimming", I.e. exercises on land, firstly, play a significant role in preparing the child's body for training in the water.
Secondly: in the process of doing the exercises, it is possible to explain to the child his technology in an accessible way, to devote more time to his study and improvement.
Learning to perform movements on land
- the child easily reproduces it in water;
- easily copes with water resistance;
- the volume of physical activity increases;
- a hardening procedure that helps to improve the health of children.
We offer you a series of exercises in the water, which children will really like, and are extremely useful for their health. We remind you that a child in the water should only be under the vigilant supervision of adults who can swim well and have excellent rescue skills.
Swimming for children in Kazan
Exercise "Float"
Standing at the bottom of the pool, the child takes a deep breath. We draw your attention to the fact that the lungs should be filled with air as much as possible for correct execution exercises. We tuck the chin to the chest, now the face is in the water. Raise one leg and press it to the chest, while clasping the leg with our hands. Then we also raise the other leg. Having pressed both legs and head to the chest (tuck position), the child floats to the surface of the water with a rounded back up. If the lungs are not sufficiently filled with air, then the child will not be able to float. It may happen that after raising both legs, the child's body will first go down, but after a maximum of 1-2 seconds it will float up. We are in the "float" position for 5 to 10 seconds, then lower our legs and stand at the bottom of the pool. You cannot breathe out into the water, if the child exhales into the water, the body will sink.
Exercise "Medusa"
From the "Float" position, go to the "Medusa" position. After a deep breath, grouping the legs and head, being in a position with a rounded back up, straighten the arms and legs in a relaxed state. The head is in the water and is lowered, the arms and legs are relaxed like the tentacles of a jellyfish. The child lingers in this position for as long as he can.
Exercise "Starfish"
The next exercise "Starfish" is also performed with the lungs as full of air as possible. Take a deep breath, hold your breath, lean forward so that your stomach and shoulders lie on the water. At the same time, the head is in the water, arms to the sides. Then we tear off one leg from the bottom, then smoothly raise the other. Legs, like arms, should be spread apart. We are in this position from 5 seconds and gradually increase the time to 15 seconds. In the "Starfish" position, it is imperative to open your eyes underwater.
Restoring breathing
After completing a series of exercises, it is necessary to restore breathing. Holding on to the side of the pool, we perform up to 10 exhalations into the water in a row. Thus, breathing is restored.
One more exercise for training coordination in water... This exercise should only be done in clear and clear water. You need two children to complete. Children stand opposite each other. One child, having taken a breath, sinks into the water and opens his eyes in the water, the other child at this time shows an arbitrary number of fingers on his hand. Rising out of the water, the first child names the number of fingers seen under the water. Then the children switch roles.
Next, let's try to take the child away from the edge of the pool and instill confidence when the child is in the water without support. We hold the child by the hands and move away from the side to the opposite side of the pool. After each perfect step, the child takes a breath and plunges into the water, then, rising out of the water, exhales the air and takes the next step. It is not necessary to linger under water, the eyes are always open during the exercise. Thus, we pass the entire pool. If the child feels confident, you can let go of your hands and try not to hold him.
Exercise "Boats"
It is also performed in the pool from one edge to the opposite. The child walks along the bottom of the pool, while paddling with his hands.
We hope that you and your children will enjoy all the proposed exercises. I wish you success in training and good health!
Lena Rakhimova