Acrobatic jumping

Jumping - the most dynamic acrobatic exercises, widely used not only in acrobatics, but also in other sports. The study of acrobatic jumps begins with the simplest exercises, which at the same time serve as preparation for mastering more complex jumps.

Grouping, rolls (fig. 143) - basic preparatory exercises for somersaults and somersaults; the ability to group is one of the defining conditions for the correct use of these exercises. Therefore, it is necessary to study the grouping while sitting. (a), in a squat (b), lying on the back (v), as well as a wide grouping (d) (grabbing the thighs with the hands from below, outside at the popliteal hollows, legs apart), which is used when performing some acro-

batic exercises. For example: circular roll, somersault ^ sideways.

Rolls are studied from a crouch position, from a headstand, lying on your back, from a kneeling stand (e), gray legs apart

Forward roll(fig. 144). Crouching down, leaning your hands in front of your feet, start pushing with your legs. Transfer the weight of the body to your hands, at the same time bend them, tilt your head forward and, fully unbending your legs, finish the push with your feet. Turning over your head and touching the floor with your shoulder blades, quickly group. Rolling on your back, immediately after touching the floor with your feet, release your legs and, sending your hands forward, come to an emphasis squatting position.

When studying a forward roll, you need to repeat the grouping and rolls in the group lying on your back with the transition to the sitting and squatting in the group.

Backward roll(fig. 145). From the support, squatting down, pushing with your hands, group, pull your knees to your shoulders, tilt your head forward, rolling onto your shoulder blades, quickly put your hands at head level with your palms on the floor (fingers to your shoulders) and, leaning on them, sit down at close range. Do not unbend your legs during somersault. In mo-

When rolling over your head, you need to lean on your hands on the floor behind your shoulders and push up.

Wheel(fig. 146). The wheel is executed to the right or to the left in the face plane in a stand with legs apart, arms to the sides. The rotation should be started only before placing the first hand on the floor (with the left hand when performed to the left). The arms and legs are placed in one line, at approximately equal distances, the body is completely straight, the legs are spread apart as much as possible. The main components of the technique are swinging with one leg and pushing with the other leg.

Before teaching the wheel, trainees should master the handstand legs together and apart (with support), then exit to the handstand legs apart by flipping to the side from the stand sideways or facing in the direction of movement. The partner, standing to the side of the performer from the side of the back, helps him to get into a stance, supporting him with his left hand at the lower back on the right, and with his right hand on the left. Further, from a handstand, legs apart, the student, with the help of a partner, performs the second half of the roll. After that, you can make a turn with the wheel as a whole (from a place) from the stand with the face in the direction of travel with the help. After that, the wheel is mastered with a tempo jump (from a place), then with 2-3 steps and, finally, with a running start.

Turn over from the head (Fig. 147). The main components of the technique of this element are push and swing with the legs followed by braking, push with the hands from the floor and correct landing.

form the vertices of an equilateral triangle). At the moment the head touches the support, an energetic extension with straight legs follows in hip joints followed by braking relative to the body and a sharp push with the hands from the floor. Then the flight phase follows, at the end of which the student lands on the toes of straight legs, descends on the entire foot and slightly cushions the landing, squatting slightly. At this moment, the body is bent, the head is tilted back, the arms are up. The distance between the lines of kick, support and landing is approximately equal.

Teaching the head flip begins with a repetition of the headstand ^. Then, in a headstand, the trainees are asked to bend their straight legs almost to touch the floor with their socks and again unbend into a headstand. Pay special attention to landing. To do this, you can use the following exercise: standing one and a half to two steps from the wall, bend over and lean your hands on the wall, bend your arms. Pushing off the wall with your hands, tilt your head back and, pushing your knees and pelvis forward, stand up, hands up. For the same purpose, you can use paired exercises: the first number lies on your back, raises your arms forward, puts your bent legs with your feet on the floor a foot-width apart. The second stands at the head of the first, takes his hands. With a little help from the second, the first one stands up, pushing his knees and pelvis forward and tilting his head back.

1. From a supine position, bending over on the shoulder blades, arms forward, sharply unbending the body in the hip joints, perform an extension jump with the help of two partners helping by the arms.

2. From the headstand, bending over, the toes almost touch the floor. Falling backward, bend sharply at the hip joints, push off the floor with your hands and jump to your feet. The exercise should be performed from an elevation of 3-5 gymnastic mats with the support of a partner with one hand on the shoulder, with the other under the lower back.

Flip forward (Fig. 148). The forward roll is performed by swinging one leg and pushing with the other with support with straight arms and landing on slightly bent legs. It is obligatory to have a flight phase after a push with hands. When done correctly this

of the element, the hands are placed as far away from the legs as possible, but without jumping. The performer should strive to connect the legs at the moment of the end of the take-off with completely straight arms. When landing, you need to bend, raise your arms up, tilt your head back.

You should start teaching the coup after the students have mastered the coup from the head. Next, you should perform the following exercises: 1. Handstand against the wall with a swing of one leg and a push of the other leg. 2. Flip on the teacher's shoulder. The student from a running start makes a coup, and the teacher, standing on the take-off line, at the moment of a push with his hands, puts his shoulder under his hips and takes the student on his shoulder.

After mastering the overturn on straight legs, its varieties are studied: one overturn, jump overturn, etc.

Leap from the handstand (curbet) (fig. 149). From a handstand, the practitioner slightly bends the legs and, bending in the lumbar part, loses balance towards the front surface of the body. At the moment of loss of balance, the legs are sharply unbend, followed by inhibition, and the student pushes off the floor with his hands, passing into the phase of flight from hands to feet. Then, abruptly

bending at the hip joints, the practitioner provides the lift of the shoulders by the time of landing. The arms go up and the exercise ends with a jump.

Training should begin with the repetition of handstands without the help of a partner. To master the correct extension in the hip joints, it is necessary to do the lowering of the legs from the handstand several times while standing bent over, then the same on the dais, followed by a sharp straightening from this position to the handstand upward. Then perform the same exercise and the elevation and recommend pushing with your hands until your feet touch the floor. To improve the curbet, it is necessary to perform it with landing on a dais from gymnastic mats.

Turning overturn (rondat) (Fig. 150). Rondat serves as a transitional element from the takeoff run to acrobatic jumping... It is performed with a swing with one leg and a push with the other leg with successive support with straight arms, a 180 ° turn and a flight phase after support with the hands. The exercise is performed in a vertical plane, the left hand (when turning to the left) and legs are placed in one line, the right hand is 5-10 cm to the left. All exercises are performed in a strictly vertical plane. Begin turning the shoulders just before placing the first arm. Exit into the stance, connecting the legs and turning should be done at the moment of support with the right hand (when turning to the left). After swinging the right leg and turning the torso 90 °, it is necessary to connect the legs and then continue the further rotation of the torso. After supporting with hands, there must be a flight phase. It is necessary to teach the rondat after mastering the wheel and jumping from hand to foot (curbet), and also repeat the handstand.

Flip back (flask) (Fig. 151). The back roll is one of the main acrobatic exercises. It is performed by jumping backward with a push with two legs with a backward rotation bending over and intermediate support with straight arms. Having pushed off with his hands, the practitioner performs a curbet and lands on both feet. Two phases of flight are required (before and after support by hands), equal in height and length. First, they teach a half-squat with arms abduction to failure back with a slight bend of the shoulders forward and a loss of balance.

this back. Then the curbet is repeated. Training directly to the flask begins with a slow flip through the hands of two partners. The student lies with his back on their hands, he is placed in a handstand to perform the curbet. You can do this exercise together. To do this, two students stand close to each other and raise their hands up. The first takes the second (performing the coup) by the wrist joints and leans forward, placing his hands on the floor in front of him. The second lies on the back of the first, tilting his head back, bending in the lower back and relaxing his legs. In a handstand, having lost balance towards the front surface of the body, the second performs curbet. Then the flip is performed on the bar and after that - independently.

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Mastering new gymnastic exercises has a number of specific features:

1. Many gymnastic exercises for practitioners are completely new forms of movements, unfamiliar to them from previous motor experience

2. Learning exercises is associated with the requirement to perform movements in a gymnastic style.

3. Motor skills in gymnastics must have high stability and stability when performing exercises in the changing conditions of the external environment and the internal state of the gymnast.

3. Motor skills in gymnastics must have high stability and stability when performing exercises in the changing conditions of the external environment and the internal state of the gymnast. And at the same time, the skill must be plastic.

4. In connection with the multi-structure and multifunctionality of gymnastic exercises, it is necessary to take into account the possibility of transferring the effect of one exercise to another, which is being studied again. Depending on the generality or differences in the structure of movements, in their sensory, energetic or psychological support, a positive or negative transfer from a previously performed exercise to a newly studied one is possible.

Along with the above types of transfer, the so-called phenomenon of consequences is also distinguished - this is a temporary deterioration in the accuracy of movements after large muscular efforts (even short-term), endurance work, strong emotional excitement or depression, mental stress. For example, after strength exercises, coordination of movements and even such a strong skill as handwriting temporarily deteriorate.

To avoid the negative consequences of these phenomena, it is necessary:

a) skillfully plan the study of new exercises, excluding the possibility of negative transference and the phenomenon of consequences;

b) avoid the simultaneous study of exercises that are similar in detail, but differ in their technical basis. For example, you should not study both the back flip and the tempo back flip (flak);

c) not study simultaneously exercises that are similar in structure of movements, on two shells (lifting with an extension, swinging forward or backward on the uneven bars, rings, crossbar);

d) when studying an exercise in one direction, it is necessary, without bringing it to the stage of skill, to study in the other direction;

e) exercises with complex coordination of movements, requiring high accuracy, calculation, fine orientation in space in conditions of unsupported body position, exercises in balance should be studied before performing exercises that require great muscular effort, emotional tension, endurance, etc.

5. Performing many gymnastic exercises is associated with the need to show courage, determination, emotional stability, and in some cases even take risks - all this causes great difficulties in mastering the exercises. It is possible to alleviate the position of those involved with the help of the following methodological techniques:

a) creating a clearer idea of ​​the nature of movements in all parts and phases of the exercise, because the lack of information is the main cause of interference, lack of confidence in one's strengths and capabilities, fear;

b) organization of timely assistance and insurance;

d) education of will, determination, perseverance, determination and courage, accustoming to independence in actions.

6. In the process of performing many gymnastic, acrobatic and rhythmic gymnastics exercises, accelerations are created, which are irritants of the receptors of the vestibular analyzer. Excessive exposure to them can negatively affect coordination of movements, orientation in space, emotional stability, determination and courage when performing exercises.

Exercise Teaching Methods

When teaching gymnastic exercises, the verbal method, the method of visual demonstration, and the exercise method are used.

The verbal method is practically implemented in the following methodological techniques: description, explanation, story, instruction, indication, etc.

The method of visual demonstration is implemented in showing the exercise, demonstrating various visual aids, layouts, using external landmarks, movement restraints, etc. The trainees create a visual image of the exercise. The more closely this image corresponds to the technique of the shown exercise, the faster and more correctly the student will perform it.

The method of exercise allows to influence mainly the motor sphere of the trainees. At the same time, the motor image of the exercise, motor skill, and then the skill are gradually formed. This method is used in combination with the methods discussed above in the form of a holistic and dismembered exercise.

With a holistic method, the exercise is performed without the use of preparatory or lead-in exercises. This method can be used to teach simple exercises.

For complex exercises, a holistic method is possible when there are sufficiently effective means of insurance and assistance, such as training devices. They take over the functions of controlling the movements of the gymnast, and make it possible to learn rather complex exercises in a holistic way.

Technically complex gymnastic exercises are studied with the help of the dissected method. They are preliminarily divided into relatively independent components, and each of them is studied separately.

When dividing the exercise, one should not split it into too small parts, since this may cause sensations and perceptions that are not characteristic of a holistic performance, which will complicate the mastery of the exercise. Each highlighted part should, if possible, be a relatively independent exercise.

When learning an exercise by the dissected method, the following can be used methodological techniques, how:

a) mastering the main thing in the technique of performing the exercise;

b) fixation of the body or its individual links in one or another phase of the exercise;

c) posting in the studied part or phase of the exercise;

d) imitation of movement;

e) changing the initial and final traffic conditions;

Holistic and dismembered exercise performance is complemented by the following methodological techniques:

a) leading exercises;

b) additional landmarks for various sensory systems;

c) physical assistance;

d) changes in learning conditions, etc.

Lead-in exercises are used to create or refine ideas about the exercise. They help to feel and understand the nature of the movements in each phase of the studied exercise.

When choosing these exercises, the following rules are observed:

a) leading exercises should be similar in structure of movements to the studied exercise or its main parts;

b) they should be arranged according to increasing difficulty;

c) only after mastering the previous lead exercise, one should proceed to the next one;

d) if errors occur in a more complex lead-in exercise, you need to return to the previous, lighter lead-in exercise.

e) the less the trainees are prepared for mastering the studied exercise, the more leading exercises they must perform.

Along with leading exercises in the educational process, the so-called preparatory exercises... With their help, trainees develop the necessary motor and mental abilities, the functions of sensory systems and energy supply systems, which are necessary for performing complex exercises.

Visual and auditory landmarks facilitate the formation of a correct understanding of the exercise, its spatial, temporal and power parameters, as well as the coordination of movements by various parts of the body. Various objects, marks on the walls, ceiling, specially marked shields, movement restrictors installed near the projectile, suspended balls, lines drawn on the floor or on mats, etc. are used as landmarks. Sound signals are used to master the rhythm of movements, to apply muscle efforts in a timely manner. ... All this helps the student to navigate in space, contributes to a more correct implementation of the exercise, allows you to evaluate your own actions.

Help and insurance play an important role in mastering new, challenging exercises. Along with prompting, giving rhythmic signals, it is sometimes necessary to provide the student with physical assistance. It is necessary in case of poor orientation in space, with insufficiently developed muscle strength, coordination of movements, indecision and timidity.

When providing assistance, the following methodological techniques are used:

a) posting throughout the exercise or a separate part, phase, fixing the body or an individual link at a certain point of movement;

b) pushing, supporting and twisting. In the application of these methodological techniques, a certain measure must be observed. It depends on the level of general and special physical, technical and volitional readiness of the student to perform a new exercise. It is necessary to provide students with the opportunity to cope with emerging difficulties on their own in a timely manner, so that they do not get used to physical assistance. As you master the exercise under study, they switch from physical assistance to insurance, and then exclude it.

Special devices and simulators are used in order to facilitate the mastery of complex exercises, to make the training process more productive and effective.

Changing the learning conditions is used as a method at a later stage of skill formation, after confident mastery of the technical basis of the studied exercise, when it is confidently performed in combination. When the exercise is performed quite confidently and accurately, they move on to improving the technique of its execution. Students are taught to perform the exercise in a changing classroom environment. The teaching methodology at this stage consists mainly of methods for the holistic implementation of the studied exercise with selective improvement of the details of the technique.

In the first attempts to perform a complex exercise, it is difficult to avoid inaccurate, erroneous movements, and here timely correction of the inaccuracies is of great importance.

A mistake is an action that did not allow you to achieve your goal. The reasons for the error may be a misunderstanding of the technique of performing the exercise, underdeveloped abilities, indiscipline, indecision and timidity, lack of purposefulness.

If, nevertheless, the error is fixed, then the following methodological techniques can be applied to eliminate it:

a) return to a simpler approach exercise;

b) temporarily stop the exercise in order to slow down the formation of unnecessary conditioned connections;

c) retrain the exercise in the other direction;

d) teach reliable self-belay

Exercise Learning Steps

In the theory and practice of physical education, it is customary to distinguish three stages of teaching motor actions. The first stage is associated with familiarization with the technique of motor action. At the second stage of training, the technique of performing a motor action is formed. At the third stage, the stabilization and improvement of the technique of the motor action fulfillment takes place.

I-th stage - initial learning phase... It is aimed at creating a general understanding of the exercise being studied and mastering the basics of the exercise technique. The clarity of the idea of ​​the studied exercise, its image serves as the basis for the conscious mastery of the exercise. The idea of ​​the exercise is formed on the basis of information coming to the central nervous system from sensory systems. To create a preliminary idea of ​​the exercise in students, the following methodological techniques are used: the name of the exercise, a demonstration, an explanation of its purpose and execution technique, testing (if it is available for the practitioners).

The name of the exercise plays an important role in creating an idea about it. The name of the exercise must be terminologically correct. In this case, it becomes an effective triggering factor for the central nervous system, contributes to the creation of conditions for the closure of temporary conditioned connections necessary for the implementation of movements.

Exercise display. It is believed that up to 80% of the information and hence the importance of showing is understandable, as a fundamental method of creating an idea of ​​the exercise being studied and, accordingly, high requirements for the quality of demonstrating the exercise. The demonstration of the exercise should be exemplary, close to ideal.

Video files, computer animation, motion pictures, a schematic representation of an exercise, an articulated model of a gymnast figurine, etc. can be used as visual aids.

Explaining the technique of performing the exercise is the most responsible and complex methodological technique for creating an idea of ​​the exercise. The explanation should be short, based on familiar beliefs to the practitioner. The more difficult the learning exercise is for perception, the more the display is combined with a detailed and easy-to-understand explanation.

When explaining the technique of movements, the most important information for the successful completion of the exercise is communicated to the trainees. Particular attention is paid to the disclosure of the patterns of movements and, in accordance with them, the methods of performing the exercise are explained.

Testing the exercise. This methodical technique is applied only after the students have received a fairly clear idea of ​​the exercise and understand the technique of its execution. When testing the exercise, the ability of the trainees to create the exercise itself from the image of the exercise is clearly manifested. In the manifestation of this ability, coordination of movements, muscle strength, flexibility, speed of motor actions, attention, accuracy of the exercise presentation, memorization of the sequence and patterns of movements, strong-willed attitude, general attitude to the lesson play an important role.

It is important that the first attempts are successful. This instills confidence in oneself and arouses interest in the lesson, in mastering the studied exercise. Therefore, only exercises available to trainees are tested. In this case, the trainees get the opportunity to correlate their ideas about the exercise with its actual complexity and with their abilities necessary for the successful mastering of the exercise, they perform it consciously, creatively, actively.

II stage - advanced learning stage... The stage of in-depth learning of the gymnastic exercise is aimed at mastering the details of the technique, technically correct and independent execution exercises.

With the further mastering of the exercise, the previously obtained ideas about it are clarified according to the largest possible number of parameters of the technique of movements, self-control of movements is established, errors in the technique of execution are eliminated, the culture of movements is improved, the basics of the technique of the exercise are mastered.

The teaching methodology at this stage consists mainly of methods for the holistic implementation of the studied exercise, with selective improvement of the details of the technique. The duration of this stage depends on the complexity of the exercise, on the level of general and special preparedness of those involved in mastering it, on the methodological skill of the teacher, etc. This stage usually ends when the students can independently and correctly perform the gymnastic exercise being learned, although some discrepancies in performing some of the details of the exercise technique.

III-st stage - stage consolidation and improvement of exercise technique... It is aimed at stabilizing the technique and improving the performance of the studied exercise, bringing the performance to the level of a solid and stable skill.

After eliminating errors, when the exercise is already performed quite confidently and accurately, they move on to improving the technique of its execution. Students are taught to perform the exercise in changing conditions of classes, often more difficult than competitive ones. In this case, the following methodological techniques can be used:

a) changing the height of the projectile on which the studied exercise is performed, performing it in a different direction, performing exercises on another projectile;

b) combining the studied element with other exercises or including it in various combinations, artificial lengthening of the combination due to the inclusion of 2-3 additional elements in it;

c) performing exercises in training, in unfamiliar conditions for those involved, for example, in a “foreign” gym, in open areas, etc .;

d) performing exercises against the background of fatigue, emotional excitement (presence of spectators at the training session) or oppression, etc.;

e) competition for the best performance of exercises or for the number of times, etc .;

Literature

1. Gymnastics: Textbook. For stud. Higher. Ped. Educational institutions // Ed. Zhuravina M.L., Menshikova N.K. - 2nd ed., Erased. - M .: Publishing Center "Academy". - 2002 .-- 448 p.

2. Petrov P.K. Methods of teaching gymnastics at school // Textbook. for stud. higher. study. institutions. - M .: Humanit. ed. center VLADOS. - 2000 .-- 448 p.

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MINISTRY OF SPORT, TOURISM

AND YOUTH POLICY OF THE RF

FEDERAL STATE EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION "VOLGOGRAD STATE ACADEMY

PHYSICAL CULTURE "

DEPARTMENT OF THEORY AND METHODS OF GYMNASTICS

DISCIPLINE TEACHING METHODS

"TFSD: GYMNASTICS"

Choporova E.V., Malkova L.V., Antsyperov V.V.

Volgograd - 2009

BBK 75.6

H 754

Reviewers:

To.p.n.,professor Menshchikov V.Ya.

Ph.D.,Art. teacher Ovchinnikov V.A.

Choporova E.V. Methods of teaching the discipline "TFSD: gymnastics": Textbook / L.V. Malkova, V.V. Antsyperov - Volgograd: FGOUVPO "VGAFK", 2009. - 205 p.

Tutorial on the discipline "Technology of physicsbtouring and sports activities:G imnastics "on the cycle of SD of the state educational standard of the second generation of higher professional education for studentsI- IIcourses ondirection032100 "Physical culture", 032101 "Physical culture and sports"and specialists in physical culture and sports.

BBK 75.6

© Choporova E.V., Malkova L.V.,

Antsyperov V.V., 2009

© FGOUVPO "VGAFK", 2009

NSEXPLANATORY NOTE

Purpose of the course - mastering the special knowledge of the theory and methodology of gymnastics provided by the program as a sports and pedagogical dissertation and plins.

All material is distributed in such a way that students consistently study the theory and methodology of teaching gymnastics, technical gymnastic exercises and mastered the professional and pedagogical skills necessary for pedagogical and organizational work. This distribution makes it much easier self-preparation students, as it accurately determines the amount of knowledge, abilities and skills.

Lectures

The purpose of the lecture course: mastering knowledge on the issues of theory and methodology of gymnastics provided for by the program. As a result, students must know: features of gymnastics as a sports and pedagogical discipline; characteristics of the main means of gymnastics - drill, general developmental exercises, etc.; features of the organization and methodology of a lesson in gymnastics with a different contingent of people involved.

Should be able to: to apply the acquired knowledge in practical work on physical culture and sports.

Methodical lessons

Purpose of the event: to expand and deepen the knowledge gained in the lectures and practical exercises provided by the program. As a result of conducting methodological classes, students must know: terminology and rules for recording drill and general developmental exercises with objects (gymnastic stick, medicine balls, skipping rope) and without them; the technique of program exercises, the method of teaching them; the methodology of compiling the complexes of general developmental exercises, carried out at the gymnastics lessons; methodology for drawing up a summary of a lesson in gymnastics in a comprehensive school with students of different age groups.

Dolfus to be able to: to apply the acquired knowledge in practice.

Practical lessons

Purpose of the event: mastering the technique of conducting drill, general developmental, acrobatic exercises, the formation of skills and abilities to teach them to those who go in for gymnastics, generalization of the knowledge gained in lectures and methodological classes. As a result of practical training students must know: technique, methods of teaching drill, general developmental and acrobatic exercises, terminology of general developmental exercises without objects and with objects, methods of help and insurance during training different types exercise; organization of various forms of classes.

Should be able to: apply the knowledge gained when teaching various gymnastic exercises and conducting various forms of training.

TRAININGMATERIALICOURSE

LECTURE 1 . GYMNASTICS AS SPORTS AND PEDAGOGICAL DISCIPLINE

I ... GYMNASTICS, ITS OBJECTIVES AND METHODOLOGICAL PECULIARITIES

Gymnastics -- a historically formed set of specific means and methods of harmonious physical education of people. It is a sports pedagogical discipline.

There are several interpretations of the concept of "gymnastics". Some believe that it came from the word "hymnos" - naked (the ancient Greeks did physical exercise naked). Others are from the Greek word "gimnazo "- exercise, train.

Gymnastics subject (i.e. the range of phenomena that she studies) is the pedagogical process of forming a harmoniously developed personality, ready for labor, defense, social and sports activities.

Methods - these are the ways of using the means of gymnastics in order to obtain a specially planned pedagogical or health-improving effect on the trainees.

Tasks gymnastics are:

Strengthening the health of those involved, shaping them correct posture, promoting physical development and fitness.

Enrichment of those engaged in special knowledge in the field of gymnastics, teaching new types of movements, enrichment of those engaged in motor experience, the formation of organizational skills.

Development of motor qualities (strength, speed, endurance, flexibility and coordination) and mental abilities (sensation, perception, presentation, attention, memory for movements, etc.)

4. Education of aesthetic, strong-willed and moral qualities.

5. Training of highly qualified athletes in
sports, rhythmic gymnastics and acrobatics as independent sports.

Distinguish the following methodological special O gymnastics:

1. The ability to break down each exercise into parts and study it first in these parts, and then as a whole.

2. Multiple effects on the human body. With the help of gymnastic exercises, the functions of all organs and systems of the human body are successfully improved.

3. The use of a wide range of physical exercises, precisely conditioned by the method of execution, which ensures the harmonious development of all physical qualities.

4. The ability to determine the pulse value of each exercise included in the lesson, on its basis to draw up an approximate curve of physiological load and manage it during the lesson.

Strict regulation of the educational process and precise regulation of physical activity. This is accomplished by:

a) selection of various exercises;

b) changes in the starting positions;

c) changes in dosage, pace, range of motion;

d) the use of various methods of conducting exercises (separate, in-line, checkpoint) and forms of organization of those involved (frontal, group, in-line).

e) performing exercises in conditions of muscle and mental fatigue; on different shells, in different environmental conditions.

The possibility of using the same exercises for various purposes (sports, methodological, therapeutic, health-improving, etc.).

Ability to perform exercises with music
conducting, select exercises for the character of the musical
works.

Gymnastics is the most accessible means and method of versatile physical, aesthetic and moral education for the population. Therefore, they are engaged in it in preschool institutions, in schools, in secondary and higher specialized educational institutions, at work and at home. Gymnastics is one of the most popular types sports.

II ... CHARACTERISTICS OF GYMNASTICS MEANS

Gymnastics equipment is a large group of exercises used in physical education and sports, traditionally related to gymnastics. Gymnastic exercises are traditionally grouped into the following groups of exercises called gymnastics:

Drilling Exercises.

General developmental exercises (ORU).

Applied exercises.

Floor exercise.

Rhythmic gymnastics exercises.

Acrobatic exercises.

Jumping.

Exercises on shells.

Such a grouping of gymnastics means facilitates the selection of the necessary exercises for solving certain problems.

I ... Drill - represent joint or single actions of those engaged in one or another system, contributing to the education of organization and discipline, collective skills of coordinated action; the formation of the correct posture of those involved, the upbringing of a sense of rhythm and pace. The line exercises are borrowed from the army regulations, and also created in the process of gymnastic practice. They allow the most expeditious and expedient organization of group lessons in the hall or on the site. Combat exercises have an independent meaning in the scenarios of physical culture holidays and gymnastic performances. All drill drills are classified into the following groups:

1) Combat techniques. These include:

a) commands: "GET UP!", "BE EQUAL!", "LITTLE!"

b) calculation - in order; on the 1st and 2nd; 3.4 each, etc .; on assignment (at 9-6-3-in place; at 6-4-2-in place). Calculation can be done in a line, in a column, in place or in motion.

c) turns and half-turns in place: "Direction!", "Nale-VO!", "Kru-GOM!"

In some cases, commands can be replaced orders.

2) Builds and rebuilds.

Formations: in one (two, three, etc.) line, in a column one by one (two, three, etc.).

The order of giving commands at the initial formation: first, the form of the formation is indicated, then - the executive command "Become!" For example, "In one line - BECOME!".

Rebuilding. Can be performed:

a) on the spot: from one line to two (three) and vice versa; from one column to two columns (three each); from the line according to the calculation with a ledge; from rank to column by 2 (3, 4, etc.) by overlap of the compartments with the shoulder.

The order of giving commands when changing lanes on the spot: first, the form of the future formation is indicated, then - the executive command "Build!", "Step - MARCH!" For example: "In two ranks - BUILD!", "By calculation, step - MARCH!".

b) in motion: rebuilding from a column one by one to a column by 2 (3, 4, 5, etc.) by turning in motion; from the column, one at a time, into the column of 2, 4, 8 by crushing and mixing and vice versa - by dilution and merging.

The order of giving commands when changing lanes in motion: first, the form of the future formation is indicated, then the direction of the rebuilding and the executive command "March!" For example: "To the column, 4 to the left - MARCH!".

3) Movement. This group of exercises includes exercises related to movements of a different nature:

· Step on the spot and stop the group: "On the spot - STEP MARCH!". "Group - STAND!".

· Combat and ordinary step: "Combat step - MARCH!", "Normal step - MARCH!".

· Movement from a place and transition to a run and back to a step: "Step - MARCH!", "Run - MARCH!".

· Movement in different directions: "To the left, bypassing - MARCH!", "Diagonally - MARCH!", "In the opposite direction to the left - MARCH!"

· After moving, the transition to a step in place and again the movement: "In place!" - "Directly!".

· Turns in motion: "Nale-VO!", "Direction-VO!", "Around - MARCH!".

The order of giving commands when moving: first the direction is indicated, then the mode of movement and the executive command "March!" For example: "To the left, bypassing at a step - MARCH!", "Running in a circle - MARCH!".

4) Opening and closing:

a) opening by order: "Open to the left on outstretched arms", "Stand two steps apart", "Close to the guide."

b) opening according to the regulations of the Armed Forces: "To the left (to the right, from the middle), 2 (3, 4, etc.) steps at once - KNOW!" "To the right (to the left, to the middle) catfish - KNOW!"

c) opening by side steps: "To the left (to the right, from the middle) by 2 (3, 4, etc.) steps with side steps at once - KNOW!"

The order of giving commands when opening: direction, interval, opening method and executive command are indicated. For example: "To the left, 2 steps with side steps at once - KNOW!" At clutches the interval is not specified.

When conducting combatants, it is necessary to show increased exactingness, to clearly separate the preliminary and executive parts of the commands, to give commands in a standing position.

II ... General developmental exercises (ORU) - one of the main means of physical education. OSU- technically simple movements of various parts of the body with the participation of all muscle groups, with different amplitude, speed of movement and muscle tension, aimed at the development of physical qualities. OSU are subdivided into exercises without objects, with objects, paired, group, on shells and simulators. ORU is usually classified according to the anatomical and physiological principle, grouping exercises for different parts of the body:

- for the muscles of the neck;

- for hands and shoulder girdle;

- for the torso;

- for legs and pelvic girdle;

- for the whole body ( overall impact);

- exercises to form correct posture;

- breathing exercises and relaxation exercises.

In terms of their focus, ODS can be: strength, flexibility, endurance, etc.

The availability and variety of outdoor sports facilities allow them to be included in all types of gymnastics classes. Stylization of movements and teaching methods give the ORU a gymnastic character. OSU complexes are widely used in warm-up, in physical training.

III ... Applied exercises - exercises traditionally attributed to the means of gymnastics, used with the aim of acquiring and improving skills that are vital in everyday life, industrial and military practice. Applied exercises include varieties of walking and running, balance exercises, climbing and climbing, throwing and catching, lifting and carrying loads, and jumping. A distinctive aspect of applied exercises is their lesser stylization, less stringent requirements for the form of movements, as when performing other gymnastic exercises. Applied exercises are widely used in vocational and applied training, in classes with schoolchildren and student youth. Applied exercises can be performed not only in the gym, but also in open areas, in gymnastic cities.

IV ... Floor exercise - one of the mass gymnastics and one of the types of all-around in sports gymnastics. Floor exercises are small flow complexes (compositions) of varying complexity for the purpose of acquiring gymnastics school, development of coordination of movements. As a rule, combinations for 16, 32, 64 counts contain elementary movements with parts of the body, acrobatic elements and connections, jumps, balances, and movements of a choreographic nature. Floor exercise combinations are performed individually or as a group. Contests and performances with floor exercises at the holidays are popular. Of particular importance is the combination of floor exercise with music.

V ... Rhythmic gymnastics exercises - represent in-line combinations of dance movements of various forms with objects (rope, hoop, ball, clubs, ribbon) and without them, performed with musical accompaniment. Their the main objective- improving coordination abilities, speed and accuracy of movements, flexibility, fostering a sense of rhythm, musicality and beauty of movements.

VI ... Acrobatic exercises - one of the means of gymnastics, widely used in physical education and sports practice. Acrobatic exercises are of varying difficulty. There are elements of a jumping character (somersaults, coups); somersaults, rolls; balancing (racks, motes, twines); building pyramids with the interaction of partners. Acrobatic exercises are used not only in gymnastics, but also in other sports, as well as in professional and applied training of specialists. Acrobatic exercises are a very effective means of developing volitional qualities, strength, flexibility. Acrobatic exercises improve vestibular stability, spatial orientation, teach self-insurance skills.

Vii ... Jumping (non-supporting, supporting, with a rope, etc.) educate speed-strength qualities, form applied skills in overcoming obstacles, solve the problems of fostering courage, decisiveness, dexterity. Running jumps increases the functional state of the circulatory and respiratory organs. Jumping movements are performed due to fast and short-term muscle contractions, requiring good coordination of the locomotor system. The variety and dynamism of actions arouse increased interest in jumping exercises.

VIII ... Exercises on shells the most characteristic means of artistic gymnastics. Distinguish between female and male species gymnastic all-around. For women there are 4 types: vault, bars of different heights, beam and floor exercises. For men there are 6 types: floor exercises, horse / swings, rings, vault, parallel bars and crossbar. Their main purpose is to improve the skills of mastering the body and movements.

Along with the listed exercises in gymnastics classes, various mobile and specially designed gymnastic games and relay races are used in order to improve and consolidate the acquired skills and abilities, to increase the emotional state of those involved.

III ... CLASSIFICATION OF TYPES OF GYMNASTICS

Types of gymnastics- relatively independent varieties of gymnastics, due to various orientations arising from the social and individual needs of the trainees, their sexual and age characteristics... Distinguish between recreational, educational and developmental and sports types of gymnastics.

The purpose recreational gymnastics is health promotion, prevention of occupational diseases, restoration of working capacity and body functions in case of diseases, increasing emotional tone.

Typical forms of occupation recreational types of gymnastics - exercise complexes lasting from 5-10 to 15-20 minutes: exercises, physical training pauses and physical exercises, therapeutic gymnastics sessions.

TO educational and developing types of gymnastics include: basic gymnastics for different age groups (gymnastics in kindergarten, at school, at a university, for men and women), professionally applied gymnastics, including applied sports and applied military gymnastics. The varieties of gymnastics in this group are pronounced musical and rhythmic forms: rhythmic gymnastics - aerobics, shaping, as well as stretching and athletic gymnastics specialized in narrower tasks.

Basic form of occupation these types of gymnastics are lessons lasting from 35-40 to 90 minutes.

Sports gymnastics - related sports belonging to the group of sports with complex coordination of movements: artistic gymnastics, rhythmic gymnastics, sports acrobatics, jumping on a trampoline, sports aerobics. These sports are under the patronage of the International Gymnastics Federation. The ultimate goal of the training is to participate in competitions according to the rules developed in each sport by the national gymnastics federation.

Mastering the exercises takes place in training sessions lasting an average of one and a half to three hours each.

IV ... GYMNASTICS AS TEACHING AND PEDAGOGICAL AND SCIENTIFIC DISC AND PLINA

Gymnastics is a pedagogical discipline. It has its own content, theory, history, teaching methods, area of ​​scientific research.

Gymnastics content are specific for her means and methods of physical education of those involved.

Gymnastics as a pedagogical discipline makes specific requirements for the teacher. He must know well its health-improving, educational and upbringing opportunities, history; be able to use gymnastic terminology, ensure the prevention of possible injuries in the classroom, physical and psychological overload; be good at teaching methods, conducting various forms of gymnastics, especially a lesson; be able to use gymnastic exercises for the study (assessment) and development of psychomotor abilities necessary for the successful mastery of gymnastics as a sport, other sports disciplines, labor, military applied motor actions, etc.

Of great importance is the ability to select the most effective gymnastic exercises, the methodology for their performance, musical accompaniment, use the available means of restoring working capacity, increasing interest in classes, carefully choosing words, correctly formulating thoughts and expressing them clearly, intelligibly and emotionally.

In order to successfully teach gymnastics, it is necessary not only to know its content well, to master the means and methods, but also to soundly study the related sciences included in the curriculum: mechanics and biomechanics of gymnastic exercises, biochemistry muscle contraction, anatomy, physiology, psychology, pedagogy, to be able to use them in the educational, training and educational process.

Gymnastics theory considers issues related to the content of gymnastics as a sports and pedagogical discipline, as a subject of cognition and practical activity, with its tasks, place and significance in the system of physical and spiritual education of people. Scientific and scientific-methodical work is carried out on all topics studied in the course of gymnastics. The potential of gymnastics in preparing a person for healthy way life, educational work and military service.

History of gymnastics reveals the main stages of its development on the basis of the general laws of the development of society, culture and physical culture... In the scientific development of the theory and methodology of gymnastics, it is of great importance to study not only the experience of the past, but also modern theory and practice, foreseeing the ways of further development of gymnastics and its individual types, their health-improving and applied, educational, educational opportunities.

Gymnastics teaching method is part of the methodology of physical education, studies general foundations training and education in relation to gymnastics, to its individual types and groups of exercises. Particular sections of this problem are the methodology for conducting a lesson and other forms of gymnastics, a methodological analysis of individual groups of exercises, bit standards, methods and techniques of teaching and sports training, classification programs and other issues.

Research and methodological work in gymnastics can be carried out on all topics studied, including the nutritional characteristics of gymnasts, hardening, massage, the use of a sauna, pharmacological and other restorative agents, as well as the equipment of gymnasiums, playgrounds, inventory, the use of simulators, technical training aids, computers, etc.

1. Gymnastics: Textbook for students of higher educational institutions / Ed. M.L. Zhuravina, N.K. Menshikov. - M .: Publishing Center "Academy", 2001. - 448 p.

2. Gymnastics and teaching methods: Textbook for institutes of physical culture / Ed. V.M. Smolevsky. - M., 1987 .-- S. 7 - 17

3. Gymnastics and teaching methods: Textbook for physical culture faculties / Ed. N.K. Menshikov. - SPb, 1998 .-- S. 9 - 19

4. Gymnastics with teaching methods: Textbook for students of pedagogical schools "Physical culture" / Ed. N.K. Menshikova, M.L. Zhuravin. - M .: Education, 1990 .-- 223 p.

5. Gymnastics / Ed. A.T. Brykin. - M .: "Physical culture and sport, 1971. - S. 3 - 17

6. Gymnastics with teaching methods: Textbook for students of pedagogical schools in the specialty 03.03. "Physical culture" / Ed. N.K. Menshikov. - M .: Education, 1990 .-- S. 5 - 11, 89 - 100

LECTURE 2. EDUCATIONAL EXERCISES

I . CHARACTERISTIC GENERAL EXERCISES AND TASKS TO BE SOLVED WITH THEIR HELP

General developmental exercises- technically simple movements of various parts of the body with different amplitudes, speed of movement and muscle tension, aimed at the development of physical qualities.

The ORU in gymnastics includes any exercises composed of single or combined movements of the head, trunk, arms and legs, performed individually or using the actions of a partner, gymnastic apparatus and various objects.

The number of general developmental exercises is enormous. Their motor structure is diverse. Any of the exercises is multifunctional and has the ability to selectively and regulate the functions of various organs and systems of the body, motor and mental abilities, etc. The analytical nature of many of these exercises is convenient to use for targeted impact on individual muscle groups, cardiovascular, respiratory, sensory systems , mental and personal properties of those involved.

Exercises are selected taking into account the age, gender, state of health, level of physical fitness of the trainees. The conditions of the lesson, its objectives and the composition of the class or group are also taken into account.

The possibilities of the exercises are greatly expanded by varying the ways of doing them. Because of this, each of them becomes multifunctional. So, for example, squatting can be used as a separate exercise to target the leg muscles to warm up; with an increase in the number of squats, the cardiovascular and respiratory systems of the body are involved in active work, and with the limiting number of repetitions, volitional qualities person.

ORU form the correct posture, support working capacity, allow a person to master basic skills and skills that he can use in any kind of activity.

Tasks solved with the help of general developmental exercises:

1. Formation of correct posture and elimination of its defects.

2. Health promotion.

3. Education of physical qualities.

4. Preparing the body for heavy loads (warm-up).

5. Formation of motor functions.

6. Learning to breathe correctly

II ... CLASSIFICATION OF EDUCATIONAL EXERCISES

For targeted use, general developmental exercises can be classified into several groups:

Anatomically selection of exercises depending on the work of certain muscle groups:

· For the muscles of the neck;

· For hands and shoulder girdle;

· For the muscles of the trunk;

· Legs and pelvic girdle;

· The whole body (general exposure).

Based on exercise selection preferential impact or muscle work in a certain mode:

· For strength;

Stretching (flexibility);

· Speed-power character;

· With predominant speed of movements;

· Endurance;

Other human motor abilities:

· Executed in dynamic or static mode;

· In an overcoming or inferior mode of muscle work.

Based on methodological relevance exercises:

· On the coordination of movements;

Posture;

· breathing exercises.

Based on use of items :

Without an object,

With objects ( gymnastic stick, dumbbells, stuffed and rubber balls, jump ropes, hoops, resistance bands, etc.);

· on gymnastic apparatus and with apparatus (gymnastic wall, bench, etc.);

· On simulators and auxiliary devices.

Based on group organization ... General developmental exercises performed by one, two, three, in a circle, in grip, in close columns and ranks, in motion.

Based on starting points from which the exercises are performed:

· From racks;

· Squats;

· Stops;

• sitting and lying positions;

Visov, etc.

III. METHODS OF CONDUCTING AND METHODS OF TRAINING ORU

There are the following methods of teaching general developmental exercises:

1. By show:

The teacher calls the starting position (SP) and accepts it, says: "Look at the exercise." Shows for each account the movement of parts of the body. Then he gives the command “I. p. - ACCEPT! Exercise start-NAY! ". In this case, it is necessary to indicate in which direction (left, right) or from which leg (hand) (left, right) the exercise is performed. Instead of counting 4 or 8, he gives the command "STAND!"

2. According to the story:

The terminology teacher says I. p. and movements of body parts for each count, gives the command “I. p. - ACCEPT! Exercise (right, left, right, left) start-NAY! "

3. By show and story:

The teacher combines the methods of demonstration and storytelling: in terminology he calls the movement and, pronouncing the count “times,” shows it, etc.

4. By divisions:

The teacher calls the Ip, and gives the command "ACCEPT!" In terms of terminology, he names the movement at the first count and gives the command “Do it again!”, Demonstrating it with methodological instructions for the correctness of the exercise; calls the next moveeand gives the command "Do two!" etc. Next, a command is given to performlneniya exercise as a whole - "Exercise (from the left, right, left) start-NAY!".

ORU can be carried out in various ways:

1. Separated - when a break is created between exercises to show and explain the exercise.

2. Streaming - provides for the continuity of a set of exercises, i.e. without pauses and stops. When teaching students a set of general developmental exercises performed in a streaming way, only familiar movements can be used for those who are engaged (i.e., it is necessary to learn them in advance in a separate way).

3. Checkpoint - exercises are performed in motion simultaneously by the whole group or by joining the exercises in turn. During teaching, the group stops and the exercise is shown or shown in progress.

IV. SCHEME OF CONSTRUCTION OF THE COMPLEX OF EDUCATIONAL EXERCISES

Outdoor switchgear complexes are built according to a certain scheme :

1. The complex begins with posture exercises (stretching).

2. Then there are exercises for the arms and shoulder girdle.

3. Then there are exercises for the trunk.

4. Then there are exercises for the legs and pelvic girdle.

5. Exercises of general impact (on all muscle groups).

6. Jumping.

7. Exercises of moderate intensity (breathing).

Methodological rules for conducting outdoor switchgear:

1. The previous exercise should prepare for the next exercise. eniyu.

2. Strength exercises precede flexibility exercises.

3. The pace, amplitude, difficulty should increase gradually from the first to the last exercise.

4. Loading exercises alternate with relaxation exercises.

5. The dosage should be at least 4-6 repetitions.

Complex load can regulate different ways:

1. The number of exercises in the complex.

2. The speed of exercise.

3. The way of doing the exercises.

4. The complexity of the initial and intermediate positions.

5. The number of repetitions of each exercise.

6. Reducing the intervals of rest between exercises, etc.

It is necessary to dose the exercises based on the general rules for taking into account the degree of preparedness of the trainees, their age, gender and the tasks solved in each specific lesson.

The main recording forms gymnastic exercises:

Generalized record. It is used in cases where it is only necessary to indicate (list) the content of gymnastic exercises in educational and other programs, when the accuracy of each movement is not required.

A specific terminological notation provides for the exact designation of each element (exercise) in accordance with the rules of terminology.

Abbreviated notation is used in the preparation of abstracts, in the recording of credits and other exercises. In this case, the terms are written in abbreviated form (abbreviations apply). For example: dv. - movement, email. - element, conn. - connection, vol. - designate, d. - hold, h / f - upper rail, exercise. - exercise as well as a hymn. - gymnastics, acrob. - acrobatics.

4. Graphic recording (image) may have
independent and auxiliary value. It is applied:

a) linear recording - the simplest and most accessible, convenient for everyday practical work, including for writing notes of lessons and their subsequent use (Fig.a),

b) semi-contour - assumes a more detailed image of individual parts of the body, including the hands, and is often used to illustrate printed publications - textbooks, teaching aids, special magazines, etc. (fig. b)

c) contour recording makes it possible to record all the essential features of the position of the body and its links, such a recording requires certain drawing skills (Fig. c) .

The first is the most accessible. It is clear and economical. The speed of such recording makes it indispensable in everyday practical work in gymnastics.

5. The combination of text and graphic notation is the most convenient form of notation that is widely used in practice (see table).

ORU record form

		Doses ditching	Graphic
I.	I. p. - o.s. 1 - arms to the sides 2 - hands up 3 - hands forward 4 - I. p. I. p. - leg stand apart, hands on the belt 1 - bending tilt, hands to the side 2 - I. p. 3 - tilt to the left, right hand up 4 - I. p. 5-8 - the same as 1-4 - to the right	4-6 p. 2-4 p.	i.p. 1 2 3 4	Pointing out the suspected mistakes: keep your posture, arms straight, look at your arms, palms inward ... Bends lower, bend in the back, do not take your hands back, palms on the floor etc .: deeper lunges, higher swings, etc.

When recording the ORU complex, each exercise is numbered with a Roman numeral. In the same line, the I.p. is written, and from each new line - the count in Arabic numerals and the actions performed under this account with a lowercase letter after a dash.

V. CHARACTERISTIC OF EDUCATIONAL EXERCISES WITH OBJECTS

Exercises with a gymnastic stick require precision and consistency in the control of hand movements from practitioners, allow you to fix the upper shoulder girdle and arms in certain positions when performing exercises, include symmetrical and asymmetric positions with a stick. They arouse increased interest, especially among children and adolescents, but they need to be taught after the students have mastered the basic positions of the hands and their movements without a stick. First, they study exercises in the main, and then in the intermediate planes.

Medicine ball exercises allow you to increase the load due to the weight of objects (from 0.5 to 5.0 kg), diversify the material, and selectively affect the desired muscle groups. Throwing, catching, throwing objects at different distances (in pairs) require dexterity, eye, coordination. They have a positive effect on the neuromuscular system, moving from tension to relaxation. These exercises require significant exertion and therefore must be strictly dosed. .

Exercises with a skipping rope perfectly develop coordination of movement, their temporal accuracy, jumping ability. They are emotional and dynamic, and have a significant effect on the CV and the respiratory system. It is advisable to start learning exercises with a rope with the formation of the correct skill of rotating the rope, which is carried out mainly by rotating with the brushes. Then the rotation of the rope with one hand from the side is combined with jumps. The jump should be performed at the moment the rope hits the floor. Exercises develop a sense of rhythm, speed of reaction.

Exercises on the gymnastic bench and wall represent positions and movements in mixed stops, as well as mixed and simple hangs. The peculiarities of these shells make it possible to attract to the simultaneous execution of a large part of the group of students or the entire group at once.

Bench and wall exercises are good for building correct posture, developing strength, flexibility. They are very diverse, affordable, easy to vary and dose. Through these exercises, coherence, camaraderie and mutual support are developed. For more prepared practitioners, the bench can be used as a weight.

Exercises with objects, performed together and in a group, require good coordination of actions of partners and are aimed at developing coordination, strength, flexibility, and the ability to provide assistance. Therefore, here it is necessary to skillfully select partners, build a group for growth and avoid exercises that exceed excessive unbearable stress. It is necessary to select partners of the same sex, height and weight, physical fitness. Flexibility exercises with the active help of a partner should be carried out carefully, carefully explaining the features of the exercise and its purpose. Given the possibilities of holding the breath, especially in resistance exercises, it is necessary to accurately indicate the moment of inhalation and exhalation. After strength exercises relaxation exercises should be given.

1. Carrying out the preparatory part of the physical culture lesson at school: Textbook / Antsyperov V.V., Simonov V.P. - Volgograd: VGAFK, 2004 .-- 66 p.

2. Zaletaev I.P. General developmental exercises: textbook. - M .: Physical culture and sport, 2002 .-- 120 p.

3. Popova E.G. General developmental exercises in gymnastics. - M .: Terra - Sport, 2000 .-- 72 p.

4. Gymnastics and teaching methods: Textbook for physical culture faculties / Ed. N.K. Menshikov. - SPb .: RGPU im. A.I. Herzen, 1998 .-- S. 68 - 70, 224 - 230

5. Smolevsky V.M. Gymnastics and teaching methods. - M .: Physical culture and sport, 1987 .-- S. 55 - 69

6. Brykin A.T. Gymnastic terminology. - M .: Physical culture and sport, 1969 .-- 189 p.

7. Petrov P.K. Methods of teaching gymnastics at school: Textbook for universities. - M., 2000 .-- S. 128 - 148, 166 - 179

8. Gymnastics / Ed. A.T. Brykin. - M .: Physical culture and sport, 1971. - P. 233 - 243

9. Gymnastics with teaching methods: Textbook for students of pedagogical schools in the specialty 03.03. "Physical culture" / Ed. N.K. Menshikov. - M .: Education, 1990 .-- S. 95 - 100

II. M E T O D I Ch E S K I JM A T E R I A L

TERMINOLOGY AND RECORDING RULESGENERAL EXERCISES

1. BASICS OF TERMINOLOGY

(rules of using terms and forms of their recording)

Gymnastic terminology - a system of special conventional names (terms), rules used to briefly denote gymnastic exercises, general concepts, as well as the rules for their application, recording forms and names of exercises.

Term - short (if possible one-word) designation of positions and movements.

Terms are: the main- stand, squat, bend, turn, lunge, sit, swing, etc. and additional- clarifying the main ones - their direction, method, support conditions, etc. (left, right, round).

To terminology there are three main requirements:

1. Accessibility - is possible only on the basis of the construction of terminology, on the basis of the vocabulary of the native language and the laws of its word formation, grammar, as well as the use of international terms. Violation of the norms of the native language leads to the fact that the terminology becomes incomprehensible.

2. Accuracy of terminology - implemented by applying additional terms and explanatory words, as well as special rules of clarification

For example: the term "slope" needs clarification - what is the slope? (bending over, gripping, touching, etc.).

3. Brevity - this requirement is realized by using short terms and abbreviation rules records or titles of exercises.

For example: instead of "put the left bent leg forward, move your arms to the sides "we say" lunge with the left, arms to the sides. "

The requirements for precision and brevity are mutually contradictory.

Rules for abbreviating the recording or name of exercises

(omission of certain terms)

1. It is not necessary to indicate that it will be clear without the use of these instructions, or, which goes without saying.

For example: instead of "tilting the body forward, grab the legs with your hands", we say "bend with a grip."

2. In gymnastics, as a rule, the positions taken for each account are indicated, and the direction, the path of movement only when they are not performed by the shortest, unusual path.

For example:"Arms to the sides", but "arcs forward, arms to the sides."

3. The words "torso" and "bending" are not indicated when performing inclinations (but when turning, the word "torso" is indicated).

4. The words: "raise", "expose", "lower", "return" are not indicated - when moving the arms and legs. And instead of "straighten up", "rise", "straighten up", the single term "stand up" is used ( for example: from the support, sitting down - "put your hands behind your head").

5. The word "leg" is dropped when it moves.

For example: left forward to toe; right forward, etc.

6. During movements, for each count, the parts of the body that have not changed their position are not indicated.

For example: from the leg stand apart, arms to the sides, we say - "bending over," not mentioning more about the arms and legs, if they remained in the same position.

7. Do not indicate the position of the palms, socks, if they are normal or correspond to the accepted gymnastic style.

For example: there is no need to say “hands forward, palms inward” or “hands to the sides, palms down, fingers are closed”, but as soon as the position of the hands has become anatomically unnatural, then this should be indicated: “hands to the sides, palms up”, “hands forward, hands into a fist. "

8. The words "forward", "in front" (to the left, right, back, behind - indicate) are not indicated.

For example: not lunge forward, but lunge with the left; not lying in front, but lying, but lying behind.

Rules for specifying a record or title

1. In gymnastics, when performing ORU, there is the following order of recording or names of movements:

a) the name of the movement (main term) - lunge, tilt, stance, sitting, etc.;

b) direction (left, right, back) or method of execution (on toes - stand, bent over - tilt), form of movement (round - squat);

c) the name of the end positions of the legs, arms, head.

For example: bending over, arms to the sides; lunge to the left, hands behind the head.

2. When performing movements with several parts of the body at the same time, they must be recorded in the order from bottom to top: 1) legs, 2) trunk, 3) arms and 4) head.

For example: left to the side on toe, tilt to the left, arms up, look left.

3. The positions of individual parts of the body are determined in relation to the body, and not to the horizon.

For example: lying on your back, arms forward.

4. In case of unusual hand movements, the following order of recording is adopted: 1) arc, 2) direction, 3) the name of the limb and the final position.

For example: from the initial position, the main stand (ip - o.s.) - perform a movement with arcs outward of the arm up; arcs forward arms to the sides; but if the hands are raised with a forward movement and stop at the top or are lowered by the same movement, then the word "arcs forward" is not described (the rule of contraction) - hands are up.

5. Depending on which side of the body in the supports, the practitioner faces the support, their name is determined.

For example: the support is lying (the word "in front" is dropped), but the support is lying behind; emphasis lying on the left (right) side.

6. When writing the ORU, the conjunction "and", the prepositions "s", "on", "v" have a special meaning.

The union "and" - is placed between the elements performed together in the specified sequence (that is, it indicates a continuous sequence of movements). For example: lunge left, turn the torso to the right and tilt touching (tilt accentuates the lunge, as it were).

The preposition "c" is placed between the elements performed simultaneously (that is, it means the combination of two movements into one, performed simultaneously). For example: lunge to the left with tilted to the right, arms up; bend over with turning the body to the left, arms to the sides; right one step to the side in a stand feet apart with tilted touching.

The preposition "on" - indicates which part of the body is supported. For example: equilibrium on right (leg); lying emphasis on hips; lying down on stomach; rack on head, on forearms.

The preposition "in" - indicates (if necessary) the final position. For example: somersault back v handstand; v back rest, etc.

7. Rotations around the longitudinal axis are written in words without numbers if they are performed at 45є, 90є, 180є, respectively, as half turn(45є), turn right or left(90є), turn around(to the left, unless otherwise indicated - 180є). For example: jump with a turn in a circle in a stand with legs apart, arms to the sides. In other cases, it is necessary to indicate the side and the amount of rotation, for example: turn left at 135є, turn right in a circle, jump two left to 360є.

8. Head and torso can perform inclinations, turns, circular movements.

a) incline - abduction of the torso or head relative to the vertical position. When recording slopes, the word "torso" is not written, for example: tilt back, tilt to the right. For head tilts, the latter is indicated, for example: head tilt to the right (left), head tilt back (forward).

b) torso twist means the movement of the body around its longitudinal axis, which is performed without changing the position of the underlying links. When recording turns of the head and trunk, these body parts are indicated, for example: turning the head to the left (right), turning the body to the left (right).

c) circular movements of the head or body (arms - circles) are performed, as a rule, from I.p. with or without inclination (head) forward, less often - from the inclination to the other side. For example: circular movements of the trunk to the right (left) are usually performed at a slow rate (by 4 counts (to the left), usually performed at a slow (4 steps of the underlying links ._____________________ eta) or at an average (2 counts) pace; a circular movement of the head to the left (right) - in slow pace (in 4 counts).

9. General developmental exercises end with a return to the starting position. If the exercise is composed, for example, of 4 or 8 counts, then the last score is recorded: 4 - I. p. or 8 - I. p. But in order to be able to describe instead of these two letters acceptance of the final position, you need to know, first of all, the following terms:

- "stand up" - from gray-haired, squatting, rests and lying positions (on the stomach, back, side);

- “straighten your arms” - after bending your arms; for example: 1-2 - flexion and extension of the arms in the lying position;

- "put" - after putting the legs in different positions; for example: 1-2 - left one step to the side in a stand with legs apart, arms to the sides;

3-4 - putting the left one, I. p.

2. GENERAL EDUCATIONAL TERMS AND WOLF EXERCISES

The main feature of performing general developmental exercises is the stylization of movements. Natural movements such as walking, running, bending, squatting, swinging, etc., become gymnastic exercises thanks to the clear regulation of postures and movements in accordance with the accepted norms of the gymnastic style. To the most general requirements include straight arms and legs, drawn socks, clear starting and ending positions. In this regard, when carrying out general developmental exercises, it is necessary to indicate to those engaged in a deviation from these norms.

2.1 Basic starting positions of the legs, trunkand their varieties

Initial position of the legs (I. p.) - stands or other positions from which the exercises are performed.

	The most common starting point is rack - this term means a stand on the feet on the whole foot, in which the body is upright. Distinguish: Main rack(o.s.) is the position corresponding to marching post Stand feet apart- legs apart one step (width Distinguish: Wide stance, hands on the belt - stance legs wide divorced (wider than shoulders) Narrow stand, hands on the belt- legs apart in a rack half as much as in a stance legs apart Stand feet apart right (left)- right (left) leg is one step ahead of the left (right). It can also be narrow or wide. Cross-left stance (right)- one leg is in front of the other crosswise and touches the knee supporting leg, feet parallel, on distance 10-15 cm If the main support is not the foot, then the support conditions are negotiated: Stand on toes Kneeling Stand on the left (right) knee, hands on the belt
	Semi-squat, hands forward- standing position on bent legs (the angle between the lower leg and the thigh is not more than 90є) Distinguish: Round half squat- performed on toes, knees together, torso tilted forward, arms wvvrh, head down Half-squat with half-incline, arms back ("swimmer start") Half-squat on toes with a half-bend back, arms forward Semi-squat on the right, left forward to toe, arms back Semi-squat on toes, arms forward ...

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Students in grades 1 - 3

Methodology for teaching acrobatic exercises.

Of great importance in teaching acrobatic exercises are children's ideas about the element itself, what parts it consists of, what is the sequence of their implementation, what mistakes can be made when they are performed, therefore the teacher must know the order of mastering the components of this exercise... First of all, students should be introduced to simple elements such as crouching emphasis, grouping, rolling from various starting positions (I. p.).

The emphasis is squatting - squat, knees together, hands on the floor, shoulders above the hands, head straight. All basic acrobatic exercises begin from the support squatting.

Grouping is performed from a support by squatting, knees are pulled to the chest, elbows are pressed to the body, the hands grab the lower leg, the back is round. Can be performed from a sitting position, lying on your back.

Sequence of training:

1. Sitting down from the support, push off the floor with your hands, take the position of the group in the squat, rounding your back, being on the whole foot.
2. From a sitting position in the back (hands in support behind your back), quickly bend your legs and group.
3. The same, from I. p. lying on your back.

Typical mistakes:

1. thrown back head;
2. legs are divorced;
3. improper grip of the lower legs;
4. loose grouping and therefore straight back.

Perform each exercise several times, gradually accelerating the movement and fixing the position of the group, include it in the warm-up before performing acrobatic exercises and as a "lead-in" exercise to improve more complex ones.

Somersault forward

Execution technique:

Sitting down from the support, move your shoulders forward and transfer the weight of the body to your hands, straighten your legs, tilt your head until the chin touches your chest, push off with your feet and roll over your head, make a roll, lowering yourself on your shoulder blades, back, then bend your legs, put your hands on your shins after pushing off, keeping grouping, come to an emphasis squatting.

Sequence of training:

In the first grade, the training of somersault forward occurs from the position of the leg stand apart.

1. Repeat the movements in the grouping, rolls previously learned from various IPs.

2. I. p. stand feet apart facing the mat, tilt forward, put your hands on the mat, giving your shoulders forward, head to your knees, hold.

3. The same rise on your toes, try to see the upper back - hold.

4. I.P. stand feet apart, lowering your hands to the mat in front of you, bending your arms. Falling down on the back, alternating kicks, a forward roll is performed with the hands into the seated group.

5. I. p. the same forward roll crouching at close range.

6. Sitting down from the support, push off with 2 legs, pull the knees to the chest - grouping.

7. I. p. Emphasis squatting - somersault forward at close range squatting.

Typical mistakes:

1. Lowering onto the head and, as a result, falling onto the back.
2. Squatted elbows are directed to the sides, not back.
3. Lack of forward movement due to weak pushing off with legs and arms.
4. Absence or insufficient grouping at the beginning or at the end of the exercise.

Exercises 4, 7 at the beginning of training are performed with the help of a teacher in order to avoid mistakes No. 1, 3 to help children feel the movement of the shoulders forward, roll onto the back, pushing off with hands and feet.

In most cases, typical mistakes can be avoided by repeated repetition of the elements of grouping and rolls, using a variety of options for their performance, maintaining and developing children's interest in known exercises.

Variations of somersaults back

After you have mastered the simplest exercise - a backward roll from a crouch position - you can move on to more complex and interesting variations of this element. True, to begin with, you will have to learn an auxiliary exercise - a saddle with straight legs from the main stand. It is done like this: the gymnast stretches his legs forward and tilts his head to the knees. In doing so, he rests on straight arms, stretched back as far as possible. Hands must be placed on a support (checkmate), and at first the coach must insure the athlete. From the above position, you can perform a bent back roll, a back roll bent over the shoulder, and a back roll to a handstand. The last exercise is the most popular. Its difference from the usual somersault is that after the end of the roll over the head, the athlete must quickly straighten his legs up and at the same time straighten his arms. When teaching this exercise, the athlete must be insured by a friend or coach: standing on the side, support the legs at the time of their extension. Important points No matter how simple the back roll is, the lesson on its correct implementation must first be watched. Like all basic sports elements, the back roll should be carried out by the gymnast without hesitation, “on the machine”. If, while learning somersaults, the gymnast experiences pain and discomfort, it makes sense to work on the technique, to watch how the section comrades perform the exercise. It is important to group correctly, push off well, put your arms out in time. Straightening of the neck and extension of the back during somersault should be avoided. Rolling quickly and getting to your feet is the goal a novice athlete should pursue. On initial stage training gymnasts are recommended to insure each other (for the lower back, standing on the side, in the direction of travel).

Technique for teaching acrobatic exercises

Students in grades 1 - 3

In a comprehensive physical education program for students primary school great attention paid to the development of relatively simple acrobatic exercises. The list of exercises is small, however, due to their dynamism and emotionality, they are widely used in gymnastics lessons at school and are an effective means of physical education for students. When they are fulfilled, courage is brought up, the ability to control your body in time and space, the function of the vestibular apparatus is improved.

Acrobatic exercises are also of great importance as a means of developing such physical qualities as strength, flexibility, agility, jumping ability.