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Development of coordination abilities of primary school students. Author of the project: Physical education teacher Elena Sergeevna Anufrieva MBOU "School No. 6" Bogorodsk
Objective area – physical culture. The object of study is the process of developing coordination abilities. The subject of the study is the influence of the competitive game method on the development of coordination abilities of primary school students.
Modern living and production conditions, for example, working on computers, moving in cities, require a person to develop a high level of coordination abilities, that is, the ability to accurately, quickly and economically manage complex motor actions, often under time pressure. Pedagogical influences aimed at developing coordination abilities have the greatest effect if they are systematically and purposefully applied precisely at this age, which is key for coordination-motor improvement. The opportunities for developing coordination abilities missed during this period can hardly be made up for later, so I, as a teacher, must take care to use these years as fruitfully as possible for the development of students’ coordination abilities. The purposeful development of coordination abilities in children from an early age leads to the fact that they master various motor actions in physical education lessons much faster and more rationally than their peers, and master new educational topics at a higher quality level. Junior school age is especially favorable for the development of coordination abilities. Relevance.
Monitoring the level of coordination abilities (introductory control)
The problem of students' conscious implementation of educational material and the formation of a broad coordination basis for students - a fund of new skills and abilities. Contradictions between the requirements for physical training of schoolchildren and the low level of development of students’ coordination abilities
The use of the competitive-game method allows us to qualitatively increase the level of coordination abilities of students. Hypothesis
The influence of the competitive game method on the development of coordination abilities of primary school students. Target:
The use of the competitive-game method in the educational process helps to solve the problems of the comprehensive development of students, improving motor skills and abilities related to modern technology of one or another type of curriculum. At the same time, the emotional coloring of classes contributes to students’ increased interest in motor activity, the development of physical and moral-volitional qualities, in other words, it arouses their interest and desire to engage in physical education, which is of no small importance today. Ways to solve problems:
To identify the influence of the competitive-game method on increasing the level of coordination abilities. Expand the range of forms and types of development of coordination abilities. Develop motor abilities. To develop interest and need for independent physical exercise. Tasks:
Students of grades 1-4 of the Ivanovo branch of the Stepnovskaya Secondary School. Physical education teacher V. A. Buyanov. Project participants
I. Organizational stage Formation of a project hypothesis. Identifying priority problems. Study and analysis of scientific and methodological literature on the development of coordination abilities. Building a project model. Project plan
Analysis of the results of monitoring the level of development of coordination abilities. Questioning students to determine the motivation for educational activities. Development of the project concept. Drawing up a plan for working with students on the problem. Selection of the most productive means of solving the problem. II. Prognostic stage.
Application of the competitive-game method in the educational process. Development of coordination abilities with the help of: - general developmental exercises; - special exercises depending on the objectives of the lesson; - outdoor games; Development of sets of general developmental exercises for the development of coordination abilities; Development of special exercises with small balls. Development of outdoor games. Tracking project success. III. Practical stage.
Degree of project implementation. Summing up the project. IV. Analytical stage.
Mastering complex coordination exercises; -improving physical development, increasing personal results; - formation in students of the need for systematic physical education; Planned educational results
Physical abilities Control exercise (test) Age Boys Girls low average high low average high Coordination Shuttle run 3x10 m 10 9 8 7 9.9 10.2 10.4 11.2 and above 9.3-9.0 9.9 -9.3 10.0-9.5 10.8-10.3 8.6 8.8 9.1 9.9 and below 10.4 10.8 11.2 11.7 and above 10.4- 9.5 10.3-9.7 10.7-10.1 11.3-10.6 9.1 9.3 9.7 10.2 and below Indicators of achievement of results and diagnostic methods Test Shuttle run 3 x 10 m 1-2 people take part in the race. Before the start of the race, two cubes are placed at the start line for each participant, and a bag of sand is placed at the finish line as a guide. At the command “Start!” the participant takes the “High Start” position. At the command “Attention!” lean towards the cubes. On the command “March!” take one cube and run to the finish line, place the cube on the landmark (sandbag) finish line and run to the start line, where they also take the second cube and run to the finish line. The stopwatch is started at the command “March!” and turns off when the student places the second cube on the finish line. The time is recorded with an accuracy of 0.1 s.
Monitoring
Conclusion Using the competitive game method allows me to successfully develop both general physical and special training of students. With regular improvement of program material in a competitive gaming environment, skills and abilities quickly adapt to the influence of the emotional background of competitions or games, and various tactical actions are better mastered in simplified conditions, allowing one to concentrate on the main motor action by isolating the leading elements from the skill being studied. . A creatively applied competitive-game method in the process of physical exercises with students certainly contributes to the successful solution of problems from sections of the physical education program. From this we can conclude that this project can be used by other teachers since it does not incur large material costs and does not require a large amount of equipment.
The novelty lies in the development of specific general developmental, special exercises, outdoor games that increase the general cultural and physical level, promoting the choice of a healthy lifestyle, in order to strengthen and preserve the health of students during the learning process. The theoretical significance of the project lies in the development of complex exercises necessary for the development of coordination abilities. The practical significance of the work lies in the application of the developed methods with students and in considering the results obtained.
Appendix Appendix 1. An approximate set of special exercises used in lessons. 1. Acceleration on straight sections of 15 m with an intermediate finish in the middle of the distance. 2. Flexion and extension of the arms while lying down. Who will complete the task first: boys - 15 times, girls - 12 times. 3. Multiple jumps on both. Who will cover the greatest distance with 10-15 jumping steps. 4. Transition to a lying position from the starting position - standing with your legs apart. Who will complete 8-12 exercises faster and more efficiently? Movement in a low squat, arms freely. Who will cover the distance of 10-15 m faster? Mincing running. Who will finish the 20-30 m distance first. 7. Moving backwards. Who will cover a distance of 10-15 m faster? 8. Moving with side steps, alternating movement with the right and left sides. 9. Jumping forward with a push of two legs, hands on the belt.
Appendix 2. Set of exercises. 1. I. p. - stand with legs apart, hands on head. 1-2 - rising on your toes, arms up (inhale); 3-4 - i. n. (exhale). 6 times. 2. I. p. - o. With. 1 - right hand up, left hand to the side; 2 - left hand up, right hand to the side, etc. 6 times. 3. I. p. - hands on the belt. 1 - crouching emphasis; 2 - lying position; 3 - crouching emphasis; 4 - i. p. 4 times. 4. I. p. - legs apart, arms to the sides. 1-3 - three springy bends forward until your fingers touch the floor; 4 - i. p. 6-8 times. 5. I. p. - o. With. 1-2 - right lunge to the side, arms forward; 3-4 - and. P.; 5-6 - the same with the left foot; 7-8 - i. p. 4-6 times. 6. I. p. - o. With. Jumping in place with sequential raising of the arms: to the waist, to the shoulders, up, clap over the head, to the shoulders, to the waist, down, clap on the hips. Repeat the series of jumps 3 times. 7. Walking - 8 steps on toes, 8 regular steps, 3 times.
Appendix 3. A set of outdoor switchgear exercises. 1. I. p. - o. With. 1-2 - rising on your toes, arms up (inhale); 3-4 - exhaling, return to i. p. 4 times. 2. I. p. - o. With. hands on the belt. 1-2 - squat, arms forward; 3-4 - and. p. 6-8 times. 3. I. p. - stand with legs apart. 1-2 - tilt to the left, sliding movement along the body, left hand down, right hand up; 3-4 - and. p.; 5-8 - the same to the right. 4 times. 4. I. p. - o. With. hands to the side. 1 - right leg forward, clap your hands under it; 2 - i, p.; 3-4 - the same with the left foot. 8 times. 5. I. p. - stand with legs apart, hands on the belt. 1 - turn the body to the right, right arm to the side, look at the hand; 2 - i. P.; 3-4 - the same to the left, 4 times. 6. I. p. - o. With. hands on the belt. Jump on both with turns of 90, 180 °, alternating two turns in one direction with two turns in the other. 24 jumps. 7. Walk quickly in place with a gradual slowdown.
Appendix 4. Set of outdoor switchgear exercises. 1. I. p. - o. With. 1-3 - arms in arcs outward upward, three claps of your hands above your head; 4 - i. p. 4 times. 2. I. p. - o. p.1 - squat, arms forward; 2 - i. P.; 3 - squat, arms to the sides; 4 - i. p. 4 times. 3. I. p. - stand with legs apart, arms to the sides. 1-3 - springy bends forward, touching your right foot with your hands; 4 - i. items 5-8 - the same for the left leg. 4 times. 4. I. p. - o. With. hands on the belt. 1 - bend your right leg forward; 2 - straighten; 3-4 - and. items 5-8 - the same with the other leg. 6 times. 5. I. p. - o. With. hands on the belt. 1 - crouching emphasis; 2 - i. p. 6-8 times. 6. I. p. - o. With. 4 jumps - legs together, arms to the shoulders, 4 jumps - legs apart, arms to the sides. Perform 24 jumps. 7. Walking in place, hands take different positions - on the belt, to the shoulders, to the sides, behind the head, up.
Appendix 5. Exercises for developing coordination abilities at the stage of initial learning. 1. Throwing the ball up with the right (left) hand and catching it with both, then with one hand. 2. The same, but catching the ball after bouncing off the floor: with both hands; from below with your right (left) hand. 3. Throwing the ball up with the right hand and catching it with the left, then, on the contrary, throwing with the left and catching with the right hand. 4. Throwing the ball into the floor from top to bottom with the right (left) hand and catching it after bouncing from below with the right (left) hand. 5. The same, but catching the ball from above with the right (left) hand. 6. Throwing the ball upward with the right (left) hand, followed by clapping the palm (in front of the chest or behind the back) and catching it with the right (left) hand 7. The same, but clapping the palm after hitting the ball on the floor, followed by catching it. 8. Throwing the ball from one hand to the other over the head, from behind the back, between the legs. 9. Throw the ball up, then turn it in a circle over the left (right) shoulder and catch it with two, then with one hand. 10. The same, but instead of throwing, hit the ball hard on the floor.
11. Standing in a line at a distance of 2-3 m from the wall. Throwing the ball at the wall alternately with the right and left hands from behind the head and catching it with both hands. 12. Standing at a distance of 4-5 m from the wall. Throwing a ball from behind your head into a wall and catching it with both hands after bouncing off the floor. 13. Standing in pairs at a distance of 3-4 m, throwing the ball from behind the head, from below with the right, left hand and catching it with both hands. 14. Throwing the ball at a vertical target (backboard 1 X 1 m, circle 1 m in diameter, height from the floor 1-2 m), installed at a distance of 3-4 m. 15. Throwing the ball from a place with the right, then with the left hand at a horizontal target (gymnastic hoop), installed at a distance of 3-4 m, from the starting position (i.p.) standing with the left side (when throwing with the right hand) in the direction of throwing, feet shoulder-width apart, left foot on the toe, right hand with the ball at the top , the gaze is directed to the center of the target. From this position, the student transfers his body weight to the left leg (the right leg to the toe), turns the body to the left in the direction of throwing and swings with a slightly bent right arm. Then, with an energetic movement of the arm and a final movement of the wrist, he sends the ball towards the target. After the throw, in order not to lose balance, the torso must be tilted forward to the left, and the legs must be slightly bent at the knee joints.
Appendix 6. Exercises for the development of coordination abilities at the stage of in-depth learning of motor actions with the ball. 1. Standing in pairs 3-4 m apart. Throwing the ball from behind the head, then from below, alternately with the right and left hand and catching it with both hands. Gradually increase the distance between partners to 5-6 m. 2. The same, but with catching the ball after bouncing off the floor. 3. Throwing the ball from behind the head into a wall from a distance of 4-6 m and catching it with one hand after bouncing off the floor. 4. The same, but before catching the ball, clap your palms, sit down and straighten up, turn around. 5. Throwing the ball at a distance from and. p. standing with your left side (when throwing with your right hand) towards the throwing direction, feet shoulder-width apart, right hand with the ball at head level. Bend your right leg, your left leg on your toes, move your right arm to the right - back and tilt your torso to the right. Then, with a quick movement, straightening the right leg and transferring the body weight to the left, turn the torso to the left and with an energetic movement of the right arm over the shoulder, with a final movement of the hand, throw the ball at an angle of about 41° to the horizontal. 6. The same, but throwing the ball with the right or left hand through a rope stretched at a height of 2-3 m. When performing the exercise. 5 and 6, the teacher consistently draws the students’ attention to; 1) correct abduction of the arms and bending of the leg before throwing; 2) rotation of the torso during the throw and the final movement of the arm and hand. 7. Throwing a ball at a target - a strip 2 m wide, formed by two horizontally stretched cords at a height of 2 and 3 m, from a distance of 4, 5, 6, 7 and 8 m.
8. Throwing the ball at a vertical target (backboard 1 X 1 m, circle), installed at a distance of 2 m and a height of 2 m, with a gradual increase in distance to 6-8 m. 9. Throwing the ball from a place to a distance. 10. Throwing the ball at a shield installed at a height of 2-3 m from the floor. The shield depicts concentric circles with a diameter of 20, 40, 60, 80 and 100 cm from a distance of 2, 3, 4, 5, 6, 7 and 8 m. 11. Throwing the ball using the “from behind, over the shoulder” method from and. p. standing facing the direction of throwing, the left leg in front (when throwing with the right hand) on the entire foot, the right one one step behind on the toe, the ball in the right hand in front at the level of the head, the left hand below. From this position, lower your right leg onto your entire foot (toe to the right), bend it at the knee, move your right arm down - back - to the side, turn your torso and slightly tilt it to the right, raise your left arm freely forward. Then turn the toe and knee of the right leg to the left, straighten up, turn the torso to the left in the direction of the target, straighten both legs, the right one on the back of the toe. At the same time, move your right hand forward and upward over your shoulder. Release the ball from your hands at an angle of 38-41". After the throw, the torso leans forward by inertia and a jump occurs forward from the left foot to the right.
The teacher draws the attention of students to ensure that they: 1) do not violate the integrity of the movement and rhythm of throwing; 2) made a swing with a bent arm downwards - back, and not to the side; performed a full rotation of the torso and straightened the legs and torso during the throw; the hand with the ball was carried over the shoulder, and not from the side. The exercise is performed by students of grades III - IV. Throwing the ball at the wall with the right hand, then with the left hand from a distance of 4-10 m to the rebound distance. 13. Throwing the ball from a distance of 4-5 m at targets mounted on the wall, or into a basketball backboard, followed by catching the ball after the rebound. 14. Throwing the ball to a distance that bounces off the floor and wall. The student stands at a distance of 3-4 m from the wall, throws the ball to the floor and catches it after bouncing off the wall. The task is performed sequentially with both hands.
Appendix 7. Exercises to improve coordination abilities at the consolidation stage and further improve motor actions with the ball. (Perform in the open air - stadium, playground.) 1. Throwing a ball or other small objects weighing up to 250 g from a place to a distance, 2. Throwing a ball into a target of different widths formed by vertically installed racks and pillars. 3. Throwing at full distance along a 10 m wide corridor, then half-throwing at a distance equal to half the maximum previously “conquered” length individually by each student. Summing up, the teacher reports how many meters this or that student’s ball was thrown or not thrown from the required result, equal to half-throwing. 4. Throwing the ball at a wall from a distance of 6-10 m at full force to the rebound distance. Then the student is given the task of throwing at the wall with such force that the ball bounces off it at a distance equal to half the maximum. 5. The same, but the task is to throw the ball at a wall with such force that it bounces a distance away from it. 6. Throwing the ball at a distance with the right and left hand from and. p.: sitting; from the knee; from a step; with 3 steps. 7. Throwing and catching the ball in threes, standing in a circle. 8. The same, but in motion.
Literature 1. Bondareva G.V., Kovalenko N.I. Physical education grades 1-4. Volgograd, “Teacher”, 2003 2. Dushanin S.A. Training programs for health. Kyiv, 1985. 3. Keneman A.V. Khukhlaeva D.V. Theory and methods of physical education of children of preschool and school age. M., Education, 1985. 4. Litvinova M.F. Russian folk outdoor games. M., Education, 1986. 5. Osokina T.I. Physical education at school. M., Education, 1978. 6. Rabil G.B. Gymnastics at school. 1-4 grades. Minsk, “Skarina”, 1991.
THANK YOU FOR YOUR ATTENTION.
- Coordination is the ability to combine physical and psychological processes in a single, purposeful movement.
- This quality is necessary for the successful performance of most physical actions, especially rhythmic movements and those carried out in an eye-hand or eye-foot pattern. Coordination plays a major role in the development of agility.
- 2. If coordination exercises are too difficult for you, practice some basic technique, such as a basic move or a simple figure. By constantly practicing a limited set of figures, you will inevitably increase your level of skill in this area.
- 3. Having learned to perform a simple figure confidently enough, add one element to it, for example, a step forward.
- 4. After practicing a simple combination slowly, add speed and power to it.
IN development of coordination
- 1. No bad habits
- 2. Regular sports activities (team sports, bodybuilding and fitness, athletics, martial arts and wrestling, skiing, skating).
IN development of coordination Some other principles are also important:
- 3. Regular night sleep (7-9 hours a day);
- 4.Regular, balanced nutrition (3-5 times a day).
General concept.
Coordination(from lat. coordination- mutual ordering) - processes of coordinating the activity of the muscles of the body, aimed at the successful completion of a motor task. When a motor skill is formed, the coordination of movements changes, including mastery of the inertial characteristics of moving organs.
Coordination of movements.
Coordination of movements given to a person so that he can perform clear movements and control them. If there is a lack of coordination, this indicates changes occurring in the central nervous system.
Our central nervous system is a complex, interconnected formation of nerve cells located in the spinal cord and brain. When we want to make any movement, the brain sends a signal, and in response to it, the limbs, torso or other parts of the body begin to move.
If the central nervous system does not work coherently, if deviations occur in it, the signal does not reach the target or is transmitted in a distorted form.
At the initial stages, control is carried out primarily through active static fixation of these organs, then through short physical impulses that are sent at the required moment to a specific muscle.
Finally, at the final stages of skill formation, the emerging inertial movements are used, now directed to solving problems.
Causes of poor coordination:
1. Physical exhaustion of the body;
2. Exposure to alcohol, narcotic and other toxic substances;
3. Brain injuries;
4. Sclerotic changes;
5. Muscular dystrophy;
6. Stroke;
7. Catalepsy is a rare phenomenon in which the muscles weaken due to an explosion of emotions, say, anger or delight.
Movement coordination exercises:
The motor capabilities of every person have huge reserves; examples of this are the achievements of athletes in gymnastics, acrobatics and many other highly coordinated sports. How can an ordinary person maintain and improve coordination of movements, learn to skillfully control his own body?
The answer to this question will be a set of exercises for developing coordination of movements, which will be useful for absolutely everyone, both as an additional load and as basic exercises.
1. General educational exercises.
These exercises should be performed at the beginning of training in order to warm up the muscles and joints of the limbs for more difficult dynamic exercises. To increase the coordination effect, you can close your eyes while doing the exercises.
2. Forward somersaults:
Performance: watch out for tight groupings.
Task: warm-up, coordination of movements.
3. ROLL FORWARD WITH JUMP UP.
Performance: During the jump, fully extend your legs, arms straight - the distance between the palms is 15-10 cm.
Task: coordination of movements with dynamic load.
All somersaults must be performed on special mats. In this case, it is necessary to remove all unnecessary objects that can be hit.
4. General physical exercises to develop flexibility.
This is a complex of the next level of complexity, for a more prepared person. Includes exercises to develop coordination.
5. Exercises with gymnastic balls.
The weight of the ball is selected individually so that the trainee does not expend excessive effort when performing the exercise. Coordination exercises are performed both at a smooth pace, with an emphasis on stretching, and at a dynamic pace - various throws and passes to a partner.
Coordination exercises.
Solving the problems of physical education in the targeted development of coordination abilities, primarily in classes with children, schoolchildren and other students, leads to the fact that they:
1. They master various motor actions much faster and at a higher quality level;
2. They constantly replenish their motor experience, which then helps them more successfully cope with tasks of mastering motor skills that are more complex in terms of coordination (sports, work, etc.);
3. They acquire the ability to use their energy resources economically in the process of motor activity.
Coordination.
Some other principles are also important in the development of coordination:
1. No bad habits - smoking, alcohol abuse;
2. Regular sports activities (team sports, bodybuilding and fitness, athletics, martial arts and wrestling, skiing, skating);
3. Regular night sleep (7-9 hours a day);
4. Regular, balanced nutrition (3-5 times a day).
If you follow these well-known principles, in most cases there will be no special problems with coordination of movements.
- 1. http://fiteo.ru/kompleksi-uprazhneniy/uprazhnenija-na-koordinaciju
- 2. http://www.fizkult-ura.ru/physical_kachestva/81
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Development of coordination abilities Vilochkova D.A., physical education teacher, Municipal Educational Institution Secondary School No. 2, Rtishchevo
Objectives of the lesson: 1. Educational Development of coordination abilities through acrobatic exercises Development of strength qualities through general physical exercises. 2. Health Strengthening the musculoskeletal system. Formation of the spine as a complete system
Equipment and inventory: individual mats cards with the task gymnastic mats stopwatch; laptop video projector projection screen digital camera
Improving acrobatic combinations. Balance while standing on one leg Forward somersault Backward somersault Angle sit Roll Shoulder stand Back flip into half split Crouched jump jump Basic stance Side flip Jump with 180 turn
Contents of card No. 1. Ex. On the abdominal muscles I.P. lying on your back, legs bent at the knees, hands behind your head. 1-3 lifting the body, 4-lowering into I.P. I.P. lying on your back, hands behind your head. 1- bend your knees, pull them towards your stomach 2- straighten your legs while hanging, 3-4 too. I.P. lying on your back, hands behind your head 1 - simultaneous lifting of the torso and legs bent at the knees.
Contents of card No. 2 Ex. To strengthen the back muscles. I.P. lying on your stomach, hands behind your head, feet shoulder-width apart. Lifting the body. 1-3-rise, 4-I.P. I.P. lying on your stomach, arms bent at the elbows under your head. Straight leg raise. 1-lift, 2-3-hold on weight, 4-I.P. I.P. lying on your stomach, arms straight forward, feet shoulder-width apart. Simultaneous lifting of legs and arms. 1-raising the right arm of the left leg, 2-I.P. 3- raising the left arm of the right leg, 4-I.P.
On the topic: methodological developments, presentations and notes
Gymnastic exercises aimed at developing coordination abilities.
This lesson was created on the basis of the “Comprehensive program of physical education for students in grades 1-11” (Authors: V.I. Lyakh and A.A. Zdanevich.) Lesson topic: “Gymnastically...