Starting position. Summary: Methodology of physical education and development of children

Krasov L.I. Conquered immobility

For a patient who is constantly in bed, everything matters: whether the window is close, whether the room is well ventilated, whether there is sufficient illumination or whether the light hits the eyes, whether the radio is connected, how the TV is located, where is the bed, whether there are approaches to it from all sides. It is also important what the patient sleeps on, what he hides with. The color (and pattern) of the wallpaper is also not indifferent. It is known to influence well-being: red, for example, excites, blue - soothes.

Bed linen should be constantly dry and laid without folds(the bed sheet is attached with strings at the corners of the bed).

To protect the patient from pressure sores and trophic ulcers, he must twist and flip every 2-3 hours successively on the stomach, on the back. If it is impossible to turn it over completely, turn it alternately to one and the other side. At the same time, they wipe the skin with camphor alcohol (2-3 times a day) or do a general cold rubdown of the whole body (morning and evening), which serves as a good massage that disperses stagnant blood in the superficial veins of the paralyzed legs.

It is necessary to take special care of the skin of paralyzed parts of the body, to relieve pressure on areas prone to pressure ulcers (sacral region, iliac crests, skin in the area of the ischial tuberosities, greater trochanters, knee joints, tibial crests, ankles, heels). Under the bony protrusions, depending on the position of the patient, special pads or "bagels" are placed, filled with flax seed or husk, so that there is no squeezing of soft tissues between the bony protrusion and the hard bed (this disrupts their blood circulation and nutrition).

Flaccid paralysis and paresis with various trophic and metabolic disorders lead to severe complications. Treatment begins with proper positioning of the torso and paralyzed limbs. This is the so-called position treatment.

Experience has shown that a mattress filled with husks remaining after grain processing is hygienic, comfortable and perfectly guarantees against pressure sores. Another option: two ordinary mattresses are folded so that a gap is formed between them, which should coincide with areas of the body that are especially prone to pressure sores (pelvic region, sacrum). This will help to treat pressure ulcers that have already formed and will create convenience for the drainage tube from the bladder, as well as greatly facilitate hygiene procedures.

A small, flat pillow is placed under the head; you can do without it altogether.

The paralyzed limbs are given a slightly bent at the knee and hip joints, the middle position (preventing hyperextension of the knee joint and hyperextension of the tendons back group thigh muscles) so that the weakened muscles do not experience excessive stretching and the joints do not deform. To do this, rolls 15-20-25 cm wide are placed under the lower back and knee joints - cotton-gauze or filled with flax seeds. In no case should the feet sag! They are fixed with a special box at right angles to the lower leg, in support with the entire plantar side and fingers. This ensures a neutral position in ankle and an obstacle to turning in the hip joint (Fig. 2).

In the prone position, in order to increase the physiological curvature of the spine in the lumbar spine (lordosis) and relieve the damaged vertebral bodies, 1-2 pillows are placed under the chest. The rollers are moved from under the knees under the ankle joints so that the feet hang freely, not resting on the mattress with your fingers. The duration of such a situation depends on the patient's condition: in the first weeks - from 20 to 30 minutes, and as it improves - up to one hour.

Immediate continuation of "position treatment" - passive movements, helping to preserve the mobility of the joints, restore and maintain the patient's idea of the normally performed movements.

To solve these problems, passive (with outside help) movements should be performed 2-3 times a day (carefully, smoothly, without jerking), in full. The number of repetitions is 10-20; if possible, the patient should be accompanied by their active attention, visual control, mental representation of the movement being performed.

Initially, the patient performs leg exercises with the participation of loved ones. Then, as they improve, the exercises become more independent, accessible. The patient himself can do a lot with healthy hands, starting with the simplest movements available to him in the proximal extremities.

The distal parts - the joints of the fingers and feet - are initially involved in passive movements, gradually connecting the proximal parts - the knee, hip. Particular attention is paid to the extension of the fingers, rotation and dorsiflexion of the feet (with raising their outer edge). Avoid plantar flexion of the sagging foot. In the knee (block) joint, only flexion and extension are possible, and the foot is fixed in the dorsiflexion position with the heel and fingers resting on the forearm of the person involved with the patient.

Movements in the hip (spherical) joint are carried out in all planes (flexion, extension, abduction, adduction, pronation, supination and circular); helping the patient should press the head of the femur against the acetabulum.

Exercise 1. Starting position(ip) - lying on your back. On inhalation: with your hands, raise your hip bent in knee joint legs and press it tightly to the stomach. Hold your breath for 5-7 seconds. Then straighten your leg in I. p. (exhalation). Repeat 2-3 times with each leg and both legs together.

Exercise 2. I. p. - too. Slow, careful rotation of the leg, bent at the knee joint and pressed to the body, in one direction and the other. Breathing is arbitrary (4-5 times).

Attention! Until active movements in the hip joint appear, these exercises are performed carefully, pressing the head of the femur to the articular surface of the acetabulum so that the joint (articular bag, ligamentous apparatus) does not loosen and the habitual dislocation does not develop, since the tendons of the paralyzed muscles cannot provide them fortress.

Exercise 3. I. p. - lying on your back with your legs bent at the knee joint. Hold each leg separately and both together from falling, slightly holding the lower leg. This exercise is aimed at training the adductors of the thigh. Duration - 1 minute.

Exercise 4. I. p. - too. Bend both knees to one side at the same time, then to the other - training the abductors and adductors of the thigh (6-7 times).

Exercise 5. I. p. - too. Pull the bent leg towards you, straighten the lower leg and fix it in the raised (straightened) position, preventing it from bending. To do this, you need to strain the quadriceps muscle of the thigh - the main muscle that keeps the knee joint from bending (5-6 times).

It is enough to contract this muscle alone to start standing and walking without fixing orthopedic devices. It is useful to know that one of its head is thrown over the hip joint and is attached in the pelvic region, and the other three - on the thigh: together they form one tendon, in which the patella is located, are attached to the upper third of the tibia, fixing the knee joint. Raising (bending) the hip, they participate in walking.

Exercise 6. I. p. - lying on your back. Try to contract the quadriceps femoris muscle (patella play). Perform constantly throughout the day.

Exercise 7. I. p. - lying on your back or on your stomach, alternately pull up straight legs (due to movements in the pelvic area), imitating walking in place, contracting and relaxing the muscles of the perineum. Breathing is arbitrary. Several times a day for 1-2 minutes.

Passive-active exercises and self-massage of the legs eliminate stagnation in the muscles and somewhat revive the urine separation, which is of no small importance for patients with pelvic organ damage. Don't forget about breathing, remembering that exercise without proper breathing is worthless.

"Therapeutic position", passive movements and massage are just preparation for active movements playing a critical role in recovery. You need to start with the most elementary, simple tilts, turns and rotation of the head. Then - turns, stretches, torso bends and soft lateral movements in the spine.

Thus, alternately moving the upper half of the body (with motionless legs and pelvic area), as well as with soft lateral movements in the spine with traction by the legs, I set the dislocated vertebra (this happened on the third night! The proof of this is my straight back with a crooked postoperative suture on her).

Exercise 1. I. p. - lying on your back. Throw back your head as much as possible, bend in the chest, looking at the headboard - inhale. Hold the breath. Take the head over, pressing the chin to the chest, exhale for a long time (3-4 times).

Exercise 2. I. p. - the same, but grab the headboard with your hands (to enhance the movement). Bend over harder, holding yourself for a few seconds in this position. Then complete relaxation (2-3 times).

Exercise 3. I. p. - too. Stretching your hand up as much as possible and slightly tearing off the shoulder blade from the bed, try to, as it were, get something (an imaginary object) above you. You can hang an apple, a tangerine - an element of the game for more incentive. The benefits are undeniable (4-5 times).

Exercise 4. I. p. - too. Try to reach with your hand on the opposite shoulder, headboard, knee, etc. (3-4 times).

Exercise 5. I. p. - lying on your back or stomach. Hands slide along the body: one is pulled up to the shoulder, the other is lowered along the opposite thigh, to the knee. And vice versa. Breathing is arbitrary (5-7 times).

Exercise 6. I. p. - lying on your back. Imitation of walking - lying down, resting your feet on a soft roller. Exercise helps to restore normal spinal mobility.

As soon as the acute and under the acute periods pass, it is required to diversify, complicate and strengthen independent gymnastics for the trunk in various starting positions: lying on its side, on the chest, kneeling.

Strengthen active gymnastics it is possible with the help of small dumbbells (1.5-3 kg), rubber bandages and medicine balls (suspended). However, they should be used in the second half of the day, when the whole body has worked and is ready for increased muscle load. In active gymnastics, training of all muscles is important, but exercises for the torso dominate - the muscles of the back and abdominal, because they give the correct posture, hold the spine, prevent its curvature and pain, restore correct position and functions of internal organs.

Exercise 1. I. p. - lying on your stomach, face down. Arms bent at the elbows, resting on the forearms, palms at chest level - preliminary inhalation. On a held breath, raise your head, shoulders, squeeze upper part torso, bend in the thoracic spine, without lifting the belly (navel) from the bed ("cobra"). Look up (10-20 seconds). Slowly descend - prolonged exhalation, relax (2-3 times) - fig. 3.

Rice. 3

Option: the same, but with a turn of the head and body (side "cobra") to one side and the other. Breathe in the same way. Look over the shoulder back to the opposite heel (when lifting and turning the body to the left left hand remains in focus on the forearm, the right one straightens, while the body rises and turns to the left). (2-3 times in each direction). Exercise helps to treat and prevent stoop and other curvature of the spine in the thoracic region, and to improve posture.

Exercise 2. I. p. - lying on your stomach. While inhaling, bend your knees, grab your ankles with your hands and, raising your head, shoulders, unbending your hips and straining your arms, bend your back like a stretched bow. Hold your breath as much as possible, but not, overcoming yourself, then slowly exhale and relax (2-4 times) - fig. 4.

Rice. 4.

Option: when the body bends in an arc, swing on the stomach ("rocking chair") back and forth, from side to side (while the stomach should be empty, bladder and intestines). Duration - from 30 seconds to 1 minute. In addition to developing the correct posture, this exercise serves as an excellent massage of the abdomen (muscles and viscera), stimulates the activity of the abdominal organs, reduces the fatty deposits of the abdominal wall, congestion in the internal organs.

Exercise 3. "Wrestling bridge." (at first, the hands are insured), leaning forward slightly until the forehead touches the bed, then back - with support on the back of the head. Hands can be put behind the head or grabbed the headboard. rolling "turn the head left and right. In the same order, return to the SP. Remain in this position for 10-20 seconds with sufficient rest between the" bridges ". Breathe evenly, belly (2-3 times) - Fig. 5.

The proposed exercises help to restore the lost mobility of the spine, maintain its elasticity and prevent early ossification, various pathological curvatures. Each vertebra separately, the entire spinal column, its ligaments and muscles are evenly stretched and massaged. This ensures an abundant flow of blood to the spine, deep and superficial muscles responsible for its condition. The spinal canal expands, relieves from compression spinal cord, the circulation of cerebrospinal fluid improves. The debilitating and exhausting back and lumbar pains are eliminated or relieved. Painful phenomena in the muscles such as myositis finally disappear.

It is not recommended to sit down during this period in order not to additionally deform the bodies of the broken, crumpled vertebrae. You should sit down no earlier than 6 months after the injury, but gradually and for a very short time. It is especially harmful to sit and move a lot in wheelchair... It is better to exercise more, crawl, walk in the arena, swim (if possible) and rest, lying on your stomach, placing 1-2 pillows under your chest. In this position, the entire ligamentous-muscular system of the spine comes to a state of relative relaxation. So you can eat, read, write, work, etc.

Getting up and restoring walking only due to the vicarious muscles (muscles replacing the paralyzed ones) is a difficult, but with perseverance, a completely feasible task. However, the effect is achieved only with a certain sequence of classes, the clarity of the tasks at each stage of rehabilitation treatment.

The first stage is to train healthy muscles shoulder girdle and border areas, muscles of the trunk, including those affected. It is important to speed up the activation and shorten the period of subsequent getting up and learning to walk. For the development of the support function, it is advisable to put the patient as early as possible, first on his knees with support on the forearms, then on straight arms, until he finally straightens the body, holding on to the bed bars with his hands. It is necessary to start exercises for the trunk on time: turns, bends, flexions and extensions.

The second stage is learning to crawl back and forth in bed, then on the floor (certainly with soft knees). Turns are useful - an added step in one direction and the other. This is a mandatory stage of rehabilitation. Exercise builds muscle strength and mobility of the hip joints, and teaches you how to control movements. Walking skills are acquired, and the muscles that will be trained are the ones that will be needed when the patient gets to his feet and begins to learn to walk.

So, first crawl, swim, then stand and walk. All stages of the movement, the order in which they follow, must be strictly observed. Before moving on to finely coordinated movements, walking (often overcoming fear and inevitable difficulties), one must acquire the ability to maintain an upright posture for a long time, to maintain balance.

Preparation for lifting to legs includes training of orthostatic reactions, since the body is detrained, there is a large load on the vessels (brain, heart) when moving to an upright position (blood supply to the upper half of the body is depleted). It is not by chance that it is recommended to start as soon as possible to activate the hemodynamic functions, to strengthen the mechanisms of balance, exercising on a special rotating table, with varying degrees of fixation of the trunk and legs. Training sessions begin with an inclination of 20 ° - 30 ° for 10 minutes (once or twice a day), gradually increasing it to vertical (90 °) over 15-20 days. In this case, the duration of the procedure can reach one hour. It is recommended to fit a table in front of the patient for reading, writing, work, eating, devices for performing various exercises available to him for the arms, shoulder girdle, trunk in combination with orthostatic load and breathing exercises in this initial position.

As you relax the attachment belts and straps, set the task to further expand and complicate the exercises for the trunk and legs: stamping in place, transferring the weight of the body from one leg to the other, opening and closing the knee joint. This type of training has a beneficial effect on the trophism of the limbs.

The same rotating table can be easily turned into an inclined plane (for the upside down posture), which changes the conditions of blood circulation, leads to increased blood flow to the brain and heart. Of course, this is contraindicated for high blood pressure, glaucoma, myopia up to 8-9 diopters.

Training in the most lightweight conditions is most favorable for identifying the first active movements in paralyzed limbs. This is achieved by eliminating the patient's own weight, the severity of his motionless legs, removing the friction forces during movement, choosing the optimal starting positions, using the laws of inertia and the necessary preliminary stretching of the working muscles.

That is why swimming in the pool is so useful (the lifting force of the water and its elastic qualities help) when standing, walking and exercises with legs afloat. In short, it is important to follow the principle - to swim before walking. These are exercises performed on a sliding plane (ebonite + talcum powder) or a platform on casters, when balancing one leg or both legs at once on special block devices together with suspensions, hammocks and blocks, as well as rubber bandages, harnesses, springs. Suspension and elastic systems allow you to detect your own isolated movements in incompletely paralyzed muscles (flexion, extension, abduction, etc.).

The main goal of all these exercises is to remove the load from the paralyzed muscles as much as possible (creating lightened conditions), to identify the first movements in the partially paralyzed muscles and start training them for strength and endurance. In addition, such assistive devices and devices expand independence in the classroom, facilitating the care of loved ones and the work of the methodologist.

The patient should try to perform each exercise independently or with the participation of a methodologist, who is only required to complete it with the maximum range of motion. As you gain muscle strength stepwise exercises should be done - with the partially paralyzed leg held at a certain level during its movement. Each of them is worked out separately, for a long time and persistently.

In the arsenal of rehabilitation means, one of the most effective is the simplest block-kettlebell sets (or rubber bandages, but at the same time it is necessary to use special hammocks that hold the leg (Fig. 6, 7).

Rice. 6 Fig. 7

The restoration of movements is based on full or partial balancing of the own weight of both the limb as a whole and its parts by a system of strictly metered counterweights, due to which the patient becomes an active participant in the treatment process, and the possibilities for restoration and compensation of lost functions increase significantly. A water dynamometer is also useful. It would seem child's play - to press with an incompletely paralyzed leg on a rubber bulb pressed against a hard wall and connected by a rubber tube to a water dynamometer. But in this way you can monitor the results of your efforts, and in the treatment there is a sense and purely sports interest. With the help of a block device and appropriately selected counterweights (or rubber shock absorbers), you can learn without outside help sit in bed and return to the original lying position. Also, with the help of wide comfortable straps, the patient can be balanced while sitting in bed, squatting, kneeling, without the risk of falling and additional injuries (Fig. 8).

Rice. eight

To restore and train the motor functions of the partially paralyzed muscles of the trunk in an upright position, the apparatus proposed by me with balancing weights is used (author's certificate No. 208205, published on December 29, 1967) - Fig. nine.

Rice. nine

It has a special suspension system fixed in the middle part of the cable, thrown over two blocks with rolling bearings pressed into them. At the free ends of the cable there are weights that are selected so as to balance the body (a state similar to weightlessness is created). This is the starting position. Then, depending on the degree of injury, stage of the disease, fitness, muscle strength, they achieve a gradual increase in the load on the affected muscles, changing the size of the loads. It must be remembered that the appearance of the first active contractions with an increase in muscle strength is the result of slow but persistent work.

With the help of this design, putting on the harness belt, it is possible to stand upright without holding orthopedic devices (Fig. 10) and, without fear of falls, successfully perform a number of difficult movements for paralyzed movements: stepping in place, swinging a leg, turning, bending, lifting on toes , squats, etc. (fig. 11).

Rice. Fig. 10 eleven

Finally, the structure can be used as a gymnastic bar for hanging exercises, which are so necessary for the spine, the muscles of the upper shoulder girdle and torso (Fig. 12).

Rice. 12

Remember: muscle strength can only increase as a result of active exercise, when the practitioner moves parts of the body himself, without someone else's intervention. These exercises should be accessible, not too difficult or too easy, and learned in strict sequence. Training in light conditions with a gradual increase in load is especially useful for the recovery of the affected muscles, since it does not cause fatigue, which adversely affects the physiological processes in muscle and nervous tissues.

To stand and walk with paresis and paralysis of the legs (muscle hypotension), the only way out is prosthetics, which achieves the goal only with sufficiently reliable fixation of the joints of the lower extremities. When training the support function, one cannot do without various orthopedic devices that rigidly fix the knee joints.

This means lockless temporary sleeves, rear removable splints made of plaster or light plastic (polyethylene, etc.); splint-sleeve devices (splints - with locks in the knee joints); special shoes with a hard back (keeps the foot from sagging, relieving paresis of the dorsal flexors of the foot from the so-called stop-loss). Ankle joint and cuff on the upper third of the lower leg keep the loose, sagging foot so that it does not cling to the ground when walking. In splints or a corset, instead of a metal frame, you can use inflatable tubes made of durable rubber.

Corsets can be stationary (rigid) and temporary (lightweight). Stationary ones significantly limit the mobility of the spinal column, which, with constant and prolonged wearing, reduces the functional performance of the muscles of the back and abdomen, reduces their strength and general motor capabilities. It is preferable (in all cases) to create and maintain in shape your own muscle corset, preventing spinal deformities. Dosed and gradually increasing loads allow it.

When the paralyzed foot sags and falls, clinging when walking, orthopedic socks with elastic bands sewn into them along the back surface help. You can walk in them without shoes, swim, wear any non-orthopedic shoes (Fig. 13).

Rice. 13

Many people come up with individual adaptations and techniques to "revive" paralyzed and partially paralyzed muscles and develop walking skills. For more load on quadriceps hips I recommend the following training exercises.

1. Walk with loosely laced splints, opening the locks of one or both at once, so that the knee joints are grabbed by their own muscles.

2. For the same purpose, stand and walk in the arena with a knee-support - in small steps, taking short walks around the house (Fig. 14, 15).

Rice. Fig. 14 15

3. Standing to stomp in place in the knee support, periodically transferring the main load from one leg to the other. After 5-7 minutes, sit down for 3-5 minutes and stand up again. Repeat 3-4 times a day.

4. Do "walking in weightlessness" in the water with a feeling of lightness in the body, free control over it.

5. Unload the spine and leg muscles from their own weight using the apparatus I have proposed.

6. When mastering the skills of walking without splints, use felt boots specially rolled above the knees, which partially replace fixation devices and orthopedic shoes, which is especially important in winter.

7. In summer, instead of rough, clumsy and heavy orthopedic shoes, you can wear soft, elastic sports shoes: boxers, wrestling shoes (with a hard back and high lacing).

Attention! When standing early without fixation devices, there is a danger of hyperextension of the leg in the knee joint (recurvation): Another danger: falling and stretching, damage to not yet strengthened muscles and their tendons, ligaments. It is easy to break a leg if before that you had to lie in complete inactivity for a long time, without performing special exercises, without crawling, without rising to your feet.

Each ORU begins with a certain starting position, therefore, the main starting points should be clear to students, correctly understood and implemented. Should pay Special attention to ensure that the main starting positions of the exercises are strictly followed, since only the correct execution of the exercise will give the highest physiological effect. Even the smallest mistakes make the exercise easier and less effective. Therefore, it is very important from the first steps of training to constant and strict control when performing exercises from the beginning of the movement to its end. Only in this case, students will acquire the necessary posture, coordination of movements and relieve themselves of the harmful tendencies encountered in performing the exercises somehow. With junior schoolchildren, before starting to perform the ORU complexes, it is necessary to master the basic starting positions and movements of the arms, legs, and torso. Each starting position must be performed with a delay of 3-4 s. During a stop in such

the initial positions, it is necessary to check and clarify the adopted position. To consolidate the main provisions, you can give homework assignments with a recommendation to perform them in front of the mirror.

Hand positions and movements

Normal hand position- the position in which the fingers are straightened, the hand is, as it were, an extension of the hand (Fig. 14, a). In the terminological description of the exercises, such a position of the hand is not indicated. If the hands are in a downward, backward, forward, upward position, then the palms of the hands are facing each other, and in the position of the hands to the sides, the palms are facing downward. In these cases, the position of the hand is not indicated. If, in the above positions, the palms should be turned in some other direction, then this must be indicated. For example, hands forward, palms down.

Brush in fist- if the fingers are clenched into a fist, then it is not necessary to indicate where the fingers are pointing in the normal position (Fig.

The brush is free- the position of the hand is similar to the usual one, that is, the hand is in the continuation of the forearm, but it is held freely, without tension, the fingers are relaxed (Fig. 14, v).

The hand is relaxed- the position in which the hand hangs freely (Fig. 14, G).

The brush is raised forward or backward- the position in which the hand, as straight as possible, is retracted in the indicated direction. For example, right to the side, the hand is raised (Fig. 14, e).

Fingers apart- the position of the hand in which the fingers are forcefully separated from each other (Fig. 14, e).

Flexion and extension of the fingers- flexion and extension with force and at the same time.

Flexion and extension of the fingers sequentially- flexion and extension, starting with the little finger. Other sequence should be indicated additionally.

Figure eight brush- the direction of movement is determined from the starting position at its beginning. For example, from the position of the right hand to the side, palm upward, an eight with a brush forward and downward.

Wave brush- Sequential flexion (simultaneously) and extension of the fingers in all joints, performed gently.

STATE EDUCATIONAL INSTITUTION

SECONDARY PROFESSIONAL EDUCATION (SSE)

CHELYABINSK STATE PEDAGOGICAL COLLEGE № 2

"General developmental exercises in a preschool educational institution"
Test work on the course

"Methodology physical education and child development "

Performed -

Filinskikh Tatiana Sergeevna

OZO, Course VI, group 602

Chelyabinsk 2011

Introduction.

1. Characteristics of the features of general developmental exercises, the value for the development of the child.

2. The main starting points for general developmental exercises.

3. Rules for recording general developmental exercises.

4. The method of conducting general developmental exercises in

Conclusion.

Bibliography.

Introduction.

1. Characteristics of the features of general developmental exercises, the value for the development of the child.

General developmental exercises occupy a significant place in common system physical education of children preschool age and are necessary for the timely development of the body, conscious control of movements, are a means for strengthening and developing the body. General developmental exercises in kindergarten used in physical education, in morning exercises, during physical education, in combination with hardening procedures, at children's parties. Correct exercise performance affects physical development children.

General developmental exercises - specially designed movements for the arms, legs, trunk, neck and other parts of the body that can be performed with different muscle tension, different speed, amplitude, different rhythm and tempo1.

General developmental exercises develop the child's motor, mental qualities, prepare him for mastering complex actions, develop muscle strength, speed muscle contractions, joint mobility, form the correct posture. General developmental exercises have a number of peculiarities: they are precisely dosed, and can be used in various variants and combinations. This provides a selective effect on certain muscle groups and on certain body systems. Most of the exercises are simple in structure and consist of elements that can be performed separately. As a result of the systematic repetition of general developmental exercises, a kind of fund of motor experience is created, motor qualities and the abilities necessary both in life practice and for the formation of complex gymnastic skills. Along with the influence on the formation of the musculoskeletal system, general developmental

Exercise is an excellent tool for developing the respiratory system, because each complex includes exercises that strengthen the diaphragm - the main respiratory muscle, intercostal muscles, abdominal muscles, promoting deeper breathing.

Active breathing, i.e. the exchange of gases in the lungs is of particular importance for the child's body. The intensity of oxidative processes in the tissues of the child is higher, so he needs more oxygen. The child can hardly tolerate oxygen starvation (hypoxemia), because a significant amount of energy is spent on tissue growth and development. With general developmental exercises, the diaphragm and intercostal muscles are trained. As a result, the excursion improves in children. chest, the vital capacity of the lungs increases, breathing becomes less frequent and deeper.

A clear rhythm, a strict dosage, a periodic increase and decrease in the load in general developmental exercises help to strengthen the heart muscle, increase the stroke volume of the heart, and improve the rhythm of contractions.

Exercise provides great attention for development nervous system... The speed of reaction, coordination, conscious mastery of movements are also important for the mental development of children. As a rule, general developmental exercises are performed in a team, which contributes to the development of organization and discipline in children.

Movements become more perfect when performed to the accompaniment of music. Music affects the emotions of children, creates a certain mood in them, affects the expressiveness of children's movements. Music can contribute to a greater range of motion, or, conversely, cause their restraint, clarity in performance. Such a variety of performances of movements, depending on the nature of a piece of music, affects their improvement. Movements become

Relaxed, coordinated, rhythmic, correctly reflecting the character of the piece of music.

2. The main starting points for general developmental exercises.

The positions of the body, arms, legs before starting the exercise are called initial positions. They are essential for performing the exercise, the stability of the body, the load on individual muscle groups, the amplitude of movement, and its clarity depend on them. Changing the starting position leads to a restructuring of the movement structure. In general developmental exercises for preschoolers, starting positions for the torso are used - standing, sitting, lying on your back, on your stomach, on your side, standing on one, two knees, on all fours, and squatting and various starting positions for arms and legs.

Leg position2

The main stance - heels together, toes apart, the position of the hands can be different - is used as an organizing moment before and after the exercises in the middle and senior groups;

Stand with feet closed - socks and heels together;

Standing legs slightly apart (to the width of the feet) is most appropriate for preschoolers, because provides stability;

Stand feet apart - legs apart shoulder-width apart, step;

The leg stance is wider than the shoulders - the legs are wide apart, the toes are slightly turned;

Stand feet apart, right (left) in front - feet about the width of a foot, a step, toes are slightly unfolded;

Kneeling stand - knees, shins and socks rest on the floor in their entire length, socks are extended, arms down;

Stance on the knees - the body rests on the hands and feet, bent at the knees, knees, shins and socks rest on the floor in their entire length, the socks are extended, the head is forward.

Hand position3

Hands forward - straight arms raised to the height and width of the shoulders, fingers closed, palms facing each other;

Hands up - straight arms are raised upward shoulder-width apart and laid back to failure, palms facing inward;

Hands to the sides - straight arms raised to shoulder height, slightly laid back, palms facing down;

Hands on the belt - hands rest on the comb ilium with four fingers forward, elbows and shoulders pulled back so that the shoulder blades remain in a normal position;

Hands back - straight arms laid back to failure shoulder-width apart, palms inward;

Hands in front of the chest - arms bent at the elbows are raised so that the hands are a continuation of the forearm, palms facing downward, elbows at shoulder height;

Hands behind the head - bent arms are positioned so that the fingers touch the back of the head, elbows are laid back, palms are turned forward;

Hands to the shoulders - the arms bent at the elbows touch the middle of the shoulders laid back with the fingers, the elbows at the body;

Hands in front of the chest - bent arms are at shoulder height, one forearm above the other, hands bent into a fist.

Sitting starting positions 4.

Sitting legs forward - sitting, legs are straight closed, toes are pulled, slightly unfolded;

Sitting legs apart - legs straight apart by 30-40, socks pulled out, slightly unfolded;

Sitting legs are closed - legs are bent at the knees, closed, feet are on the floor;

Sitting in Turkish style - legs are bent at the knees, one in front of the other;

Sitting on the heels - the legs and toes rest on the floor, the toes are turned inward, the buttocks are on the heels, the torso is upright.

Initial lying positions 5.

Lying on your back - legs are straight, closed, toes are slightly turned, arms are along the body, palms down, torso is straight;

Lying on your stomach - legs are straight together, arms are bent at the elbows, palms (one on top of the other) in front of you on the floor;

Lying on the right (left) side is a position with support on one side, legs are straight, arms are usually extended upward.

3. Rules for recording general developmental exercises.

When recording a separate exercise, you must indicate its name (if any), starting position (for the trunk, legs, arms), the name of the movement, its direction and final position.

The starting position is written in abbreviated form - and. etc., the numbers indicate the account.
For example: "Stretching the rubber".

I. p.: Narrow stand of the legs apart, hands in front of the chest. 1 - arms to the sides; 2 - and. NS.

For brevity, it is customary not to indicate some positions, movements and their details. The following words are omitted: trunk - when bending; leg - when it is put on the toe, palms inward - in the position of the hand down, forward, backward, up; palms down - in the position of the hands to the sides, to the left (right); pull the socks (sock) to raise, lower to set - when moving with the legs, arms; forward, in front - when indicating the direction, if performed by the shortest, only possible way; bending over - if the execution technique predetermines this position; top grip - as the most common; arcs forward - if the arms are raised or lowered in a forward movement. The path of the arms (legs) and torso is indicated only in cases where the movement is not performed by the shortest path. The starting position is indicated only at the beginning of the exercise. The positions of the legs, socks, hands, palms are not recorded, if the initial position of the legs is the main stand, and the position of the hands is different, then only the position of the hands is indicated (for example, hands on the belt). If the initial position of the arms is the main stance, and the legs are different, then only the position of the legs is indicated (for example, "stance - legs apart").

Recording rules must be followed regardless of which age group the teacher draws up a outline physical education, morning exercises.

Some terms are written in abbreviated form: the main stance is about. with; right hand (leg) - ex. hand (leg). When recording several movements performed simultaneously, first indicate the main movement (trunk, legs), then the rest (bending the right, tilt to the left, arms up). Several movements performed simultaneously (at least for one count) are recorded in the sequence in which they occur. If the movement is combined with another not throughout, but is performed in one piece, it is necessary to write down the elements one by one, connecting by union and (tilt, bending, arms to the sides and turn of the head to the right). If the movements are performed simultaneously, then the preposition c should be used (tilt, bending over, arms to the sides with head turning to the right). When the movement is not performed in the usual style (abruptly, swiftly, relaxed, soft, smooth, etc.), then this should be reflected in the recording (for example, arms smoothly to the sides, hands relaxed).

4. Methodology for conducting general developmental exercises in the younger group.

The organization of children for general developmental exercises has significant educational value. Children learn to quickly respond to instructions, commands from the teacher, to navigate in space. For exercise, it is easier for babies to stand in a circle. The collection and distribution of benefits should be done very quickly. The teacher prepares manuals in advance, sometimes the teacher himself distributes objects. The kids are taught to use the manuals: they show them where they lie, how to take them, hold them. In working with children, the complex application of visual, verbal and practical methods and techniques of teaching is especially pronounced. Children need a consistent role model. Verbal methods are aimed at enhancing the action of the show, to achieve brightness, convincingness of the image. All exercises are learned only in the process of repeated repetition, each exercise is repeated in its entirety unchanged.

First, the teacher calls the exercise, then checks the children's readiness, suggests taking the desired starting position, while resorting to figurative comparisons. Then the exercise is shown, simultaneously explained by the teacher and immediately performed by the children. The teacher needs to strive for maximum expressiveness. Distinctive feature is that it is holistic. At the same time, there is no explanation of how to hold hands, legs, back. The kid does not understand the general instructions, therefore, each child should be consulted more often. Visual reference points help to perform the exercise correctly.

The teacher will often give directions as the exercises are done. They activate children, are important for the development of spatial orientations, prepare them for conscious self-fulfillment movements. The instructions during the exercises also serve to develop a sense of rhythm and pace in children, help to start and end exercises at the same time. The educator uses judgment for each exercise.

For the most part, it is individual and positive, regardless of how the child performed the exercises.

Conclusion.

General developmental exercises are aimed at developing coordination abilities, flexibility and mobility in the joints, strengthening individual muscles or their groups, the insufficient development of which interferes with mastering the perfect running technique. In the preparatory part training session ORUs are used to warm up muscles and prepare the body for the upcoming work. And in the main part, with repeated or interval training methods, when the load is performed in series, they serve as a means of active rest. In the final part, they contribute to better recovery after the work done and are locally used to strengthen and develop individual muscles.

The implementation of a variety of RPM improves coordination abilities, forms certain skills and helps to quickly master complex forms sports equipment... At the same time, it is necessary to select exercises and methods of their implementation in such a way that, without a significant increase muscle mass develop the ability and skills to control your muscles

Distinctive features of the outdoor switchgear:

They have a relatively isolated effect on individual parts of the body and muscle groups.

Allows you to easily adjust the load.

Bibliography:

Kuznetsov V.A. Gymnastics in the system of physical education. - M .: SGIFK, 1974.- P.259

Smirnova L.A. General developmental exercises for junior schoolchildren. - M .: Vlados, 2003. - P.121

Zaletaev I.P., Polievsky S.A. General developmental exercises. - M., 2002. - p. 56

Butsinskaya P.P., Vasyukova V.I., Leskova G.P. General developmental exercises in kindergarten. - M., 1991

L.P. Matveev Theory and methodology of physical culture.- M., 1991.- P.49

The program of education and training in kindergarten. - M., 1998

Each ORU begins with a certain starting position, therefore, the main starting points should be clear to students, correctly understood and implemented. Special attention should be paid to the fact that the basic starting positions of the exercises are strictly followed, since only the correct execution of the exercise will give the highest physiological effect. Even the smallest mistakes make the exercise easier and less effective. Therefore, it is very important from the first steps of training to constant and strict control when performing exercises from the beginning of the movement to its end. Only in this case, students will acquire the necessary posture, coordination of movements and relieve themselves of the harmful tendencies encountered in performing the exercises somehow. With junior schoolchildren, before starting to perform the ORU complexes, it is necessary to master the basic starting positions and movements of the arms, legs, and torso. Each starting position must be performed with a delay of 3-4 s. During a stop in such

End of work -

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PZO Methodology for teaching gymnastics at school

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Sequence of training.
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Sequence of training.
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Sequence of training.
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Backward roll
Execution technique. From the support, squatting legs foot-width apart, shoulders slightly forward, group (frame 1); tilt your head forward, pushing off with your hands, quickly roll onto the shovels

Swing one and pushing another handstand
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Flip to the side
Technique of execution. Standing facing forward in the direction of movement, with a forward-upward wave of the right lunge (frame 1); alternately leaning with your hands, with a turn to the right, go into a rack on

Sequence of training.
1. Learning the position of the correct landing: half-squat on toes, feet foot-width apart, hands forward, palms down, back straight (Fig. 101).

Jumping rope
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Sequence of training.
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Jumping from a height
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Landing
Technique of execution Landing completes the jump and determines its quality as a whole. Having landed on the toes of tense and straight legs, one must immediately descend on the whole foot, by itself

Leap onto the bridge
Technique of execution.Run and jerk with legs - a single integral action. A jump on the bridge is the link between them. The effectiveness of the push depends on the correct swoop.

Sequence of training.
1. Walking with a roll from the heel, rising high on toes. 2. Legs with support with hands on the bar of the gymnastic wall (apparatus). 3. Jumps

Sequence of training.
1. Rapid flexion and extension of the arms in the lying position, legs on a gymnastic bench (8-10 times). 2. Standing at a distance of 1 "m from the wall, fall with a straight body on the station

Typical mistakes.
1. Insufficiently vigorous swing of the arms. 2. Insufficient push with legs. Insurance and assistance. To insure, standing in front and a little to the side, in the first hour

Typical mistakes.
1. The back is not actively raised in the first half of the jump. 2. Delay in the support squatting. 3. Incomplete extension in hip joints or bent naza

Typical mistakes.
1. Holding hands on the projectile. 2. There is no extension of the body after pushing with the hands. 3. Extension of the body is performed only by raising the shoulders, the legs are not laid down and back

Sequence of training.
1.Support lying sideways on the floor and turning to the lying position. 2. From the support lying behind, legs on the bench, unbending at the hip joints and pushing off with one hand, the support lying more

Jump sideways over a horse in width
Technique completed

Sequence of training.
When mastering the jump, you can use all the lead-up exercises that were used when learning to jump with legs apart through a goat in width, then repeat the following exercises: 1. Jump

Typical mistakes
1. Relatively low swing (after pushing against the bridge, the legs do not rise above the horse's body). 2. Push with hands under oneself (instead of a stopping push with hands, a raking

Sequence of training.
1. Leap in the way of "stepping over" over the gymnastic bench. 2. From a saddle on a horse on the right hip, lean your hands behind and, swinging your legs forward and to the right, jump off

Sequence of training.
1. Perform on the floor the position of the crouch position and the emphasis on the knees. 2. The same, but on gymnastic benches, placed parallel to each other. Pupils of 5-8 people you

Climbing the gymnastic wall
Technique of execution On the gymnastic wall, as well as on the gymnastic benches, climbing up and down is performed with the same name (Fig. 116, a) and different names

Sequence of training.
1. Standing sideways to gymnastic bench, rest your hands on its edges, alternately put your feet on the bench at close range while kneeling and, alternately shifting your legs to the other side with

Visi standing
1. Hang standing on bent arms(fig. 120). Put your hands at shoulder level

Vis (simple)
1. Vis (fig. 129). The arms, torso and legs are in a straight line. In the hanging position, keep the body straight, the muscles of the shoulder girdle are moderately tense, the stomach is tucked up. Vna

Rope climbing on bent arms with a cross-legged grip
Execution technique. Hanging on bent arms, bend your legs forward and grab the rope with your legs crossed so that the outer side of the foot of one leg and inner side shins other

Hanging and support exercises
1.Vis - hanging by bending the legs - hanging. Run 5-6 times. 2. Hanging on bent arms - lowering to hanging for 6-8 s. Run 2-3 times. 3. Hanging pull-ups (boys).

Rope climbing in three steps
Technique of execution. The first technique is from a hang while standing, bending your legs, pull your knees to your chest and grab the rope with lifts of your legs crosswise and with your knees (Fig. 144, a, b); second reception - ra

Climbing over a log with a height of 1 m
Execution technique. As a whole, it is similar to the technique of climbing over a log with a height of 90 cm (III class). However, from the emphasis, the pe-rems should be done not point-to-point out, but immediately point-to-point, legs apart one

Overcoming obstacles
The learning objective is to teach children how to use the learned climbing techniques in more difficult conditions. To solve this problem, the height of the projectile increases, and those

Hangs and stops
Hanging bent over (Fig. 147) is performed on the crossbar, uneven bars, rings. The body is bent at the hip joints at an angle of 50-70 °, the back is rounded, the head is slightly tilted towards

On the gymnastic bench
1. Lying in a tight position, hands on the bench, flexion and extension of the Hands (boys - 8-10 times, girls - 5-6 times). 2.In

Emphasis on the hands
Execution technique. The body is kept straight without sagging in shoulder joints... Hands slightly bent in elbow joints, clasp the poles, leaning on them preim

1. At the ends of the poles with a jump, stop and movement to the middle of the uneven bars - 3.0 points. 2. Swinging the legs forward, sitting the legs apart - 2.0 points. 3. By swinging the right ce

Hanging while lying legs apart (on horseback)
Technique of execution.Vis lying legs apart can be performed in various ways, but taking into account the sequence of training, it is advisable to use the students' motor

Sequence of training.
1. From a hang on a gymnastic wall, raising straight legs higher (2-3 times). 2. From a hang, standing with your back to the gymnastic wall, pushing one and swinging the other to raise your legs

Sequence of training.
1.Repeat the position of the rest on the hands. 2. Swinging on the forearms. 3. Swinging in support on the hands with a gradual increase in amplitude.

Sequence of training.
1. Support lying and lying behind, hands on the floor, legs on the gymnastic bench. 2. Swinging in the support on the forearms and dismount with a swing backward into the uneven bars. 3. Will repeat

Sequence of training.
1.Waving in support with a gradual increase in the amplitude of swings and dismount with a swing backward into the uneven bars. 2. Swinging in support with raising the legs on a swing back and bringing them together

Sequence of training.
1. From the hang while standing, push with two to take the hang on the left (right) outside. 2. Hanging swing on one outside. Swing amplitude is achieved by swinging the free leg. 3.

Sequence of training.
1. On the middle bar, repeat the lift on one foot in support, apart from the outside. 2.

Sequence of training.
1.From the support, sitting behind, with your back to the gymnastic bench with bent arms, go to the support lying behind (repeat 2-3 times).

From swinging in support, flexion and extension of the arms
Technique of execution The exercise is performed both on a swing forward, and on a swing back. The latter option is more difficult. Therefore, it is advisable to start mastering the syllabus with pupils of the 9th grade.

Test lesson combination
1. At the ends of the poles, jump a stop and one with temporary jerks of the hands to move forward to the racks - 1.0 point. 2. Drop down on the forearms and swing

Sequence of training
1. On the floor, repeat the headstand by force (IX grade). 2. From gray legs apart forward somersault to gray legs apart. Pay attention to the first half of the roll (shoulder support

Test lesson combination
1. From swinging in an emphasis on the hands, lifting with a swing forward in the gray legs apart - 2.5 points. 2. Jump inward with an angle stop (hold) - 1.0 point. 3. Swing naza

From the support, bending over on the arms, lifting the legs apart in the gray
Technique of execution.From swinging in support on the hands with a swing forward, take a position close to a stand on the shoulder blades. Then bend, bringing your legs closer to your chest, and slightly lowering your pelvis, n

Sequence of training
1.From the support, bending over on the mat, extension of the body to a position close to the stand on the shoulder blades and return to and. p. 2. From the support on the hands on the uneven bars, by force or with a swing, lifting the sog

Test lesson combination
1. From swinging in the support on the hands with a swing forward, the support is bent on the arms and lifting with the legs apart in the gray - 3.0 points. 2. Swing inward and angle stop (holding

Bending over from support squatting on one leg
on n / a swing the other backwards Technique of execution. From balance, tilting the body forward and holding

Educational programs
Hanging rope climbing on bent arms, gripping the rope with feet Technique of execution In hanging on bent arms (see Fig. Frame 1), bend

From the support, bending over on the arms, lifting the legs apart in the gray on the uneven bars
Technique of execution. From swinging in support on the hands, swing forward to take a position close to the stand on the shoulder blades (frame 1). Then bend down, bringing your legs closer to your chest, and, slightly lowering

Combination for improvement and test lesson
Standing on the right, left back (up to 30 °), arms to the sides, eyes closed (5 s) - opening eyes, moving on toes to the middle of the log - stopping, turning around with steps - standing on the left

Combination for improvement and test lesson
I. p. - leg stand apart from the right, arms to the sides. With a left step, go down on your right knee, hands up - you-

Combination for improvement and test lesson
I. p. - stand on the left, right back (up to 45 °), arms up. Three to four quick steps on toes, arms out to the sides and lunge with the right - straightening, turning in a circle into a lunge on the left

Combination for improvement and test lesson
I. p. - right stand in front of the left, arms up. 1. Two side steps from the left leg - 1.0 points. 2. Two additional steps with right leg- 1.0 points. 3. Step n

Combination for improvement and test lesson
I. p. - standing longitudinally at the right third of the log. 1. Point-to-point jump, right side to toe - 1.0 point. 2. Turning to the left, stand on the right knee, ru

Combination for improvement and test lesson
I. p. - stand longitudinally in front of the log at the right end. 1. With a takeoff run with one stroke and a push with the other, an emphasis squatting - 2.5 points. 2. Getting up, turn left at the station

Combination for improvement and test lesson
I. p. - standing at an angle to the log with the left side. 1. With an oblique takeoff run, pushing two leaps to the point of crouching down, the left one in front - 2.0 points. 2. Stand up, arms out to the sides -

Hand positions and movements

Brush in fist- if the fingers are clenched into a fist, then it is not necessary to indicate where the fingers are pointing in the normal position (Fig.

The hand is relaxed- the position in which the hand hangs freely (Fig. 14, G).

Fingers apart- the position of the hand in which the fingers are forcefully separated from each other (Fig. 14, e).

Flexion and extension of the fingers- flexion and extension with force and at the same time.

Flexion and extension of the fingers sequentially- flexion and extension, starting with the little finger. Other sequence should be indicated additionally.