In one of the articles we have already mentioned Guidelines by organization sports training in the Russian Federation (hereinafter referred to as the Recommendations), brought up by the Letter of the Ministry of Sports of Russia dated 05/12/2014 N VM-04-10 / 2554. In continuation of the conversation, we will tell you about the support of the activities of the institution involved in sports training. What is needed for athletes to be the first on the podiums?

When working with a document, it is always important to determine its place in the regulatory framework, since its application (mandatory or recommendatory) often depends on this, as well as the use of other clarifying acts.

If you turn to the Law on Physical Culture and Sports in the Russian Federation<1>, then the phrase "sports training" is practically not mentioned in it. It has only been said about what the sports training program is. This is a phased plan for training individuals in a sport (sports disciplines), which determines the main directions and conditions of sports training at each of its stages, developed and implemented by an organization that carries out sports training, in accordance with the requirements of federal standards for such training. Today, these standards have been approved for almost all sports. They have almost everything related to sports training, with little attention paid to the organization of this event. This is partly a common issue for all sports, therefore, in order not to clutter up the standards of sports training, the sectoral department rationally decided to put this in a separate document - the Recommendations discussed in the article.

The question arises: are they obligatory or not obligatory for use by sports institutions? On the one hand, the status of the letter suggests that the Recommendations are not a mandatory act, especially since they were adopted not in order to implement any specific norm of the Law on Physical Culture and Sports in the Russian Federation, but in order to ensure the unity of the basic requirements for the organization of sports preparation. That is, it is not a direct action by-law. On the other hand, in the absence of anything better, the “non-binding” of the Recommendations acquires the character of a voluntary-compulsory document (as, for example, it happens with the letters of the financial regulator - the Bank of Russia, the clarifications of which credit institutions practically accepted for compulsory execution). The foregoing also confirms that the Recommendations are intended for a wide range of users: from the authorities of the constituent entities of the Russian Federation and local governments to the heads and specialists of organizations that carry out sports training. In particular, the Recommendations are proposed as a basis for the development of normative legal acts of public law entities ( Russian Federation, constituent entity of the Russian Federation, municipality) and local regulations of organizations engaged in sports training. Thus, there is every reason to at least study this document, and whether to apply it or not is up to the person who is responsible for sports training in the institution of physical culture and sports, as well as in other sports organizations.

Highlight the right

The Ministry of Sport Recommendations is a rather voluminous document, and the accountant of a sports institution has neither the strength nor the time to study it. Therefore, it should be highlighted from it what may be of particular interest to a financial worker. Below in the diagram, we present the main sections of the Recommendations described in the content.

Of the designated sections, the accountant is primarily related to the section devoted to the formation of a remuneration system for employees of organizations engaged in sports training. Another “accounting” section is to ensure the activities of those who provide such training. This is not only material and technical support, but also its other types, which also require the diversion of resources, including financial ones, for which the accountant is responsible. All other sections are more related specifically to organizational and technical issues, so we will not consider them.

What are the types of sports training provision?

Sports training institutions participate in organizing work on the development of physical culture and sports among various groups of the population, create conditions for the protection and promotion of the health of athletes and other persons participating in sports competitions and training events, provide athletes and coaches the necessary conditions for training.

Cadres are everything

For many institutions and organizations, this employer's motto is relevant. Staffing begins with drawing up and working out the staffing table. The introduction of additions to it, as well as the approval of the hiring of specific employees (including deputy directors, chief accountant) by the founder of the institution is not provided for by law. These issues fall within the competence of the head (director) of the institution providing sports training. At the same time, it is recommended to determine the maximum staffing number of the coaching staff on the basis of the consolidated recruitment plan of the organization carrying out sports training, approved by the founder and formed on the basis of recruitment plans for each sport separately. And in order to standardize approaches to determining the number of staff and the formation of unified approaches to the organizational structure of institutions engaged in sports training, officials in the Recommendations proposed a special step-by-step methodology.

An important role in the work with personnel is played by advanced training and professional training (retraining) of employees. Such events are planned by the institution of physical culture and sports independently. At the same time, professional development of teaching staff should be carried out at least once every three years, for other specialists - at least once every four years, and for the heads (their deputies) of sports institutions - at least once every five years. It is better to develop a local act (regulation on advanced training, professional training and retraining of personnel), which provides for the number of employees sent for training at the expense of the budget, categories of employees who can be trained on their own initiative and at their own expense.

It is worth saying a few words about such an event as certification. It is carried out in order to establish the employee's suitability for the position held, as well as the assignment of qualification categories. The Ministry of Sports recommends establishing the following qualification categories for coaches and instructors-methodologists who are not pedagogical workers, traditionally established in the system of sports training: second, first, highest. Certification of teaching staff is carried out in accordance with the legislation in the field of education. The Ministry of Transport even presented a Recommended Model for the development of a regulation on the certification of workers (see Appendix 2 to the Recommendations).

The certification of employees is designed to improve the level of professional skills and competence, qualifications, improve the quality and efficiency of the work of managers, coaching staff and other employees, and the optimal placement of personnel. At the same time, persons who do not have special training or work experience, but who have sufficient practical experience and perform qualitatively and fully assigned to them job duties, on the recommendation of the attestation commission, they are appointed to the relevant positions in the same way as persons with special training and work experience. This should also be taken into account when certifying employees of a sports institution.

Finance matters no less

Financial support for the activities of organizations engaged in sports training is carried out at the expense of subsidies allocated for the implementation of the state (municipal) task for the provision of state (municipal) services, and includes the costs of implementing sports training programs. At the same time, officials admit that sports institutions, as non-profit organizations, can engage in entrepreneurial and other income-generating activities, including providing paid services (in excess of the task set by the founder).

Business proceeds may flow to a sports facility as a result of:

- provision of paid services;

- voluntary donations from individuals and (or) legal entities;

- targeted funding in the form of grants.

At the same time, the implementation of entrepreneurial and other income-generating activities is possible only insofar as it serves to achieve the goals for which the organization carrying out sports training was created. Simply put, additional income the institution has the right to spend on conducting sporting events, that is, like subsidies, for the fulfillment of the task of the founder, namely:

- for the functioning and development of the organization;

- for implementation training process, including sending persons to sporting events, training camps;

- for the purchase sports equipment, inventory and sports equipment;

- for the purchase of household items;

- for material stimulation of persons engaged in sports training (various types of allowances and additional payments to persons carrying out the training process).

The exception is earmarked funds received in the form of grants, which are used by sports institutions in accordance with the conditions determined by the grantor.

When funds for the organization of sports training come from two sources, the question arises in what percentage should be allocated funding. You can, of course, do this in fact, but it is difficult to determine the proceeds from entrepreneurial and other income-generating activities in advance. Therefore, the officials of the Ministry of Sports propose for each stage of sports training the recommended ratio of provision at the expense of the state (municipal) task and other funds received by the sports institution (Table 1, Section 2.3 of the Recommendations). It is interesting that the stages of higher sportsmanship are financed mainly from budgetary sources, while for the stages of initial sports training, money should be sought from extrabudgetary sources. This distribution of funds can be explained by the fact that for elite sports, guaranteed budget funding should be provided, while other sources are considered as additional funding.

Science is also indispensable

Scientific and methodological support of sports training is an important part of the activities of physical culture and sports institutions. Here sports training programs alone are indispensable. Ministry of Sport officials urge regional authorities to create training centers sports reserve or centers of physical culture and sports. In addition to the main (sports) activity, they can be engaged in the introduction of new technologies into the training process, the improvement of methodological activities in the field of physical culture and sports, as well as the approbation of pilot and experimental programs of sports training.

In order to organize the examination of athletes and observe the training process, as well as the selection of sports gifted children, boys and girls, other consulting and analytical centers may be created. They will examine giftedness by testing. Introductory testing will imply an analysis of the initial indicators, the natural data of the future athlete. The next, evaluative, testing already affects the process of training activity (in the pre-competition and recovery periods of preparation). The main testing remains, which is carried out directly in the competitive period (at this stage by modeling the situation at control starts, runs, sparring, that is, when athletes work in the zone of competitive intensity).

It remains to add that the analysis of the test results and the work of these centers (physical culture and sports and consulting and analytical) will help the coaching staff in assessing the effectiveness of the training process, in making timely adjustments to the sports training programs and, in conjunction with indicators of competitive activity, in assessing the prospects of athletes.

But what about the logistics?

General conditions for the material and technical base and infrastructure of organizations engaged in sports training are established by federal standards of sports training for each sport. At the same time, according to the sectoral law, a sports institution should take care of equipment, sports equipment, outfit (uniforms and shoes) for undergoing sports training. Also, as a material and technical support, administrative and auxiliary premises, a medical center and methodological rooms are needed, sports objects in the amount necessary for the quality of the training process.

On a note. The standards for the material and technical support of a sports institution are in federal standards sports training and in industry acts<2>.

If the organization providing sports training does not have its own sports facilities, its founder is recommended to provide for appropriate financing of the costs of renting (using) the necessary sports facilities. Taking into account the specifics of work and in order to effectively provide sports training, institutions that carry out sports training may have specialized vehicles. It is recommended to reflect the standards of expenses for the maintenance and operation of vehicles in the order on the accounting policy of the institution, taking into account the specifics of its activities.

In a healthy body healthy mind

Medical support of sports training is carried out by regular medical workers and (or) employees of medical and physical training dispensaries (departments). The procedure for rendering medical care during physical culture and sports events approved by the Order of the Ministry of Health and Social Development of Russia dated 09.08.2010 N 613n. In organizations providing sports training, medical centers, sports medicine rooms, physiotherapy exercises, physiotherapy, massage, procedural.

A prerequisite for admission of any person to sports training is to undergo a medical examination (clause 1 of article 34.5 of the Law on Physical Culture and Sports in the Russian Federation). But this is not enough, a sports institution cannot do without an in-depth medical examination of athletes at least twice a year. And before participating in sports competitions, after an illness or injury, additional medical examinations will be required. Medical and pedagogical observations in the process of sports training are also important in order to determine the individual reaction of athletes to training and competitive loads.

Another important element of ensuring the preservation of the health of athletes is control over their nutrition and their use of remedial agents, over the implementation of the recommendations of medical workers. It is no secret that the results of athletes largely depend on proper nutrition (reimbursement of energy costs). When concluding agreements (contracts) for the supply of food to canteens, it is advisable for customers to establish in the contracts the intended purpose of the supplied products - for the organization sports nutrition and mention the inadmissibility of using raw materials prohibited for use in sports nutrition in the manufacture of products.

Athletes are provided with food at the expense of funds allocated for the fulfillment of a state (municipal) task, or funds received under a contract for the provision of sports training services. For catering (reimbursement of energy costs), it is recommended to calculate the average daily cost of meals per athlete using the Recommended methodology (Appendix 6 to the Recommendations). In order to ensure the correctness of the preparation of food rations, control over the preparation of dishes, a sports institution should provide for the position of a nutritionist (dietary nurse) in the staffing table.

It is forbidden to admit the dependence of the diet of athletes on the results of their performances at competitions and (or) other subjective indicators. At the same time, for athletes undergoing specialized sports training, a diet should be established depending on the estimated energy consumption and training load cycles, taking into account medical indications. For athletes with large physical dimensions during the period of intensive sports training for medical reasons, the diet should be increased within one and a half norm.

Summarize. The organization of sports training is a complex and multifaceted process, in which all employees of the institution of physical culture and sports participate. The financial officer needs to pay attention to what is associated with financing and spending money, in particular, to ensure the organization of sports training. Therefore, the task of the accountant is to provide funds for all types of collateral, planning the spending of money from the budget and extra-budgetary sources.

Mass sports work at school.

With all the importance of the lesson, as the basis of the process of physical education at school, the leading role in introducing daily activities physical exercises of students, of course, belongs to extra-curricular health-improving and sports-mass work. The future belongs to her, since even an individually differentiated approach will not give such a positive result, which is achieved by a correctly planned mass sports work. The main goal is the introduction of physical culture and sports in the daily life of a schoolchild.

The system of actions aimed at the development of personal resources, the formation of positive stress-resistant forms of behavior, attitudes towards a healthy lifestyle in schoolchildren is understood.

Under the sports mass workmeans attracting schoolchildren to organized sports employment and participation in sports mass events at various levels.

The main point is that physical education and recreation activities, as a rule, should cover all students in each school.

Tasks of the organization of physical culture and health

• comprehensive careon the safety of life and health, physical, mental development of children and adolescents;
• propaganda and approval healthy way life among children and adolescents, their parents, school teachers;
• organization meaningful, informative and entertainingleisure activities for children and adolescents;
• creation of conditionsto socialize the personality of a teenager on early stage its formation;
• monitoringhealth of children and adolescents and assessment of the effectiveness of ongoing activities.

Types of organization of health and fitness

and sports-mass work at school:
-monitoring of the state of physical development of the modern generation of children, which is alarming and requires active action by all structures of legislative and executive power;

Promotion of a healthy lifestyle through class, extracurricular, leisure, educational and educational activities, the organization of physical culture and health and sports mass work at school;

Participation in the development and implementation of preventive and educational programs, the "Health" program, school development;

Expanding the opportunities for the leisure sphere of students through the preservation and development of a network of sports and health sections on the basis of the school, extracurricular and extracurricular activities;

Education of future parents and psychological and pedagogical education of adults in the field of family leisure through participation in sports events;

Formation of a positive parental opinion on the issues of raising children by means of sports;

- habit formation sports leisure and attention to your health as a family value;

Creation of a school press center and publication of the newspaper "Healthy - everything is great" to promote sports activities.

The main role in the organization of physical culture and recreational activities in the mode of academic and extracurricular day, for the organization of extracurricular and sports mass work rightfully belongs to the school council of physical culture. Who has been working in our school for many years. The Council of Physical Culture (KFK) is created by order of the school. Members of the (SFS) are students in grades 1-11. In terms of its structure, the collective is headed by a council consisting of 7-10 people, the work of which is directed by the chairman. The most active students of the school, who prove themselves to be skillful organizers, are elected to the council.

Under the council (FC), commissions are created: for mass physical culture, for holding sports events, for preparing a physical culture asset, for propaganda and agitation, economic, for rewarding. So the commission on mass physical culture helps the school leadership, class teachers and physical culture teachers in organizing physical culture and recreation activities during the school day.

Sports Commission- organizes, together with physical education teachers, school competitions, helps to organize work sports sections, participates in the recruitment of national teams for participation in city, republican competitions, draws up school records, keeps records of students who have fulfilled the standards of sports classification.

Commission for the preparation of a physical culture asset- helps the teacher of physical education to prepare public judges in sports, instructors, physical trainers for the organization and conduct of physical culture, health and sports events at school.

A lot of work is donepropaganda commission... She organizes her work through wall printing, video series with photos, sports events, demonstration performances athletes, creates a corner of sports glory for the school, posts photos of the best athletes, organizes shows - contests for the best sports class.

Economic commission- assists and actively helps the school leadership in the improvement of educational sports base, ensures the safety sports equipment and equipment.

Awarding Commission- encourages not only the best athletes, but also the sports assets of the school. According to the results of the sports year the best athletes hands badges and certificates.

Extracurricular sports work at school cannot become full-fledged if it is not accompanied by a system of organizing sports classes.

Sport sections- created for students who want to regularly engage in a particular sport. When creating a sports section, first of all, the conditions are taken into account to ensure their successful work - the availability of a sports base, the specialization of those persons who can conduct classes. In each sports section, students are assigned age groups: junior, middle, senior. Classes in sections are held 2 - 3 times a week. Before enrolling in the section, students must undergo a medical examination by a school doctor or clinic at their place of residence.

Along with sports sections, the school createsgroup for general physical fitness(OFP).Their task is to increase the general physical fitness of students through the use of various means of physical culture and sports, which form the basis curriculum on physical culture. Students who are somewhat behind in their physical development or who need additional classes as insufficiently prepared to fulfill the requirements of the curriculum are involved in classes in such groups.

Extracurricular sports work at school cannot become full-fledged if it is not accompanied bysystem of school sports competitions- Spartakiad ... Students love them, the Olympics stimulate students to systematic, regular sports. Spartakiads are effective form promotion of physical culture and sports among students.

Inside school competitions (Spartakiads) are held on different types sports throughout school year depending on climatic conditions and passing the educational material of the physical education program. Inside school competitions (Spartakiads) are not only an integral part of extracurricular sports work, but also enrich the high interest of students in the need for systematic physical education and sports outside school hours. The main thing is that properly organized competitions within the framework of the Spartakiad contribute to strengthening the health of students, their physical development and physical fitness.

Organizers within school competitions need to remember that sports training must precede any student's participation in sports competitions. Only in this case the competition will be useful for the student.

Output: The questions of the organization of extracurricular health-improving and sports-mass work at school testify to the versatility of the forms and methods of this work.

Of course, this work requires a lot of work of the teaching staff of the school, especially physical education teachers.

Therefore, the main direction in carrying out any physical culture, sports and other events should be a lively, interested participation, first of all, of the schoolchildren themselves. This work on the organization of physical culture and recreational activities should not be spontaneous, uncontrolled. It should be systematically guided by the administration, physical education teachers; the entire teaching staff of the school should be involved in this work, but this work should become more fruitful if it is closely connected and supported by the out-of-school forms of physical education of the students themselves.

Systematization of methods and innovative approaches to the organization of the basketball section. An expanded and in-depth look at work with novice athletes, the problems of adaptation and recovery psychology of an athlete, the basis for the formation of a team (collective), taking into account the individual characteristics of each athlete. Formation of an effective training process with the maximum use of various sports equipment.

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"Organization of the work of the basketball section in educational institutions"

Introduction ………………………………………………………………………..…..…..3

1.1. Basketball in the system of physical education of schoolchildren ………………….… 6

1.2. Lesson - the main form of organizing basketball lessons ...……………… 15

2.1. Planning the educational and training process of the basketball section at school ………………………………………………………………………………… ... 28

2.2. Organization of lessons in the school basketball section ... ... ........................... 36

Conclusion ………………………………………………………………..………….51

List of used literature…………………………………..….………55

Introduction

In the system of physical education of schoolchildren, one of the directions is extracurricular work. It is based on the organization of the school sports section. Sectional work in an educational institution for sports is an additional physical education and should be carried out on the basis of an appropriate educational program.

In modern life, more and more the use of physical exercises is aimed not at achieving high results, but at increasing their health-improving effect on the broad masses of the population. To solve such a global problem, the most effective means are, first of all, sport games, including basketball.

Basketball is one of the most popular games in our country. It is characterized by a variety of movements; walking, running, stopping, turning, jumping, catching, throwing and dribbling the ball, carried out in single combat with opponents. Such a variety of movements contribute to the improvement of metabolism, the activity of all body systems, and form coordination.

Basketball is one of the sections of the school curriculum and is presented as a compulsory sport in the state educational standard. It is one of the leading sports in the organizationsectional work in a general education institution. Nevertheless, in the implementation of such work, it is necessary to focus on the unity of all forms of the system of physical education of schoolchildren: a physical education lesson, activities during the school day, sports competitions, physical culture holidays.

The relevance of our research is due to the fact that modern basketball is in the stage of rapid creative upsurge all over the world, it is the most popular among the younger generation. But not every child can attend the basketball sports section in the youth sports school, this is limited by strict medical admission and sports selection, since the ultimate goal of the training process is the sport of the highest achievements.

The school section is available for all children who love exercises with basketball. Distinctive feature basketball section at school - regularity of classes and great educational potential, which can be realized in educational and training sessions and sports activities of the school. The teacher has the opportunity to determine the goals and objectives of the section's work, the volume and content of educational material for various types of training, since the ultimate goal of the basketball section at school is to maximize the solution of physical education problems, to involve schoolchildren in physical culture and sports activities, to foster the habit of systematic exercises physical exercise and promote the introduction of a healthy lifestyle, lifestyle.

In this regard, the topic of the final qualifying work was formulated - "Lesson is the main form of organizing sectional basketball lessons at school"

Object of study -basketball in the system of physical education of schoolchildren.

Subject of study -organization of the training process of the basketball section at the school.

Purpose of the study -consider the features of the lesson - as the main form of organizing sectional basketball lessons.

Research objectives:

1. To determine the importance of basketball in the system of physical education of schoolchildren.

2. To study the lesson as the main form of organizing sectional basketball lessons.

3. Consider the planning of the educational and training process in basketball in the school section.

4. To reveal the peculiarities of the organization of the educational and training process in basketball in the school section.

Research methods: theoretical analysis, synthesis and systematization of scientific - methodical literature and practical experience of teachers.

The work consists of an introduction, two chapters, a conclusion, a list of used literature, including 22 sources. The text of the work is presented on 54 pages.

Chapter I. Characteristics of basketball as a means of physical education of schoolchildren

1.1. Basketball in the system of physical education of schoolchildren

Physical education in general education institutions is an integral part of educational pedagogical process, rationally promoting the upbringing of healthy, physically developed, socially active individuals.

Basketball is very popular among students of general education institutions.

An American physical education teacher and professor at Springfield College, in 1891, invented a game that could be played indoors in a relatively small space. This game is called "basketball". Dr. James Naismith is known throughout the world as its inventor.

Basketball is one of the most popular games in our country. It is characterized by a variety of movements; walking, running, stopping, turning, jumping, catching, throwing and dribbling the ball, carried out in single combat with opponents. Such a variety of movements contribute to the improvement of metabolism, the activity of all body systems, and form coordination.

Basketball, as a means of physical education, has found wide application in various parts of the physical culture movement.

Basketball is a fun athletic game that is an effective physical education tool. It is no coincidence that he is very popular among schoolchildren. Basketball, as an important means of physical education and health improvement of children, is included in the general education programs of secondary schools, schools with polytechnic and industrial training, children's sports schools.

Long-term education of children requires taking into account the peculiarities of their age-related development, and in this regard, a careful set of tools and methods of educational work. Nowadays there are many tutorials that cover modern basketball technique in detail. They set out general issues of organizing pedagogical work, and also provide specific practical materials that must be mastered at a certain age (T. Zeldovich, S. Keraminas).

One of the most important tasks of a general education school is to educate children in the need for daily physical exercises. The solution of this problem requires perseverance, creativity, a lot of skills and knowledge from the teacher of physical culture, and first of all, one must be able to build not only one's own activity, but also the activity of students in the classroom. Moreover, so that it has its corresponding continuation in the form of self-study at home for the purpose of physical self-improvement. And for this, first of all, you need to know the real capabilities of your pupils (BN Turkulov, 1993).

The variety of technical and tactical actions of the basketball game and the actual game activity have unique properties for the formation of vital skills and abilities of schoolchildren, the all-round development of their physical and mental qualities. The mastered motor actions of playing basketball and physical exercises associated with it are effective means of strengthening health and recreation and can be used by a person throughout his life in independent forms of physical education (LB Kofman, 1998).

Basketball has not only health-improving and hygienic significance, but also propaganda and educational. Playing basketball helps to form perseverance, courage, determination, honesty, self-confidence, a sense of collectivism. But the effectiveness of upbringing depends, first of all, on how purposefully the relationship of physical and moral upbringing is carried out in the pedagogical process.

The correct organization of basketball is necessary for physical development, gives positive emotions, allows you to develop useful habits when playing sports: organize proper nutrition, observe the requirements of hygiene, take care of your health. But basketball training alone cannot provide all-round development. physical qualities: it is necessary to include elements from other sports in the educational process, such as Athletics, acrobatics swimming, etc. When classes are properly organized and supervised by a qualified specialist, it gives a good result. However, special care should be taken, as, for example, when performing strength development exercises with heavy objects in younger age groups, serious injuries can be received, which can adversely affect the development of the physical qualities of young players. If classes are conducted without taking into account the physical capabilities of a young athlete and the load will be great for him, it is possible that he will stop training. Constant control of the coach-educator over the health of a young player will help to avoid negative consequences.

Basketball contributes to the development of a system of personal and social values ​​in a young athlete, which is very important in the educational process. It is very important to instill in young players a sense of personal responsibility for the success of the team. For example, the defender must be able to hold one-on-one against the attacker. He is personally responsible for the result of his actions, which affects the result of the entire team.

When playing basketball, players must not only do what they want, but also follow certain rules: the rules of training and the rules of the game, as well as fulfill their personal duties in the team. Students must learn to work well together, all together. And the basketball team is the most the best place to develop these qualities. This is one of the most important educational aspects when practicing team sports, in particular basketball.

Playing basketball is a great way to learn to respect other people: partners, opponents, coaches, spectators, referees, etc. The daily situations that a basketball player finds himself in helps him learn to respect his partners and rivals. Obviously, the game involves fighting opponents for the sake of victory, which can only go to one team, but at the same time, respect for them as athletes and simply as people should be preserved. The coach must pay Special attention the behavior of their players in relation to their opponents: they should not offend them, but, on the contrary, you need to help them rise when they fall, talk after the game, congratulate them if they win, etc. The coach should teach his players to understand that the opponents are children just like them, and they just like to play basketball or mini-basketball, they also try to achieve success, and that sports rivalry should be mutually friendly.

The coach-teacher is always a role model, and he should never forget about it. Therefore, in no case should he insult, ridicule or humiliate his students, the opposing team or judges. He must set an example of behavior with judges, teach respect for them. The coach who works with young players has a huge responsibility for their education, and this responsibility must always be kept in mind.

Life puts us in a lot of competitive situations, and we must be ready for this. Everything mentioned above will help young player learn to compete, while improving your physical and moral qualities, which are necessary both in sports and in Everyday life... To be able to compete and win means to adequately perceive victories and defeats, success and failure, good and bad. Therefore, it is very important that a team of young players gain different competitive experiences during the season, including wins and losses, good and bad games, and that this experience helps to perceive victories with calmness and losses with hope.

It is clear that players are more happy when they win than when they lose. However, winning shouldn't be the main goal. The coach should reward his players for their efforts, regardless of whether the team wins or fails. After the game, the coach must analyze with the players the negative and positive game situations that arose during the meeting, without focusing on its result, set new tasks and use his experience to help athletes in their further improvement.

Basketball can be a great school in which young players learn to find a compromise solution, remain persistent in the most difficult situations, take personal responsibility for the success of the team, work harmoniously, all together, respect other people, perceive victories and defeats as a path to self-improvement.

Basketball is an excellent educational tool that a coach must be able to use for the benefit of his students. Basketball also helps to educate young players with psychological qualities that are very useful not only in sports, but also in everyday life, the development of which is part of the overall development of a young athlete.

Basketball for children and youth creates numerous situations that contribute to the development of cognitive abilities. Basketball players (including mini-basketball players) need to be able to focus on different goals. Sometimes they have only one goal, at other times there can be several goals at the same time - major or minor ones, requiring a solution within a short time. If it is necessary to solve several problems at the same time, players must learn to distinguish the main one among them. Few team sports provide this opportunity.

At the same time, basketball helps to develop the ability to select and perceive the necessary information, i.e. one that correctly reflects a specific situation, and quickly make the right decisions. Such components of knowledge as selection, preservation of information, its use, as well as acceptance correct decisions, you can improve. The coach can facilitate this by setting goals for the player that are appropriate to his ability and level of training.

In life, it is very important to be persistent, to make every effort to achieve the goal, and basketball contributes to the development of this quality. In everyday life, too, you can find yourself in a difficult situation in which it is difficult to persist. When playing basketball, this important quality can be developed, but only if the coach, when working with young players, encourages their constant efforts to achieve results, especially when they have to overcome difficulties.

Control of perception, ways to increase control and self-control. A person should feel that he is in control of everything that happens to him. This control is the foundation of our self-confidence and constitutes a critical aspect of psychological resilience. The opposite is helplessness. A helpless person feels that he cannot influence what is happening to him, and as a result he becomes convinced that none of his actions will affect the result. Many children and adolescents suffer from helplessness. They lose faith in themselves and become weak-willed. The coach, when working with young people, should try to create such situations so that the players can control what is happening, so that they have confidence in themselves and they become psychologically stable.

In basketball, negative situations can arise that can lead to feelings of helplessness. If the coach offers exercises that are difficult for the players, and the players understand what they have to do, then they have a sense of control over the situation. On the other hand, if eating fattening exercises exceeds their capacity, then they feel helpless. Unfortunately, this is often the case when players cannot understand and accomplish much of what is required of them. Coaches, especially those who work with young players, should help them feel in control of what is happening to them. To do this, they can use the following methods: plan and conduct classes so that players can more easily control various situations; set real tasks that correspond to the level of training and age of the players; offer exercises of a level of difficulty that players are able to complete; it is easy to explain what and how to do, and to demand high-quality performance of tasks.

For better control over what is happening, young athletes should play against opponents of their own age and the same level of training. Even if the opponent is stronger or weaker, the coach must plan for a sufficient number of meetings in which his players would be able to withstand the competition, and put good game their athletes higher than the result of the meeting.

It is very important for a basketball player to control his own impulsiveness and, in general, his actions, in order to fully show everything that he is capable of. Basketball presents many situations in which players can learn to control themselves. Imagine, for example, an unfavorable decision by a referee, who fixed a player's mistake, which should not be repeated in the future, and his response; the player's reaction to the wrong actions of the partner; the behavior of a player when he goes to the substitution bench.

Self-confidence is closely related to a sense of being in control of what is happening. A coach's confidence is the belief that his players have the ability to achieve their goal. Self-confidence is the inner state of a person when overcoming difficulties in order to achieve a result. A player's confidence increases when they feel they can accomplish whatever is required during a game or practice. For a basketball player, confidence is the key to progress, as it allows you to calmly react to a stressful situation in the game and count on achieving a goal.

Self-awareness determines a person's idea of ​​himself, and self-esteem shows the degree of development of this idea. In both cases, this is a general assessment, not specifically associated with any specific, activity, but associated with the ideas of each person about himself. In children and adolescents, self-awareness and self-esteem are not constant and often change depending on the success or failure of those activities that the child considers important for himself, for example, basketball. Many of the ratings that young players give to themselves most often depend on their personal experience.

The relationship between the coach and young athletes can have a decisive influence on fostering self-awareness and self-esteem. Therefore, the coach can have a positive impact on the players using the following strategy: precise and specific clarification of the goals; helping to achieve them and encouraging correct actions; tactful attitude towards players when analyzing their mistakes and explaining how to correct them.

Basketball provides ample opportunities for understanding personal and social values ​​and improving the psychological capabilities of young players who, by playing this sport, gain positive experiences that are important for all. For children and adolescents, it can be one of the ways to gain life and sports experience. If in the process of training positive experience prevails over negative, then it is likely that the player will continue training. Positive experience is regularly acquired if young athletes experience pleasure and pride from their classes, feel support from the coach and partners, improve their skills, achieve their goals, and receive recognition from the coach and partners.

1.2. Lesson - the main form of organizing basketball lessons

The dominant position of the physical culture lesson (as the main form of physical exercise) is determined by the fact that it provides opportunities for solving the strategic tasks of physical culture - the comprehensive, harmonious development of students, their directed and effective preparation for life (for labor activity, military service and etc.). Compared to all other forms of physical education of students, a physical education lesson has the following advantages:

1) is the most massive form of organization, systematic physical exercises for schoolchildren;

2) is carried out on the basis of a scientifically grounded physical education program designed for a long period of study;

3) carried out under the guidance of teachers in physical culture and sports, taking into account the age-sex and individual characteristics of schoolchildren;

4) promotes directed development and physical training of students, optimization of their physical condition.

Lesson requirements.A physical culture lesson has features due to the age capabilities of students of different classes, the content of curricula, the complexity of solving pedagogical problems, the place of each lesson among others. general education lessons and in the mode of the school day. All this indicates the need to comply with a number of requirements for its organization and implementation. The main ones include the following.

1. Clarity in setting goals and objectives.The lesson solves health-improving, educational and educational tasks. In the course of organizing educational activities in the lesson, the teacher ensures not only mastery motor skills and skills, the development of basic physical qualities, the assimilation of the mandatory minimum knowledge of physical culture, but alsopromotes the education of students' personal qualities (courage, perseverance, collectivism, etc.). The formulations of the lesson objectives, as a rule, are extremely specific, laconic, take into account the composition of students, their age, physical development and fitness, ensure the continuity of previous lessons with subsequent ones and reflect the planned final results with the greatest possible certainty. Optimal amount tasks solved in one lesson - no more than 2-3.

2. Compliance of the composition of the educational material with the curriculum and the nature of the tasks.Extracurricular material can be used only for the purpose of individualizing learning.

3. Reasonable selection of means and methods of teaching, taking into account the didactic goal and objectives of the lesson.Not a single didactic goal or task can be successfully solved without a premeditated selection of educational material, taking into account the specific characteristics of the topic, on the one hand, and the achieved level of preparedness, age and gender characteristics of students, on the other.

4. Close connection of lessons with previous and subsequent ones.Each lesson has a successive relationship in the direction of pedagogical tasks, the content of the educational material, the volume and intensity of loads with subsequent and previous lessons.

5. Combination of frontal, group and individual work.The educational process becomes effective only if the individual characteristics of the students and the educational material are taken into account.

6. Constant modification of the content of the lesson, methods of organizing and conducting it.The variety of content, methodology and procedural support of the lesson contributes to the formation of students' interest in physical exercises and encourages them to be active.

7. Ensuring the safety of the lesson.The increased trauma hazard of a physical culture lesson is due to the fact that its specific content is a variety of motor activities on gymnastic apparatus, with and without apparatus. Improper organization of the educational process can lead to various traumas of students (bruises, dislocations, concussions, fractures, etc.). Well-thought-out organization of the lesson, techniques and methods of assistance and insurance, special attention paid to exercises with increased injury risk (dismounting from gymnastic apparatus, rope climbing, throwing a grenade, etc.), allow to exclude injury in the classroom.

8. Constant monitoring of the progress and results of educational activities of students.At each lesson, the operational management of students' activities is provided. It is carried out on the basis of the analysis and assessment of the implementation of educational tasks and the body's response to loads, taking into account the subjective feelings of the trainees.

Lesson structure and characteristics of its parts.Each physical education lesson consists of three functionally related components: preparatory, main, and final. The sequence of these parts reflects the patterns of changes in the body's working capacity under the influence of physical exertion. At the beginning of the load, the body overcomes the inertia of rest due to a gradual increase in the functional performance of its organs and systems. This is called the practice phase, which corresponds to the preparatory part of the lesson. Then the achieved level of functional performance is maintained for a certain time with small fluctuations in the direction of its increase and decrease. This is called the sustained performance phase, which corresponds to the main part of the lesson. As the functional reserves of the working organs and systems of the body (cardiovascular, respiratory, muscular, etc.) are spent, the performance of the student gradually decreases. This is called the exhaustion or fatigue phase, which corresponds to the concluding part of the lesson.

1. Preparatory part of the lesson.Its main goal is to prepare students for the exercises in the main part of the lesson. Based on this, the following methodological tasks are solved in the preparatory part:

Providing the initial organization of the trainees and their mental attitude to the lesson;

Activating attention and increasing the emotional state of those involved;

Ensuring the general functional readiness of the body for active muscle activity(performing simple physical exercises);

Providing special readiness for the first type of exercises of the main part of the lesson (performing leading and preparatory exercises).

The preparatory part of the lesson includes game tasks (2 - 3 minutes) to activate attention and increase the emotional state of the students ("Class, listen!", "Do the opposite", "We do not hear", "We do not see", etc.), moderate intensity exercises, marching exercises, various types of walking, running, exercise in motion; a set of general developmental exercises in the ranks and separate specially preparatory exercises(in place in an open formation) without objects, with objects and weights; exercises on a gymnastic wall and benches, etc.

Exercises with high intensity are not included in the preparatory part, as they can reduce the efficiency of the students.

The complex of means for warm-up includes exercises with alternating effects on the main muscle groups and a gradual increase in the load.

Conducting lessons with the same class (group), one should strive to diversify the exercises in the preparatory part, always including elements of novelty in its content. Variety is provided by updating several general developmental exercises in each lesson; changes starting points(standing, sitting, kneeling, lying); performing exercises mainly with a large amplitude and in different directions and planes, counting and independently without counting - according to the assignment; using medicine ball exercises, gymnastic sticks, clubs, etc.; application of various constructions.

The following procedure for performing general developmental exercises is recommended: walking, running, exercises for arms and shoulders, exercises for the trunk, exercises for legs, jumping, breathing exercises and relaxation exercises.

The total duration of the preparatory part is 10-20% of the total lesson time and depends on the duration of the lesson, the type of educational material, ambient temperature, etc.

2. The main part of the lesson.The purpose of the main part is to solve the most significant health-improving, educational and educational tasks provided for by the curriculum and plan for this lesson.

In the main part, new motor actions or their elements are first learned. Consolidation and improvement of previously learned skills is carried out in the middle or at the end of the main part of the lesson. Exercises requiring the manifestation of speed, speed-strength qualities, fine coordination of movements are performed at the beginning of the main part of the lesson, and exercises related to strength and endurance are performed at the end. Moreover, the education of special endurance, if it is planned, is carried out earlier than the education of general endurance. The composition of all exercises in the main part of the lesson should be such that they have a multifaceted effect.

To maintain emotional tone and consolidate the material passed in the lesson, the teacher should complete the main part with outdoor games and game tasks and exercises with the inclusion of the movements learned in the lesson.

The duration of the main part of the lesson depends on the duration of the lesson, the volume and intensity of the load, the gender and age of the students, etc. As part of a school physical education lesson, it usually lasts 25-30 minutes.

3. The final part of the lesson.The purpose of the final part of the lesson is a gradual decrease in the functional activity of the body of those involved and bringing it to a relatively calm state... In accordance with this goal, a number of methodological tasks are being solved:

Decrease in physiological arousal and excessive tension of certain muscle groups (slow running, calm walking, exercises in deep breathing and relaxation, self-massage);

Regulation of the emotional state (soothing outdoor games, game tasks, exercises for attention);

Summing up the results of the lesson with the teacher's assessment of the results of the students' activities (here it is necessary to provide for further stimulation of the conscious activity of those involved in subsequent lessons);

Message homework for independent exercise, for pulling up "weak points".

The duration of the final part of the lesson is 3-5 minutes.

Setting goals. Before each lesson, specific tasks must be set. In the methodology of physical education, it is customary to divide all tasks into three groups, based on their focus: educational, health-improving and educational. Pedagogical tasks need to be formulated, perhaps more specifically, educational ones - with an indication of the level of mastery of the technique of movement.

Educational tasksequip students with knowledge of physical culture, skills and abilities to perform physical exercises.

In the theory and practice of the lesson, the following rules for setting and formulating problems are adopted.

When teaching motor actions, the tasks of the lesson are formulated as follows:

1) when familiarizing with the motor action: "Familiarization with the technique ..." (and then the exercise or its individual element that is being mastered is indicated);

2) when learning a motor action: "Learning the technique of execution ...";

3) during the improvement of motor action: "Improvement of the execution technique ...".

The first in the lesson is the problem of familiarization with the technique of one or another motor action, the second - learning, the third - improvement.

Wellness tasksprovide for the provision of possible physical development and physical fitness at a certain age, the formation of posture and provision in the classroom best conditions for the health-improving effect of exercises on the body of those involved.

The formulation of health problems is carried out as follows: correct posture, achieving a free unstressed position of the trunk while walking and running "," developing general endurance using cross-country running ", etc.

When solving the problems of training physical qualities, formulations with a short terminological record are recommended, for example: "Education of speed of movements in running for short distances", "Education of speed-strength qualities when performing a long jump from a run", etc. As you can see from the examples, the first word of the problem formulation is "education", then a specific physical quality is indicated, and then necessarily the exercise with which this problem is solved.

Educational tasksprovide a positive effect of physical exercises on the education of the properties and qualities of the student's personality.

When solving the problems of personality education, the formulations are concretized in accordance with the age characteristics of the trainees and the specifics of the content of the educational material, for example: "Fostering courage when jumping off a gymnastic goat", "Fostering a sense of endurance in cross-country skiing at a distance of 5 km", etc.

Classification of lessons depending on the tasks to be solved. On the basis of a predominant focus on solving educational, health-improving or educational tasks, four types of lessons are distinguished.

1. Combined lessons.All three groups of physical education tasks are presented in them approximately to the same extent.

2. Lessons with a predominantly health-improving orientationare conducted in two versions: the first is developmental (formative) lessons that serve the development of various systems of the body, the second is restorative (rehabilitation) lessons aimed at restoring strength and working capacity.

3. Lessons with a predominantly educational focusdifferentiated depending on the specific tasks of moral or aesthetic education.

4. Lessons with a predominantly educational focusare subdivided into five types according to the singled out didactic tasks: introductory lessons, lessons of studying new material, lessons of improvement, mixed (complex) lessons, control (credit) lessons.

Introductory lessons are held at the beginning of the academic year, a quarter, when studying a new section of the curriculum. In these lessons, the teacher acquaints students with the main tasks and content of educational work for the upcoming period, credit requirements and educational standards.

Lessons learning new material (training). Their main tasks are to familiarize students with new motor actions and their initial mastering.

Improvement lessons are used to deepen the study and consolidate the learning material.

Mixed (complex) lessons contain tasks and elements that are typical for the types of lessons listed above. In such lessons, the tasks of teaching, development of physical qualities, control over the level of physical fitness of those involved, etc. can be jointly solved. This type of lesson is most widely used in the practice of physical education.

Control lessons are aimed at identifying academic performance or determining the level of preparedness of students, checking their assimilation of knowledge, abilities and skills on a topic or section of the program, etc.

Organization and methodological foundations of a physical education lesson

The effectiveness of a physical education lesson largely depends on how much the teacher will implement the plan outlined by him, apply the most rational methods of organizing the activities of those involved and methodological techniques, productively use the available equipment, inventory, technical means training, taking into account the specifics of the place of the lesson ( gym or a school playground, stadium or park;flat or rough terrain), temperature conditions, preparedness of schoolchildren, their age and individual characteristics.

Organizational support of the lesson provides for: 1) creation of sanitary and hygienic conditions; 2) material and technical support; 3) the choice of the method (method) of organizing the activities of those involved in the lesson, which will best fulfill the tasks

Sanitary and hygienic provision of conditions for the lessonprovides a full range of measures to ensure health-improving effect from exercising.

Logistics of the lessonprovides for the provision of the educational process with such a quantity of equipment, inventory and places for the fulfillment of educational tasks, which would guarantee a complete solution of the entire complex of problems with an optimal density of the lesson.

Per last years on the initiative of many physical education teachers, school gyms and playgrounds are equipped with non-standard (multi-pass) equipment, various devices and simulators. The use of such equipment significantly increases the density of classes, arouses increased interest among students, creates ample opportunities for the use of the most effective organizational and methodological forms of the lesson and ultimately contributes to the effectiveness of classes.

Methods of organizing the activities of those involved in the lesson.In the practice of physical education, the following methods of organizing those involved in the lesson are used.

1. Frontal methodcharacterized by the performance of the entire class of the same task, regardless of the forms of construction of students (in columns, several ranks, in a circle). This method is widely used in all parts of the lesson, but mainly in the preparatory and final parts. However, one should strive to use the frontal method as much as possible and directly on the motor activity of students), which is very important.

The frontal method is successfully used in managing the homogeneous activity of those engaged in that does not require insurance, for example, when learning and improving the technique of performing a high and low start in running for short distances, a number of simple acrobatic exercises (somersaults, rolls, etc.), when practicing game techniques in pair volleyball (passing the ball, etc.).

An important requirement is such an arrangement of the students so that they do not interfere with each other, everyone can see the teacher, and he, in turn, the students.

2. Group methodprovides for the simultaneous execution of different tasks of the teacher in several groups. The division of the trainees into groups and the determination of the content of the tasks are carried out taking into account gender, the level of preparedness and other signs (for example, according to height and weight indicators in basketball, wrestling lessons). This method is used primarily in middle and high school. But its application requires special training of teacher assistants from among the most prepared students and their advance instruction on the educational material of the upcoming lesson.

3. Individual methodlies in the fact that students are offered individual assignments that are completed independently. As a rule, individual tasks are intended for students who differ significantly from the main composition of the class in their preparedness, characteristics and abilities, and sometimes for health reasons. The method is widely used in sports games and mainly in high school.

4. Circular method provides for the sequential execution of a series of tasks (exercises) by trainees at specially prepared places ("stations"), as a rule, located in a circle of the hall or sports ground... Typically, a circle includes 4 to 10 exercises ("stations"). At each "station" one type of exercise or movement is performed. Their composition is selected with the expectation of the complex development of physical qualities and an increase in the functional capabilities of the body. The whole circle is passed from 1 to 3 times without an interval or with a certain interval of rest between the "stations". The method is used in middle and high school.

Summarizing the above, we came to the conclusion thatbasketball, as a means of physical education, has found wide application in various parts of physical culture movement.

Basketball is a fun athletic game that is an effective physical education tool. It is no coincidence that he is very popular among schoolchildren.

Long-term education of children requires taking into account the peculiarities of their age-related development, and in this regard, a careful set of tools and methods of educational work. Nowadays there are many tutorials that cover modern basketball technique in detail.

The main form of physical exercise at school is a physical education lesson. Compared with other forms of physical education, a physical education lesson has a number of advantages, since it:

a) is the most massive form of organized, systematic and compulsory classes for schoolchildren;

b) is carried out on the basis of a scientifically grounded state program designed for long periods of study;

c) carried out under the guidance of a teacher, taking into account the age-sex and individual characteristics of schoolchildren;

d) contributes to the comprehensive and harmonious physical improvement of all students, regardless of their motor abilities, sports results, distribution to medical groups, etc.

Chapter II. Features of the organization of the basketball section in educational institutions

2.1. Planning the training process of the basketball section at school

School basketball section is an extracurricular form of physical education for students. Pupils, who fell in love with basketball exercises in physical education lessons, continue their lessons in the basketball section with pleasure. They are attracted by the opportunity to show their physical abilities in a variety of play activities, achieve success through initiative, determination, courage and other personal qualities. By repeatedly throwing the ball into the basket from different distances and from different positions, students take pride in their progress. This is an incentive for systematic training in the basketball section.

The goal of basketball lessons is the formation of physical culture of the students.

Objectives of the basketball section:

Expansion of motor experience due to the mastery of motor actions from the "basketball" section and their use as a means of strengthening health and forming the foundations of an individual healthy lifestyle;

Improving the functional capabilities of the body;

Formation of a positive psychology of communication and collective interaction;

Formation of skills in the organization and refereeing of the sports game "basketball".

The physical education teacher has the opportunity to develop the students' interest in basketball. For this, the lessons can be used short stories O best players world and domestic basketball, viewing of film and video materials was organized.

Demonstration performances of those involved in the basketball section, dribbling the ball in various ways and competing in throws from a place and in motion, do not leave the audience indifferent, create motivation for improving the skills of basketball players and attract beginners to basketball.

A distinctive feature of the basketball section is the regularity of classes and a great educational potential, which can be realized in the training sessions and sports events of the section. The teacher has the ability to independently determine the goals and objectives of the section, the volume and content of educational material for various types of training. An explanatory note and a curriculum for the work of the section are made depending on the age and gender of the students, the material equipment of the school, the characteristics of the region and other factors. For these reasons, the direction of the section's work can be very varied.

The school basketball section can be organized for students of different ages. It is advisable to hold classes in the section 3 times a week. In schools that work according to the physical education program for students in grades 1-X1, based on one sport (basketball), a basketball section can be organized even for students primary school... Primary school students perform exercises with a ball in the classroom, and their interest in classes in the sports section can be formed earlier than among students who study in other physical education programs.

For primary and middle school students, the main motives for playing in the basketball section are the emotional side, the desire to participate in interesting and fun games, perform exercises with the ball, and communicate with peers. The teacher has the opportunity to direct these interests to systematic physical education, acquaintance with basketball as a sport, to form the physical culture of the individual.

The work of the basketball section at the initial stage has a physical culture and health-improving orientation. Depending on the occupancy, the section can consist of several groups of up to 20-25 people each. By means of basketball, the tasks of harmonious physical development are solved, knowledge and skills are formed, which are necessary when performing exercises for the development of speed, dexterity and strength. For this, in the section of physical culture and health-related orientation, general developmental and special exercises are used, aimed at strengthening health, all-round physical development, familiarization with the techniques of playing basketball.

Depending on the increase in the level of physical fitness and mastering the basics of basketball technique, the goals and objectives of the section change. In the section, where students of middle and senior levels are engaged, problems of sports and educational orientation, preparation of students for competitive activity can be solved. Depending on the occupancy, this section can consist of several groups of up to 15 people each. In accordance with the new tasks, the volume and content of the educational material of the basketball section are changing. Physical development is aimed at the development of special qualities that provide competitive activity, as well as the formation of special athleticism. The technical and tactical actions of basketball players are studied, which are necessary for successful participation in competitions. In the curriculum of the section, it is planned to prepare a sports asset, instructor and referee practice.

In the work of sections of various orientations with students of different ages a special place is occupied by moral education and upbringing of the personal qualities of those involved. Exercises and games with elements of competition cause great emotional stress, rivalry between attackers and defenders. The teacher controls the actions of the students in accordance with the rules and directs them to a fair competition in which the physically prepared and technical players win. Assessing the behavior of students in the game, the teacher first of all notes the initiative, courage and determination, the desire to achieve victory in an honest way.

In the section of physical culture and health-improving orientation, harmonious physical development is one of the main tasks. Exercises aimed at developing physical qualities and harmonious physical development can take up to 50% of the time in training sessions. The peculiarity of the exercises is that they are dynamic in nature and correspond to the manifestation of physical qualities in basketball. The game comprehensively implements dynamic strength, speed of explosive and high-speed nature, speed-power qualities. By increasing the level of these qualities, basketball players successfully perform movements, stops, accelerations and jumps. The complex development of the listed qualities in the basketball section has the character of athletic training.

Sports planning is an important part of a coach's job. If he does not plan to work with the team in accordance with the assigned tasks, great difficulties can arise. At the beginning of the season, the players are full of emotions, energy, self-confidence, they want to do everything at once. However, as the season progresses, their energy diminishes, their confidence diminishes, new ideas do not arise, and their activities become monotonous and less effective.

When to come important match, the coach is re-experiencing the uplift and offering the players a lot of new training material, trying to address shortcomings in the team's previous preparation, but with limited training time. He can make a big mistake if he lives only for today, thinking only about the momentary result and forgetting about planned work for the future, which is necessary for successful development in the future.

When drawing up a work plan, the trainer should see which tasks are of paramount importance and which ones will have to be solved in the future. At this moment, he will be able to better organize the work of the team, determine the main and intermediate goals and the means to achieve them, clearly understanding what and when to do, what problems the team may face, and find ways to solve them.

The coach can make plans for a long or short period (for several years, for a season, for a period of one to several months, from one to several weeks and, of course, for each workout). If he plans to work with the team for several years, it makes sense to draw up a general plan for working with young athletes (mini-basketball stage) and more specific ones for working with young athletes aged 13 and older. In this case, he will carry out the work, focusing more on the general plan of action and on the solution of the main task. Any coach who works with young players, whether they have a long-term plan of work or not, should have a clear idea of ​​what their goals are for the future and at the moment.

Usually the coach of a mini-basketball or basketball team works with this squad during a season lasting from 6 to 10 months. Therefore, to implement common tasks, it is necessary to plan just such a period of time, called a macrocycle or simply a cycle. Then, depending on the specifics of working with the team, the coach divides the season into shorter periods, called mesocycles, after which he considers the one-two-week periods in each mesocycle - microcycles - and finally proceeds to planning each individual lesson.

Each period (seasonal macrocycle, mesocycle, microcycle and individual workout) must be planned in advance. Obviously, long-term plans should be more general than short-term ones: for example, a work plan for a season should be more general than a plan drawn up for any mesocycle, microcycle, or individual activity.

The specific plan for each workout should be in the structure of the microcycle plan, which in turn should be in the context of the mesocycle plan consistent with the overall plan for the season.

For a more effective solution of tasks, it is necessary to take into account: the relationship between the final tasks and intermediate ones, with the determination of the time for solving each of them; setting final goals, as well as intermediate ones, necessary to maintain high stable motivation; setting intermediate, short-term tasks, which increases the players' interest in achieving the result, since they see a real prospect for their solution. Therefore, first of all, it is necessary to set short-term tasks, which should be specific and clearly formulated, and not general, based only on ambitions.

The tasks assigned must correspond to the physical and technical capabilities of the players. Tasks that are too easy, requiring little effort, or, conversely, too difficult, requiring too much effort, are not suitable. Young athletes need to feel that they can solve them, and then their self-confidence and desire to work even better to achieve results will increase, while attractive, but unrealistic to perform tasks contribute to the emergence psychological problems and significantly reduce interest.

In team sports, both collective and individual goals must be set for the players. If only collective tasks are set, individual responsibility and motivation decrease. When working with young players, it is important that each athlete can achieve the best results, so setting individual goals is very important.

After the coach has determined the range of tasks, it is necessary to decide which of them are of primary importance (requiring an early solution), and which are secondary. After determining this sequence, the coach must decide whether these tasks are feasible, but the time allotted for this. In many cases, due to lack of time, the coach is forced to abandon the solution of a number of secondary tasks and focus on the main ones. To do this, the following criteria should be used: the importance of the task, taking into account the level of preparedness of the team (the overall tasks of the team in this regard usually receive priority); solution time. each task in relation to a specific situation (if the degree of importance of tasks is approximately the same, preference is given to those that are faster and easier to solve at the moment, and in the future will help in solving more complex ones).

The coach often has the ability to combine different tasks(example: working on the basics of one-on-one attack and on the basics of one-on-one defense). Both individually and collectively, offense and defense can be addressed simultaneously.

There are a number of incompatible tasks, focusing on solving one of which will lead to a bad solution to the other (for example: simultaneously working on teaching the technique of throwing and improving the effectiveness of the hit). Obviously, if their importance is the same, then those tasks, the solution of which is not contradictory, have priority; if the tasks are approximately the same in importance, complexity of the solution, physical and psychological costs, the priority is given to the one whose solution requires less effort.

Training and Exercise Content - Specific educational material, necessary for solving the assigned tasks, which the trainer determines after setting the tasks. At this stage, he also asks himself questions: Are the players ready for this kind of content physically, technically and tactically? If you are ready, is it suitable for the team? Does the team have the necessary time? To solve the assigned tasks and determine the content, the coach must take into account the level of training of the players. Individual work, including the definition of specific tasks, the selection of special exercises for each team member, knowledge of the peculiarities of their development, the ability of the coach to explain how best to perform a particular task is the basis for the growth of the skills of young athletes. (Examples of individual work: dribbling the ball with a weak hand; throwing technique from a distance; choosing the best position in situations of two by two, three by three, etc.

Tasks in accordance with the content can be divided into three categories: defense, attack and others (see Appendix 2, Table 3). To prioritize the content of the training, the trainer should adhere to the following criteria: specificity (the coach should only be based on specific components of the content); attitude to the problem (priority is given to the content most necessary for solving the problem); simplicity (simpler content should prevail over more complex); relevance (the priority is more relevant to the solution of the problem content); calculation for the future (content that makes it easier to work in the future should prevail over neutral); costs of effort (priority is given to maintenance with lower costs of physical and psychological efforts).

2.2. Organization of lessons in the school basketball section

During a training session, the coach's job is to help the players accomplish their assigned tasks. For this, the coach's behavior must be constructive and expressed in the following:

Creation of a pleasant working atmosphere during training, the exercises of which are interesting for the players;

Objective assessment of the performance of the assigned tasks;

Understanding that players are not perfect in technique and tactics, and therefore may make mistakes; that players' mistakes are an integral part of the training process; that one or even a few explanations and practical repetitions are not enough to get the players correct execution tasks. In many cases, showing the players what is required of them is more effective than explaining. Moreover, it takes a certain time before the players finally learn everything and begin to perform it correctly; that each young player has his own degree of perception of the proposed training material. Therefore, they should help each other, not picking on those who are slower to learn the material; the coach's awareness of what the players are able to accomplish and what can be required of them today and in the near future;

Recognition and encouragement of their efforts in teaching and improving technology. If the players try hard and the coach controls the training process, sooner or later the progress will be noticeable;

Recognizing successes and highlighting the achievements of players rather than mistakes;

Restraint, if something goes wrong, and the moral support of the players;

An objective analysis of mistakes and difficult situations that arise in training, in order to obtain an objective picture of what is happening. Mistakes and difficult situations to a greater extent help the coach to understand what still needs to be worked on and what needs to be corrected;

Always respectful and friendly attitude towards players, regardless of their success. This behavior will allow the coach to gain the respect of his students and do his job better.

In general, the workout should be divided into three phases. The goal of the first (preparatory) phase is to gradually prepare the players for the main part of the training. The first phase should include warm-up exercises without the ball, such as running, flexibility exercises, coordination, etc., simple exercises with a ball (with low physical and psychological stress), then exercises that require more concentration and physical effort.

In the second phase (main), the trainer works on the main content of the training - the selection of exercises that require great physical and psychological efforts, including combined exercises of greater or lesser intensity.

In the third (final) phase, he must gradually reduce physical and psychological stress. In the beginning, you can do intense exercises that require low concentration of attention, such as running exercises to improve physical form, such as "Shuttle", etc., or conduct the game without a special task. It is possible to perform exercises with a high psychological load and with low physical activity (for example, competitions in throws). It is helpful to end your workout with activities that require little physical and mental effort, such as stretching.

The coach must define the main tasks of the training and select the most suitable exercises, taking into account the allotted time, physical and psychological stress, which he considers most appropriate for this training. There should be no more than two main tasks. There are two serious mistakes that you should try to avoid when planning your workout: the coach is trying to do too much in a single workout or in a single exercise; he does not have a clear idea of ​​what he wants to achieve by training in general and by performing each exercise.

Thus, the tasks of training can be grouped into four main blocks: learning (the task of the players is to learn new elements or consolidate previously learned ones); work on technique (passes, dribbles, throws, etc.) or tactics (game 1x1, 2x2, 3x3, etc.); repetition (the task of this stage is the repetition of the learned techniques in order to improve them and confidently perform them, for example, a series of 20 throws or passing the ball in motion, etc.); specific preparation for the game: preparing the team for the game with a specific opponent, creating real game situations, i.e. playing in conditions as close as possible to the upcoming competitions.

For a mini-basketball team, the main tasks should be training and repetition, for a team of 13-14-year-old players, training, repetition and improvement of the implementation of certain techniques and their combinations, for 15-17-year-olds - learning, repetition, simulation of game actions and special training To upcoming game.

The content of the training sessions should correspond to the training objectives. It should be selected based on the criteria discussed earlier (e.g. improved defense footwork in heads-up play, repetition of learned passes, etc.). It is possible to combine several tasks in one exercise with an emphasis on one thing (for example, attack and defense in a one-on-one game). In order to solve several problems in one exercise, the trainer can use special complex exercises. It is very important to do this to make your training session more effective. Training with the right drills is more helpful to the players than drills that are not appropriate for the players' objectives and level of fitness.

First of all, the coach must solve a number of organizational issues, make a decision and familiarize the players with it:

Do players have to wait for the coach to take them to the court?

The coach sets simple rules and the players must understand and follow them. The coach must demand discipline: when he explains something to the players or talks to them, they should not bounce the ball, talk to each other or do anything else that interferes with their communication, but should look at the coach and listen carefully to him. Some procedures should also be established with regard to the coach's permission to go out for a short time, training and play form, time for rest, drinking water and food between exercises.

To organize the exercise, the trainer should do the following:

Explain to the players the meaning of the exercise and its purpose;

In some cases, show what needs to be done so that the players can better understand the problem;

Establish working rules for the exercise;

Before starting the exercise, make sure that the players understand everything, and if not, stop the exercise and explain it again;

If the players have understood everything, give them the opportunity to perform the exercise for some time without interfering. Then the trainer will be able to monitor the quality of the performance. Such observation will allow him to assess whether he has proposed too many problems at once, which makes it difficult to concentrate. If the exercise is too difficult, you can correct it, excluding tasks that can be added in the future, when the players have already absorbed the main content;

During the exercise, do not interfere with the players with your instructions and comments, but use them only to explain key aspects of the exercise. One should not be like radio commentators, giving the players advice every minute, but, on the contrary, it is necessary to promote the development of athletes' independent thinking, which allows them to improve the performance of the exercise;

Reach out to players only during breaks (for example, wait for the players to complete the fast break, and only then make comments);

If possible, address the players without words (for example, with a glance) or use different volumes when talking;

Indicate to the players on their right and wrong actions;

If necessary, record the actions of the players;

Support the players, praise them for their efforts.

Before performing each exercise, the coach must briefly and clearly explain to the players the main goals and objectives of this exercise, what elements it consists of, what and how to do it. If these objectives are clear and achievable, players will have an increased interest in achieving good results and they will better focus on completing the assignment.

Exercises with a simple structure allow you to better understand their content and focus on solving specific problems. When performing exercises with a complex structure, attention is scattered, and this makes it difficult to focus on the main goal.

Example: If the drill consists of shooting practice, a simple drill will help the players better focus on the core task of perfecting their shooting technique. The exercise can be complicated by additions in the form of new execution rules, but not excessively.

Example: the main objective- work on dribbling the ball with a weak hand. A 3x3 half-court game is offered. If a player dribbles with the other hand (strong), his team will lose possession of the ball - this is the rule. In this case, the players will improve on dribbling with a weak hand.

Repeated repetition of the same exercise leads to a decrease in motivation and focus. Therefore, it is recommended to vary the exercises by changing either the structure, or the objectives, or both. If, after completing one exercise, the next in its task or structure is similar to the previous one, it will be easier for the players to complete it, especially if it is supposed to consistently complicate it.

Example: A trainer can start a task with an exercise with one objective or a limited number of objectives. The exercise is carried out in half of the court, two players have one ball. Players move and pass to each other. The player who received the ball must look at the basket, and the player who made the pass must immediately change his position on the court. In the second exercise, the task is the same, but new defenders are added.

The game is played 2x2. A striker without the ball must free himself from the guardian's guard to receive the pass. If the defender interrupts the pass, then the forwards who made the mistake and the defenders change places. The challenge is still to look at the basket when receiving the ball and change position immediately after the pass, but adds resistance from the defenders.

Players move on to another drill with the same structure but with one more task added. The game is played 2x2, but now the ball is added from the pass with a weak hand.

Players perform another drill with the same objective, keeping the same structure and combining the two previous objectives with one more: the players must make at least three passes before passing. The rules are as follows: the game is played 2x2. The player who received the ball must look at the basket, and the player who made the pass immediately changes position. Players can only throw the ball after a pass with a weak hand. The passes are carried out with the resistance of the defenders.

The next exercise has a different structure and the same problems with the addition of new ones: the game is 4x4 in the half of the court. The player who received the ball must look at the basket and the player who made the pass changes position. It is possible to throw the ball from the pass only with a weak hand. You need to complete at least five transfers.

Competitive drills are drills in which players compete against themselves, trying to improve their own performance, or in groups.

Examples: Divide the team into 4 groups, 2 for each basket. A competition is organized to determine which team will make the most weak hand throws in 3 minutes. Divide the players into groups of 3. Each three players perform a certain type of passes, running from one basket to another, completing the movement with a pass and a throw. Each ball thrown is worth 2 points. For making an inaccurate pass or made on a high trajectory, 1 point is deducted. It is necessary to calculate which group scored more points for a certain number of attempts or time.

The second variation of this exercise repeats the conditions of the first, but its purpose is to determine which team will improve its result in the next attempt. Two players play heads-up until one of them has thrown the ball three times. Players in pairs perform throws (the thrower picks up the ball and passes it to a partner, etc.). The exercise is carried out for a while. The number of points scored is recorded. Periodically (1 - 2 times a week), the exercise should be repeated and analyzed whether the players improved their performance and who showed the best result. If used correctly, with realistic goals, competitive exercises will increase the players' motivation in training.

When deciding how long an exercise should last, the trainer should take into account such negative aspects as boredom and psychological fatigue, which reduce concentration.

The exercises should last as long as it takes for the players to understand everything and correctly complete the task. If the exercise is continued for too long, the concentration of attention of the players decreases, and therefore, the productivity of work. More interesting exercises can be done for longer, while less fun, more monotonous exercises can be shorter.

Different exercises require different degrees of concentration. When planning the performance of exercises that require high physical costs and high concentration of attention, the trainer should take into account that with severe fatigue, concentration of attention decreases. Therefore, while exercising, it is important to plan periods of rest or to use exercises that do not require a lot of effort.

The coach should try to select drills so that all players actively participate in their implementation. Even if the players' options are limited (for example, one ball and one basket), the coach should look for such forms that keep all players interested in them with the training intensity that he considers necessary in this case. Lack of funds is not a reason for players to fail to complete tasks.

The coach must solve this problem as efficiently as possible. For example, it is a good idea to divide your players into small groups and define specific tasks for each. If there are not enough balls or baskets, the coach must determine the order of the task. At the same time, some groups can do exercises without the ball and baskets (moving in a defensive stance, feints without the ball, etc.), while other players work with the ball. Then the players switch roles. Players should not be idle except for short rest breaks after intense work.

After each training session, the coach should give a brief assessment of the lesson carried out - this is necessary for better control over the team's work. For analysis, you can use a simple tool that allows you to compare your initial training plan with the actual work done - recording data in tables. Thus, as soon as the session ends, so as not to forget, the coach should write down what was done during the training. After training session the trainer compares the work planned before the workout with the actual work done.

Team organization: team composition; the responsibilities of the players; internal rules; training conditions. Planning of sports activities: periods and terms of planning classes; periodization of the training season. Setting sports tasks: tasks for the result and tasks of actions; the benefits of action tasks; increased efficiency; selection of the most suitable tasks; choice of training content.

Before starting to work with a team, the coach-educator should have a clear idea of ​​which team he is going to coach and ask the key questions: Is this a mini-basketball team? Is this a children's team? Is this a school team? Is this a club team? What is this club? What kind of school is this? Is this a team of promising young players? Is this a high-class team of specialists? Which organization does this team belong to? What is the level of training of the players? How long have they been playing together? What is their potential?

The answers to these questions will help determine the content of the work, draw up a plan, a calendar of competitions, and also solve many problems that arise at the very beginning.

It is obvious that a coach who works with young players should feel responsible for the development of his players, both in sports and in human terms. He should not play the role of a mentor if you work as masters whose main goal is to achieve high meeting results.

Taking all of the above into account, the coach should define the overall goals of the team. If, for example, he works with a school mini-basketball team, then it is quite possible that some children have never played basketball before, some play for only a year, i.e. in general, the level of their play is not high. The main task of the coach here is to ensure their physical development, instill basic sports skills (ability to work in a team, respectful treatment of people, etc.), interest in basketball, conduct general and special physical training, teach the basics of the game (dribbling, passing, etc.).

The next step is to organize the team. Here the coach should ask the following questions: How many players are there in the team? What are their responsibilities? What internal rules must be followed in the team? What means does the team have (location, equipment, inventory)?

When working with young athletes, the coach must provide each player with a normal training environment. There should be a sufficient number of participants in the group to conduct the classes, but not too many so that this can create difficulties, and not too few. In the first case, it is necessary to organize one more or more groups.

For trainings and competitions, it is desirable that the level of training of the players is approximately the same; it is good if children or adolescents playing in a mini-basketball team, besides sports, are united by something else (for example, they study in the same class or the same school, live in the same house, etc.).

One of the main points when working with young athletes is their understanding of their responsibilities. It often happens that the responsibilities are not formulated specifically enough or the players do not want to fulfill them. Sooner or later, this will create problems. Therefore, the coach must define responsibilities that are appropriate for the age of the players and their physical capabilities. Difficult to create good team if the players will only work in it when they want to, or just because they have nothing else to do.

It is also impossible to set unattainable tasks. The coach should discuss their responsibilities with the players. If they are accepted by the players, then the team will feel responsible for their implementation. However, the coach must formulate for young athletes the minimum of responsibilities that will ensure the normal work of the team (this most of all applies to teams of 13-14-year-olds and 15-17-year-olds). If, for example, he believes that the team should work out three days a week instead of the previously planned two, and is convinced that this is possible and necessary, he should offer this option to the children (and possibly their parents) and explain the reason for this change.

Example. The training starts at a strictly defined time. Players must come to the gym an hour before the start of the game, decide among themselves which of them collects the balls after classes on what days, etc.

It should also agree on the minimum number of games and minimum playing time for each member of the mini-basketball team.

It is also helpful to establish rules for parents. Example: while playing, they should not tell children what to do and how to do it; sit on the bench with the team; loudly discuss the actions and decisions of the judges.

The coach must know everything about the location of the training, the equipment and utensils at his disposal (courts, balls, rings, etc.) in order to use them most effectively. First of all, the coach must actively use all available means. For example, if you have four rings, it makes more sense to use all of them than just two.

Often the funds of young players are limited (few balls, lack of time for training, a basketball court only on the street, etc.). In this case, the coach must use all his imagination to compensate for the deficiency, in no way resigning himself to the difficulties.

There are only a few balls at the disposal of the coach. Circular exercises can be organized to teach different elements of the game by combining exercises with and without a ball and trying to make the exercises without the ball interesting.

If funds are not enough, then it is necessary to find ways to compensate them. Example: A team has the opportunity to practice on the basketball court twice a week, but the coach wants to invite the team to practice for one more day. It is possible to do a third workout per week on the court "without rings, doing exercises for which they are not needed. The more limited the possibilities, the more important it is to find a solution. A coach who does not take difficulties for granted and inevitably will never be a good mentor for young people. players.

Analysis of the literature on the research problem allows us to draw the following conclusions.

The school basketball section can be organized for students of different ages. It is advisable to hold classes in the section 3 times a week. In schools that work according to the physical education program for students in grades 1-X1, based on one sport (basketball), a basketball section can be organized even for elementary school students. Primary school students perform exercises with a ball in the classroom, and their interest in classes in the sports section can be formed earlier than among students who study in other physical education programs.

The work of the basketball section at the initial stage has a physical culture and health-improving orientation. Depending on the occupancy, the section can consist of several groups of up to 20-25 people each. By means of basketball, the tasks of harmonious physical development are solved, knowledge and skills are formed, which are necessary when performing exercises for the development of speed, dexterity and strength. For this, in the section of physical culture and health-related orientation, general developmental and special exercises are used, aimed at strengthening health, all-round physical development, familiarization with the techniques of playing basketball.

Depending on the increase in the level of physical fitness and mastering the basics of basketball technique, the goals and objectives of the section change.

Sports planning is an important part of a coach's job. The coach can make plans for a long or short period (for several years, for a season, for a period of one to several months, from one to several weeks and, of course, for each workout). For a more effective solution of tasks, it is necessary to take into account: the relationship between the final tasks and intermediate ones, with the determination of the time for solving each of them; setting final goals, as well as intermediate ones, necessary to maintain high stable motivation; setting intermediate, short-term tasks, which increases the players' interest in achieving the result, since they see a real prospect for their solution. Therefore, first of all, it is necessary to set short-term tasks, which should be specific and clearly formulated, and not general, based only on ambitions. The tasks assigned must correspond to the physical and technical capabilities of the players.

The content of training and exercises is a specific educational material necessary for solving the assigned tasks, which the trainer determines after setting the tasks. Tasks in accordance with the content can be divided into three categories: defense, attack and others. To prioritize training content, the trainer should adhere to the following criteria: concreteness, simplicity, relevance, future-proofing. After drawing up a plan for the entire season, the mesocycle and microcycle, the trainer should organize a specific workout.

In general, the training should be divided into three phases: preparatory, main and final. The total duration of a training session may vary depending on the composition of the trainees, training objectives, work methods and other factors. The average training duration is 90-120 minutes.

Conclusion

Analysis of the literature on the research problem allows us to draw the following conclusions:

Basketball is a fun athletic game that is an effective physical education tool. Basketball, as an important means of physical education and health improvement of children, is included in the general education programs of secondary schools, schools with polytechnic and industrial training, children's sports schools.

Long-term training of children in basketball requires taking into account the peculiarities of their age-related development, and in this regard, a thorough set of tools and methods of educational work, since anatomical and functional changes occurring at each age have their own characteristics.

With the correct organization of work, children at an early age (8-10 years old) are able to master motor skills and abilities necessary in basketball, and the classes themselves have a positive effect on their development and health.

The school basketball section can be organized for students of different ages. It is advisable to hold classes in the section 3 times a week. Depending on the occupancy, the section can consist of several groups of up to 20-25 people each.

In schools that operate under a physical education program for students in grades 1-11, based on one sport (basketball), a basketball section can be organized even for elementary school students. Primary school students perform exercises with a ball in the classroom, and their interest in classes in the sports section can be formed earlier than among students who study in other physical education programs.

By means of basketball, the tasks of harmonious physical development are solved, knowledge and skills are formed, which are necessary when performing exercises for the development of speed, dexterity and strength. For this, in the section of physical culture and health-related orientation, general developmental and special exercises are used, aimed at strengthening health, all-round physical development, familiarization with the techniques of playing basketball.

Sports planning is an important part of a coach's job. The coach can make plans for a long or short period (for several years, for a season, for a period of one to several months, from one to several weeks and, of course, for each workout).

After drawing up a plan for the entire season, the mesocycle and microcycle, the trainer should organize a specific workout.

In general, the training should be divided into three phases: preparatory, main and final. The total duration of a training session may vary depending on the composition of the trainees, training objectives, work methods and other factors. The average training duration is 90-120 minutes.

The coach must know everything about the venue, equipment and inventory at his disposal (courts, balls, rings, etc.), for the most effective use of them, the coach must actively use all available means.Often the funds of young players are limited (few balls, lack of time for training, a basketball court only on the street, etc.). In this case, the coach must use all his imagination to compensate for the deficiency.

The coach must determine the main objectives of the training and select the most appropriate exercises in accordance with them, taking into account the allotted time, physical and psychological stress, which he considers most suitable for this training. There should be no more than two main tasks.

In addition, the coach must solve a number of organizational issues, make a decision and familiarize the players with it:

Where should the training start?

Should the coach meet the players in the dressing room prior to training?

Do players have to go out on the court and train themselves before class starts?

Do players have to wait for the coach to invite them to the pitch?

Who is responsible for training equipment and collecting balls after class?

Who should have the locker room key?

What should be done if a player is injured? etc.

The coach sets simple rules and the players must understand and follow them. The coach must demand discipline: when he explains something to the players or talks to them, they should not bounce the ball, talk to each other or do anything else that interferes with their communication, but should look at the coach and listen carefully to him. Some procedures should also be established regarding the coach's permission to go out for a short time, training and play form, time for rest, drinking water and food between exercises.

It is also necessary to determine the rules of communication between players during training or a game (a ban on negative statements to each other, etc.).

When working with children, the coach must provide each player with a normal playing environment. There should be a sufficient number of participants in the group to conduct the classes, but not so many that this can create difficulties.

For trainings and competitions, it is desirable that the level of training of the players is approximately the same; it is good if children or adolescents playing in a team, besides sports, are united by something else (for example, they study in the same class, live in the same house, etc.). It's hard to build a good team if players only work when they want to, or just because they have nothing else to do.

The coach should discuss their responsibilities with the players. If they are accepted by the players, then the team will feel responsible for their implementation. However, the coach must formulate for young athletes the minimum of responsibilities that will ensure the normal work of the team (this most of all applies to teams of 13-14-year-olds and 15-17-year-olds).

The rules of operation, as well as the obligations of the players, are key point in team organization. Obviously, there shouldn't be too many rules. They must be clearly defined and not give rise to doubts, controversial interpretation, so as not to provoke conflicts. The rules must correspond to the conditions for conducting training sessions and games, the level of the team, establish the duties and the degree of responsibility of each player.

It is also useful to establish rules for parents, during the game they should not tell the children what to do and how to do it; sit on the bench with the team; loudly discuss the actions and decisions of the judges.

If the players try hard and the coach controls the training process, sooner or later the progress will be noticeable.

List of sources used Basketball section at school [Text] / VB Semenov. - M .: Clean ponds, 2010 .-- S. 31 - 33.

1. Sports games: technique, tactics, teaching methods [Text]: textbook for students of higher pedagogical educational institutions / ed. Yu.D. Zheleznyak, Yu.M. Portnova, V.P. Savina, A.V. Leksakova. - M .: Academy, 2002 .-- 520 p.
2. Teplova, T. In a playful way: improving the elements of basketball [Text] / T. Teplova // Sports at school. - 2013. - No. 3. - P. 24-25.
3. Troitsky V. V. The relationship of the effectiveness of individual attacking actions with the indicators of functional readiness of young basketball players aged 14-16 [Text] / V. V. Troitsky // Physical culture: upbringing, education, training. - 2011. - No. 1. - P. 31
4. Fedorenkov, S. Yu. Mini-basketball [Text] / S. Yu. Fedorenkov // Physical culture at school. - 2011. - No. 4. - S. 55-56.
5. Kholodov, Zh. K. Theory and methodology of physical education and sport [Text]: textbook. manual for students of higher educational institutions / Zh. K. Kholodov, VS Kuznetsov. - M .: Academy, 2012 .-- 480 p.
6. Chistopolov, V.N. Ball juggling at basketball lessons [Text] / VN Chistopolov, SV Chistopolov // Physical culture at school. - 2011. - No. 6. - S. 23-27.

Introduction

Features of motor activity at primary school age.

Organization of health-improving, sports-mass work at school.

Forms of physical culture and health-improving work with younger children school age

Conclusion.

Introduction.

One of the main tasks of the school is to improve the health and proper physical development of students. For this purpose, various forms are used: a lesson in physical culture, physical education minutes, sports sections, mobile changes, an hour of health, sports holidays, days of health and sports. There is a joint work of primary school teachers, physical education and a medical worker to monitor the state of health.

With all the importance of the lesson as the basis of the process of physical education at school, the leading role in introducing students to daily physical exercises, of course, belongs to extracurricular physical culture and sports and mass work.

In recent years, this work, along with its existing forms, has practically been enriched by a very effective species health improvement of students, increase of their working capacity, to a certain degree of psychological impact on their consciousness of the idea of ​​the need to use physical culture and sports in their daily activities. Physical education and health activities should generally cover all students in the school.

Considering the motor activity of children, we observe it in movements of various forms, in which speed, strength, dexterity, endurance, or a combination of these qualities are manifested to one degree or another. The degree of development of physical qualities and determines the quality side motor activity children, the level of their general physical fitness.

Combining physical education with general physical training, we thereby carry out the process of comprehensive physical training, which is of great health-improving value.

Features of motor activity at primary school age

The main indicators of the general physical fitness of schoolchildren were, are and will be achievements in basic movements. In them, as in focus, one can see the ability to control one's body, the ability to perform movement economically, quickly, accurately. In these movements, the level of development of physical qualities, speed, dexterity, strength, etc. is revealed. Of course, the pedagogical process in physical education is not limited to a narrow set of exercises "applicable in life conditions." The more the number of motor conditioned reflexes a student acquires, the more complex and varied motor tasks the teacher can set for the students, the easier the skill is acquired. And the motor skill is characterized by the unification of private operations into a single whole, the elimination of unnecessary movements, delays, an increase in the accuracy and rhythm of movements, a decrease in the time for performing an action as a whole, a strict consistency in movements, and the coherence of various body systems.

The motor skill allows you to save physical and mental strength, facilitates orientation in the environment, and frees your mind for timely comprehension of the action.

It is known that the lack of movement in the life of children of primary school age is one of the reasons for poor posture, deterioration in the ability of the foot, the appearance of excess weight and other disorders in physical development: insufficient physical activity reduces functional cardiovascular and respiratory systems the child, as a result of which there is an inadequate reaction of the heart to the load, the vital capacity of the lungs decreases, and motor development slows down. A sedentary child has a smaller volume of motor skills, he is characterized by a lower level motor qualities... Children with movement deficits have less strength and endurance, are less fast and agile, less tempered, and get sick more often.

It is known that the need for children of primary school age to move 18-22% per day is satisfied by independent, spontaneous movements. These include the movements of the arms, legs. Turns of the torso, head, hand movements during writing, labor, drawing, going to the board, etc. however, the spontaneously created movements in the classroom cannot fully satisfy the students' movements.

On days when a physical education lesson is held according to the schedule, the deficit of motor activity is 40%, and on days when they are not there, it increases to 80%. Based on their data that the lesson maximally compensates for 40% of the natural biological need of schoolchildren for movement, the daily volume of active movements should be at least 2 hours, and the weekly volume should be at least 14 hours.

At the present stage of development of schools, it is unacceptable to limit the physical activity of students only in physical education lessons. In a school setting, hypodynamia can be eliminated by those types of physical education that are daily, massive and mandatory for all healthy children.

All types of physical culture and health-improving work in the regime of extended day schools play a huge role here. They are the main providers of the movements a child needs. In schools, where physical culture and health work in all its kind, where it is mandatory for all healthy people, there is no problem of "motor starvation" with all the ensuing consequences. Therefore, from the first days it is necessary to teach schoolchildren to strictly observe the regime. Failure to comply with the regime, inability to systematically distribute time negatively affects the growing body of the child.

When we see a sluggish, nervous, insufficiently physically developed child with poor posture, we can also unmistakably say that he is little outdoors, is inactive, and goes to bed late. This means that he does not get enough sleep. The lack of physical education, physical exercise negatively affects not only the physical development, but also the neuropsychiatric status of the child.

A solid routine that provides for all the moments of the motor regime will help children build their day in such a way that there is enough time for lessons, and for help at home, and for games and entertainment, and playing sports. A variety of movements are essential for the growth and functioning of a child. People knew that the movement promotes health for a long time. We often hear talk about physical inactivity, i.e. on the decline physical activity insufficient physical activity... A seven-year-old child spends 3-4 hours at a school desk, then prepares homework for 1-1.5 hours and sits in front of the TV for the same amount. And without movement, without proper rest in the air, there is, as a rule, no full development.

Physical inactivity is fraught with the danger of causing various kinds of unwanted deviations in the child's health, leading to mental disorders and nervous breakdowns. And vice versa, in schoolchildren who do physical exercises every day, slightly larger increases in height differ, the circumference increases significantly chest, the vital capacity of the lungs and muscle strength are increased. Significant changes also occur in metabolism: better absorbed nutrients, oxidative processes are more intensive. Physical culture classes are beneficially reflected on the development of the entire musculoskeletal system of the child, which creates conditions for the development of health.

Physical education at school in primary grades continues to teach children:

Breathe correctly, combine breathing with movement;

Difficulty walking and running;

I run with obstacles;

Initial skills of long and high jump with a running start;

Toss and catch the ball with one and two hands;

Throw the ball at the target at different distances;

Climb in various ways on the gymnastic wall;

Elements of sports and team games;

Swimming and skiing are often taught.

Organization of sports and recreation, sports and mass work at school

The main role in the organization of physical culture and recreational activities in the mode of academic and extracurricular day, for the organization of extracurricular and mass sports work can belong to the school council of the collective for physical culture.

Sports sections - are created for students who want to regularly engage in a particular sport. When creating a sports section, first of all, the conditions are taken into account to ensure their successful work - the availability of a sports base, the specialization of those persons who can conduct classes. In each sports section, students are divided into age groups: junior, middle, senior. Classes in sections are held 2 - 3 times a week. Before enrolling in the section, students must undergo a medical examination by a school doctor or clinic at their place of residence.

Along with the sports sections, groups for general physical fitness (GPP) are being created at the school. Their task is to increase the general physical fitness of students through the use of various means of physical culture and sports in classes with them, which form the basis of the curriculum for physical culture. Students who are somewhat behind in their physical development or who need additional classes as insufficiently prepared to fulfill the requirements of the curriculum are involved in classes in such groups.

Work with students classified for health reasons as a special medical group(SMG), occupies one of the important places in the implementation of the tasks of physical education of schoolchildren and is carried out in groups of physical therapy (exercise therapy). Classes in groups (exercise therapy) are carried out with children assigned to a special medical group (SMS) with deviations in health, which are contraindicated for increased physical activity. Group exercises (exercise therapy) can be either permanent or temporary, depending on the disease.

The task of preparing students to fulfill educational standards is one of the central places in educational activities in physical culture. The implementation of the task of passing control standards directly depends on the effectiveness of physical education lessons, on the extent to which students have mastered the practical and theoretical material of the curriculum, what level of mastering skills, abilities, qualities and knowledge the physical education teacher was able to provide to his students. It must be remembered that preparation for passing educational standards is carried out not only in physical education lessons, but also in extracurricular and extracurricular activities in various sports.

Particular attention is required to students with insufficient development of motor qualities and skills. For this group of students, additional extracurricular activities are organized to prepare for the delivery of educational standards. A physical education teacher must for this group of students select and define individual tasks of physical exercises, based on the individual, age characteristics of the development of physical qualities of students. It is also necessary for the teacher of physical education to establish direct contact with the parents, to monitor the physical condition of students, in agreement with the parents, to keep a diary of self-control of their physical condition.

Special tasks for the training of young athletes are solved by the training groups of the CYSS. The organizational structure of this work allows a wide range of children and adolescents to be involved in regular sports activities. Depending on the specifics of the sports cultivated in the school, branches of the CYSS can be created at the school. An important organizational and pedagogical problem is the selection of students into groups initial training DUS.

In the groups of initial training of the CYSS is carried out according to the principle of the implementation of the mass character of sports, and then with the aim of achieving certain sports results. The creation of such a link in the structure of the school makes it possible to additionally attract a large number of students to regular classes. This group of initial training of CYSS should be an independent structural unit of the school, which should solve main task- attracting the maximum number of schoolchildren to physical culture and sports OFP means based on one of the sports. It is important to remember that in these groups, students should be involved in sports in general.

Particularly noteworthy is such a form of work as the organization of a summer sports and recreation camp, which allows to carry out year-round educational and training work with students.

Extracurricular sports work at school cannot become full-fledged if it is not accompanied by a system of school sports competitions - Spartakiads. Students love them, the Olympics stimulate students to systematic, regular sports. Spartakiads are an effective form of promoting physical culture and sports among students.

Organizers within school competitions need to remember that sports training must precede any student's participation in sports competitions. Only in this case the competition will be useful for the student.

The program of health and sports days includes: outdoor sports games, mass competitions "Merry Starts", "" Come on, boys! "", "" Oh, come on girls! "", "" Dad, Mom - I am a sports family! "", "" Leather ball "", "" White rook "", "" Jumper's day "", open starts on best runner, jumper, thrower, etc .; in winter conditions - skiing, sledging.

It is necessary that all these types of outdoor activities take place without excessive increased physical activity, it is interesting for all students. One of the prerequisites is to provide this event with medical care.

The main indicator of the effectiveness of the health day is the mass character. Therefore, during the conduct, the main attention is paid to the employment of schoolchildren, the active participation of all of them in the planned types of the program. Pupils temporarily exempted from physical education by a doctor are also in the classroom at places where sports events are held, which will have a positive effect and will find a worthy application of the knowledge and skills gained in the further life of students, increasing the level of educational and extracurricular physical education and health work at school.

Forms of physical culture and health-improving work with children in primary school.

The physical education and health program of the school includes:

Preparation and holding of various sports events and competitions, games, health days;

Conducting thematic class hours, conversations, parenting meetings;

Organization of excursions, hikes, walks;

Organization of interesting and fruitful leisure time, including vacation time;

Promotion of a healthy lifestyle for children and adolescents;

Engaging parents and other adults

For physical and psychological relief of students, sports sections and circles have been created. Physical culture and recreation activities at school during the school day are carried out in a variety of forms.

For recreational purposes, conditions have been created to meet the biological needs of children in movement. In total, the student's physical activity is at least 2 hours a day. This volume is achieved through gymnastics before starting training sessions, physical education minutes in the lesson, outdoor games during breaks, physical education lessons, extracurricular sports activities and competitions, health days, independent physical education.

At school for students in grades 1-5 during the lesson, a physical education minute is required. The physiologically justified time for a physical culture pause, lasting 1-5 minutes, is considered the 15-20th minute of the lesson, so the teacher plans it so that after completing the work on the logical block, you can spend a physical minute and move on to the next stage of training.

The duration of the changes is strictly observed. Children rest at least 10 minutes between lessons, and after the second and third lessons - 15 minutes.

Moreover, in mandatory the following requirements are met: maximum use of fresh air, outdoor games. This is facilitated by the presence of a playground for grades 1-5, a stadium and a sports campus on the territory of the schoolyard.

Depending on the time of the year, the day of health is held in different ways: in the fall - the "Autumn trail" tourist rally, in the winter - "Zarnitsa", in the spring - "Good fun", etc.

The result of excellent sports training was the high performance of children in regional competitions. It is noteworthy that the graduates of the school, continuing their studies in secondary specialized educational institutions and universities, are part of the sports teams of these institutions, participate in competitions.

Conclusion.

The main goal of education has always been the development of the mental, intellectual inclinations of the child. The rapid pace of the scientific and technological revolution inevitably leads to an increase in teaching loads that do not contribute to improving the health of students.

Computerization of a modern school, the introduction of computing technology into the educational process without due observance age restrictions negatively affect health, leading to the development of severe fatigue in children and adolescents.

Our turbulent XXI century can be called without exaggeration the century of hypodynamia, or reduced mobility, and hypokinesia - a decrease in strength and range of motion. Therefore, the protection of children's health is one of the most important tasks of our time. After all, the correct, harmonious development of children is the guarantee of the health of future generations. The only way leading to the health of every child is the attitude of a person to his health. One of the most important tasks of improving the educational process is the organization of the motor regime of schoolchildren, which provides active rest and satisfies the natural need for movements.

Sport competitions should help to attract as many children and adults as possible to physical education.

The main task is to convey to children that health is a jewel, for the sake of which it is really worth not only to spare no effort, time, but also to give up addictions. Every child should know that a healthy lifestyle is the most reliable means of maintaining and strengthening health.

In order to promote a healthy lifestyle, it is proposed to use the following forms of work with schoolchildren: drawing contests, newspapers and posters, essay contests, and conducting classroom talks.

Ivan Uglov
Position: physical education teacher
Educational institution: MBOU "OSH №98"
Locality: the city of Novokuznetsk, Kemerovo region
Material name: article
Theme:"Model of physical culture and sports activity at school"
Date of publication: 12.01.2018
Chapter: secondary education

Model of physical culture and sports activity at school

physical culture and sports

activities

involves the interaction of all participants in the pedagogical process and

describes

activity

following

directions:

schoolboy,

(educator,

teacher),

specialists

valeologist,

physical

education,

medical

employee,

psychologist),

parents,

The model of physical culture and sports activity at school (Fig. 1).

Let's describe this model.

Objectives

Preservation

strengthening

health

students,

upbringing

the need for systematic physical education and sports.

Additional

education

learners

physical

culture and sports.

Promotion and introduction to a healthy lifestyle of students.

Upbringing

needs

on one's own

study

physical education,

use

various

sports

the organization

your rest.

Formation of skills and development of students' motivation to choose

healthy lifestyle.

Implementation

physical culture and sports

activities

should be aimed at solving tasks:

creation

promoting

preservation

strengthening the physical and mental health of students by means

physical culture and sports;

security

interactions

educational

extracurricular

processes

physical

education

assimilation

values

physical

culture,

satisfaction

needs

learners

occupations

physical

exercise, sports;

Target: preserving and strengthening the health of students, raising the need for systematic physical education and sports; propaganda and introduction to a healthy lifestyle of students; raising the need and ability to independently engage in physical education, use various sports games in organizing your leisure; additional education of students in the field of physical culture and sports; formation of skills and development of students' motivation to choose a healthy lifestyle.

Fig. 1 Model of physical culture and sports activity at school

shaping

physical

culture

personality

learner

taking into account his individual abilities, state of health and motivation;

4) further development of the system of sports sections, associations and

5) carrying out measures to prevent antisocial behavior

students by means of physical culture and sports;

permanent

improvement

the organization

sports

mass work; equipping the training process with sports

equipment and inventory.

The implementation of the model must be subordinate to certain functions.

Functions physical culture and sports activities at school are:

Educational - fostering respect for health;

Educational - teaching the norms of a healthy lifestyle;

Developing - the development of inclinations and inclinations for various types

sports, the formation and improvement of motor skills.

practice-oriented

activities

pedagogical

collective

allowed

define

the main principles selection of content

education

functioning

physical culture and sports

activities at school:

consistency

to consider

independent

the elements

whom

are

interdependence,

health-preserving

educational space.

partnerships

provides

becoming

child-adult

community in the educational process, contributing to the solution of goals and

tasks of the educational institution.

complementarity

allows

educational

institution

education,

providing

education

preschoolers

schoolchildren

healthy

the formation of a culture of health.

creation

training,

development,

education

stimulates mutual understanding between educators, parents and children, which

ensures the unity of school and family.

principles

base

imagine

holistic

health,

culture

health,

implementation

health-preserving activity, value attitude to health and

means of human activity to strengthen it, which should become the basis

for the implementation of the model of physical culture and sports activity at school.

The organization of physical culture and sports work includes six

major directions. Let's consider each of them.

Modern

lesson

physical

culture.

High quality

conducting physical education lessons in the school must implement the solution

the following tasks:

1. Strengthening health, improving posture;

2. Promotion of harmonious physical development;

3. Mastering the school of movements;

Development

coordination

(accuracy

reproduction

differentiation of spatial, temporal and power parameters

movements, balance, rhythm, quickness, accuracy of response to signals,

coordination of movements, orientation in space) and conditioning

abilities (speed, speed-strength, endurance and flexibility);

5. Development of ideas about the main sports, equipment and

inventory, compliance with safety rules during classes;

Introduction

independent

occupations

physical

exercises, outdoor games, their use in free time on

formation

interests

certain

motor

activity

fulfillment

predispositions

7. Fostering discipline, benevolent attitude

comrades,

honesty,

responsiveness,

courage

fulfillment

physical exercise;

Promoting

development

mental

processes

(representation,

memory, thinking, etc.) in the course of physical activity.

2) Mass physical culture and sports work.

the most important

improving

study -

educational

process

is an

organization

motor

schoolchildren,

provides

active

satisfies

natural need for movement. Sports competitions must

encourage people to engage in physical education as much as possible

adolescents

adults.

Increase

engaged in

physical education

Maybe

extension

sports

carried out

competitions,

attraction

competitions

of different ages, as well as parents, and active participation in competitions

fans. Outdoor games are a necessary, vital relaxation,

satisfying the natural need of children for active movement,

thirst for activity, competition.

Sports games are an important means of developing dexterity, speed,

strength, perseverance, ability to act in the interests of the team, ability

navigate

situations.

activity

participants

competition causes the spectators to strive to become just as dexterous and

courageous, helps to unite the team of teachers and students, transfer

the experience of the older generation to the younger, makes it possible to re-evaluate

their attitude to study, their mental and physical development.

3) Promotion of healthy lifestyles.

The main

intelligence

health

a jewel for which it is really worth not only sparing no effort,

time, but also give up addictions. Every child should

know that a healthy lifestyle is the most reliable means of preserving and

health promotion.

4) Collaboration between family and school to educate healthy

generations.

Let's remember

famous

teacher

V. Sukhomlinsky:

"Most

full-fledged

upbringing,

known

school and family ".

necessary

involvement

parents

securing

health of students. The family-school relationship is important for everyone

stages of student life, but they have a special acuteness, special significance in

the first years of the child's stay in the institution. Between school and family

it is necessary to establish friendly, partnership relations. School and family in

interaction

bring up

children, but also take care to create all the conditions for a joyful,

creative and healthy life.

Organization

additional

education

r a m k a x

physical culture and sports activities at school, including:

1. Organization of work of school sports sections:

Basketball for girls in grades 5-9;

Football for boys in grades 5-9;

Tennis for boys in grades 7-9;

Volleyball for boys in grades 8-9.

2. Organization of work of sports sections:

Volleyball for girls in grades 8-9;

Tourism for students in grades 4-5;

Rhythmic gymnastics for students in grades 1-2.

Educational and educational

Work

with me,

aimed at the formation of a healthy lifestyle: lectures, class hours,

consultations

problems

preservation

health,

prevention

bad habits, promotion of a healthy lifestyle, visual agitation,

consultations on all health issues, including such forms

work as individual, group, collective.

Thus, based on the above, the following can be done

1. The model of physical culture and sports activity of the school allows

systemically

to govern

control

physical culture and sports

activity.

Health-saving

technologies

are

progressive

instrument

improving

educational

process,

facilitating

raising

efficiency

physical culture and sports

school activities.

3. The most important thing for the implementation of the model is the observance of

four positions in the life of participants in the educational process:

incentive relationships;

high degree of teaching staff involvement;

clarity and transparency;

stimulation.

Perfection

mechanism

creating

psychological

pedagogical

social

providing

the rise

quantity

participants

educational

process

preservation

health promotion.