The concept of "principles" in pedagogy is understood as the most important and essential provisions that reflect the patterns of education. They direct the activities of the teacher involved in the intended goal with less effort and time.

There are various groups and types of principles in the theory and practice of physical education: general principles systems of physical education, methodological principles, principles expressing the specifics of certain types of physical education. They are interconnected and form a single system of principles.

General methodological principles

General methodological principles are the starting points that determine the general methodology of the physical education process. The systematic impact of physical exercises on the human body and psyche can be successful when the method of application exercise consistent with the laws of these influences. They reflect the main general provisions, as well as recommendations made from a comparison of data from a number of sciences that study different aspects of the process of physical education. Considering the general methodological principles, we reveal the basic patterns of physical education and find out the methodological provisions arising from them.

The principle of consciousness and activity

The purpose of the principle of consciousness and activity in physical education is to form a deeply meaningful attitude, stable interest and needs for physical culture and sports activities among those involved, as well as to encourage them to optimal activity.

The implementation of the principle under consideration should lead to the enrichment of those involved in knowledge, a deep understanding of the technique of various exercises, the education of a conscious and active attitude to the process of physical education.

Consciousness is the ability of a person to correctly understand objective patterns, understand them and carry out their activities in accordance with them. The basis of consciousness is the prediction of the results of their activities and the setting of real tasks. Consciousness gives education an educative character and to a large extent contributes to the formation of high moral, psychological and professional qualities of the individual. In the process of physical education, first of all, a conscious attitude to physical exercises in general should be ensured. Then the trainees will have sufficiently strong and stable incentives that encourage them to devote time to classes and mobilize their energy for them for years. The creation of weighty motives and lofty goals, stimulating the steady and healthy interest of his pupils in their chosen direction or type of physical education in general, largely depends on the teacher of physical education and the coach in the sport.

For the success of physical education, the conscious activity of students in the process of solving each task set by the teacher is also important. When setting each specific requirement, it is necessary, if possible, to bring to the consciousness of those involved in its significance. One of the significant aspects pedagogical excellence the ability of a physical education teacher lies in the ability to arouse a lively, healthy interest in the performance of each task. The effectiveness of the process of physical education largely depends on how students are accustomed to analyze their actions and creatively look for ways to improve them. This is achieved by using methods such as verbal analysis, analysis and introspection of the actions performed. The role of the consciousness of those involved in mastering the technique of the studied movements is very significant. By encouraging thinking in the process of mastering and controlling movements, the teacher thereby creates real prerequisites for improving motor functions. This has been proven by numerous studies of the body's reactions to imaginary work, when preliminary thinking through the task significantly increased the effectiveness of training. In psychology, this is called ideomotor training.

Activity is a measure or magnitude of a person's activity, the degree of his involvement in work. Activity in the didactic plan acts as a prerequisite, condition and result of the conscious assimilation of knowledge, skills and abilities.

According to the theory of activity (S.L. Rubinshtein, L.S. Vygotsky, A.N. Leontiev), human activity is a factor that depends on consciousness. At the same time, consciousness directs and regulates activity through such categories as knowledge, motivation, needs, interests, and goals.

The following requirements follow from this principle.

• 1. Setting the goal and objectives of the lesson and their awareness by those involved.
• 2. Conscious study and development of motor actions in the pedagogical process.
• 3. Awareness of the ways and possibilities of applying the acquired knowledge, skills in the practice of life.
• 4. Education of initiative, independence and creative active attitude to the process of physical improvement.

An increase in consciousness and activity is facilitated by the use of special methodological techniques by the teacher: monitoring and evaluating the actions of those involved, directing their attention to the analysis of the execution of movements, teaching them self-control over their actions through muscle sensations, illustrating tasks with the help of visual aids, using visual and auditory landmarks in teaching exercises , mental reproduction of the movements being learned (ideomotor training), a conversation on the analysis of technology.

The principle of visibility

The principle of visualization obliges to build the process of physical education with the wide use of visualization in training and education. Visualization means involving the human senses in the process of cognition.

Practical visibility in the process of physical education is carried out in such forms as visual, sound and motor.

Visual clarity (demonstration of movements as a whole and in parts with the help of landmarks, visual aids, educational videos, etc.) contributes mainly to clarifying the spatial and spatio-temporal characteristics of movements. The role of visual clarity is extremely important at the initial stages of mastering new motor actions. Visual clarity is also valuable in improving sports and technical skills for the finest differentiation of movements.

Sound clarity (in the form of various sound signals) is of primary importance in clarifying the temporal and rhythmic characteristics of motor acts. It significantly complements visual clarity, sharing the leading role with it at the final stages of learning movements.

It should be noted that perception through the visual system occurs at three levels: sensation, perception and representation, and through the auditory system - only at the level of representation (BG Ananiev, 1957). A person remembers 15% of the information he receives in speech form, and 25% in visual form. If both of these methods of transmitting information are used simultaneously, he can perceive up to 65% of the content of this information (N.V. Krasnov, 1977).

Motor visualization is the most specific for physical education. Its significance is exceptionally great, especially when mastering the most complex movements, when the leading method is guiding assistance and "leading along the movement."

The peculiarity of motor visualization lies in the fact that, along with the clarification of movements in space and time, it provides an opportunity to navigate in the dynamics of the acting internal and external forces, especially inertial and reactive ones.

The principle of accessibility and individualization

The principle of accessibility and individualization in physical education means the requirement of optimal correspondence of the tasks, means and methods of physical education to the abilities of those involved.

When implementing the principle, the readiness of those involved in learning, performing one or another training load should be taken into account, and the measure of the availability of tasks should be determined.

Readiness to perform tasks depends on the level of physical and intellectual development of those involved, as well as on their subjective attitude, expressed in deliberate, purposeful and volitional behavior.

The purpose of the principle of accessibility and individualization is as follows:

provide for each student the most optimal conditions for the formation of motor skills, development physical qualities, improving physical performance;

eliminate negative, harmful consequences for the human body from excessive, unbearable training loads, requirements, tasks.

The criteria for determining available loads and tasks are:

• 1) objective indicators:
  • - indicators of health ( arterial pressure, various functional tests, cardiograms, etc.);
  • - indicators of fitness (dynamics of sports results, dynamics of growth of physical qualities and technical readiness, MPC - maximum oxygen consumption, VC - vital capacity of the lungs, etc.);
• 2) subjective indicators (sleep, appetite, well-being, desire to train and participate in competitions, etc.).

The availability of tasks, means and methods of physical education is determined by many factors that can be conditionally combined into groups. The first group includes factors that characterize common features a given contingent of those involved (groups, teams). To the second - the individual characteristics of each student. The third group of factors arises in connection with the dynamics of general and individual changes in the process of physical education. The fourth group should include the features of the tasks themselves, means and methods of physical education.

The general and individual characteristics of those involved are constantly changing. The physiological and mental state changes during one lesson, and, consequently, the degree of accessibility of a particular task and requirement. In the course of the long-term process of physical education, the characteristics and capabilities of those involved change. In this regard, the availability of means and methods of training and education should be constantly reviewed. The peculiarities of the tasks themselves, means and methods of physical education should also be taken into account. The assessment of their availability consists of two points. First, from their assessment as such, regardless of the contingent involved. Secondly, from a comparison of this assessment with factors related to the general and individual characteristics of those involved in their dynamics.

Thus, the task of implementing the principle of accessibility and individualization puts the teacher of physical education in front of an extremely complex changing picture of many different factors that must be constantly taken into account. At the same time, it is necessary to foresee further changes in all factors for perspective programming of impacts.

The educational, educational, training process is a certain set of programs that are an interconnected, continuously functioning system. Working harmoniously and complementing each other, they are able to beneficially influence the formation of the correct physiological and psychological characteristics. In education, in particular, physical education, there must be special rules and criteria that must be strictly adhered to in order to achieve a positive result. An example of such rules is the specific principles of physical education. Let's take a look at what they are.

What are the principles of physical education?

Under the definition of "principles" can be understood as certain rules in various areas of our lives, which must be followed. Especially immutable rules are important in such an area of ​​children's and youth education as physical development. In order to avoid injury and adverse effects on the body, there must be strict discipline in this educational area.

There are general methodological and specific principles of physical education. Each of these provisions strictly controls the various training processes, taking into account all the characteristics of the organism, and each of them is undoubtedly important for the teacher and students.

General methodological principles

General methodological principles are a set ground rules on which the formation of further methods of education in the field of sports culture is based. Unlike the specific ones, the general methodological principles of physical education are few and reflect only the essence of the training process.

It includes three very important components:

Specific principles of physical education and their general characteristics

These rules, in contrast to the basic methodological ones, are more specific. They are used in the process of compiling programs for certain age groups, for developing or professional activities. Together with general methods, they are able to have a positive effect on physical activity.

There are several basic specific principles of physical education, briefly considered in the presented article.

Process continuity

The main feature of continuity is the correct sequential construction of classes. This specific principle of physical education is based on the premise that lighter exercises are recommended at the very beginning of training, gradually moving on to more difficult ones. Also, before starting to study new material, it is necessary to review previously studied material.

The key rule here is the definition of a complex of physical activities as an integral indivisible system.

Consistency

This specific principle of physical education is based on the alternation of periods of work and rest during physical exercises.

Keep in mind that pause intervals are important. For example, if the rest period is too long, then the so-called regression may occur, and the body will return to its previous level. And if the rest is too short, then the body will not have time to recover, and during further training, its resources will be depleted.

Also, in physical education, it is not always necessary to take into account the standard intervals of work and rest. Often there are situations when these periods are adjusted individually.

Gradual buildup

This specific principle of physical education is interpreted as the need to increase the load and update the training programs in the direction of complication in the presence of progress.

This principle works to improve skills when a person's physical abilities change during training. In any case, updating training programs from lighter to more complex ones, and increasing loads should occur gradually and systematically so that the body feels the changes, but does not fall into a state of stress.

Adaptive Balanced Dynamics

This principle of specific physical education is reflected by several basic provisions that characterize the dynamics of physical activity.

1. During the training process, the amount of loads should be of such strength and intensity that its use could not cause adverse deviations in the body.
2. With some adaptation, getting used to physical activity and the transition of the body to a stable state, their parameters should change in the direction of increasing strength and intensity.
3. The presence of this total type of loads implies, at a certain moment of the entire training process, either their strengthening, or stabilization, or reduction.

cyclicality

This principle of specific physical education consists in presenting a training complex as a kind of closed cycle, built from certain stages and activities.

This principle makes it possible to divide sets of exercises into weekly, monthly and annual ones, which makes it possible to monitor the progress of a person involved in a certain cycle of physical activity, to create progressive programs aimed at gradually increasing the positive effect of exercises.

Age appropriateness

Age adequacy is a specific principle of physical education, which takes into account, among other things, certain stages of the organism's ontogeny and adjusts the training program based on them.

For example, in the preschool developmental period, loads are focused on broad interactions that allow the development of more general skills of the student. During the school period, the development of sensitive areas of the body is taken into account, which give impetus to the development of many physical qualities of the child. During the difficult stage of puberty, training is selected individually and very carefully.

Additional principles in cyclic sports

Many books on the specific principles of physical education say that under different types sports have their own individual rules. For example, cyclic and non-cyclic loads have their own significant differences.

So, in cyclic sports there are additional specific principles of physical education, their characteristics are presented below.

Conclusion

The article briefly reviewed the general methodological, specific principles of physical education. Without these two most important sets of carefully developed rules and criteria, it is impossible to build any, even the simplest, developmental program.

The rules take into account many factors, from the reason a person takes up the sport to physical features this or that age group. Also, the specific principles of physical education were formed on the basis of the belief that with many years of professional development a certain kind sports, a strictly appropriate sequence of classes, cyclicality and progression must be observed. Otherwise, a positive result will not be achieved.

The specific principles of physical education contain rules and recommendations formed by the experience of various athletes and coaches. That is why they are a kind of postulate for compiling training programs of varying complexity.

Question #13

General socio-pedagogical principles of the system of physical education

1. Facilitation principle comprehensive and harmonious development of personality.

This principle is revealed in two main provisions:

To ensure the unity of all aspects of education that form a harmoniously developed personality. This requires A complex approach in solving the problems of moral, aesthetic, physical, mental and labor education.

Complex use of various factors of physical culture for the general development of physical qualities, the formation of a wide fund of motor skills necessary in life, ensuring the unity of general and special physical training.

2. Application principle– connection of physical education with the practice of life. This principle reflects the purpose of physical culture to the greatest extent: to prepare a person for labor, defense and other activities, the formation of vitally important skills and abilities of a directly applied nature.

3. The principle of wellness orientation

This principle requires:

Determining the specific content of the means and methods of physical education, proceed from their health-improving orientation.

Plan and regulate training loads depending on the gender, age and level of preparedness of those involved.

To ensure the regularity and unity of medical and pedagogical control in the process of classes and competitions.

Widely use the healing forces of nature and hygiene factors.

Question #14

General methodological principles of physical education

General methodological principles- these are the starting points that determine the general methodology of the process of physical education.

1. The principle of consciousness and activity - its purpose is to form a deeply meaningful attitude, stable interest and needs for physical culture and sports activities among those involved.

Consciousness- this is the ability of a person to correctly understand objective patterns, understand them and carry out their activities in accordance with them. The basis of consciousness is the prediction of the results of their activities and the setting of real tasks.

In the process of physical education, a conscious attitude to physical exercises should be ensured. Then the trainees will have sufficiently strong and stable incentives that encourage them to devote time for physical exercises and sports for years.

Activity- this is a measure or magnitude of the activity shown by a person, the degree of his inclusion in the work.

Human activity is a factor that depends on consciousness. At the same time, consciousness directs and regulates activity through such categories as knowledge, motivation, needs, interests and goals.

The following requirements follow from this principle:

Setting the tasks of the lesson and understanding them by those involved.

Conscious study and development of motor actions.

Awareness of the ways and possibilities of applying the acquired knowledge. skills and abilities in the practice of life.

Education of initiative, independence and creative attitude to the process of physical improvement.

2. The principle of visibility.

visibility- means the involvement of the human senses in the process of learning motor actions and improving them. Practical visibility in the process of physical education is carried out in such forms as visual, sound and motor.

Visual clarity - a demonstration of movements in general and in parts, the use of illustrative material (film cyclograms, video recordings), visual aids, the introduction of markings, demarcation lines, and visual landmarks into the environment.

Sound clarity (in the form of various sound signals) is of primary importance in clarifying the temporal and rhythmic characteristics of motor actions.

3. The principle of accessibility and individualization - in physical education means the requirement of optimal compliance of the tasks, means and methods of physical education with the capabilities of those involved.

The purpose of this principle is as follows:

1. Provide for each student the most optimal conditions for the formation of motor skills and abilities, the development of physical qualities, the improvement of physical performance.

2. Eliminate negative, harmful consequences for the human body from excessive, unbearable training loads, requirements, tasks.

The principle of systematicity. The principle of systematicity is, first of all, the regularity of classes, the rational alternation of loads and rest.

The regularity of classes involves a rational alternation of psychophysical stress and rest. Any load has four phases: energy expenditure, recovery, over recovery, return to the initial level. That is why the training sessions on physical education never hold for two days in a row. In addition, it is precisely the need to observe the principle of systematicity that explains the program requirement for the discipline "Physical Education" - regular attendance at all classes provided for by the curriculum.

The principle of systematicity in conducting training sessions largely ensures continuity and consistency in the development of educational material.

The principle of systematicity provides continuity training process with optimal alternations of loads and rest.

The principle of gradualness

The principle of gradualness consists in a progressive increase in the volume and intensity of loads, in the complication of the technique of the exercises performed, in the expansion of the technical and tactical arsenal, in the improvement of moral and volitional qualities, which make it possible to overcome ever greater obstacles on the way to achieving the goal.

Question #15 Classification of means of physical education

The means of physical education include physical exercises, the healing forces of nature and hygiene factors (Fig. 5.1). The main specific means of physical education are physical exercises, auxiliary means are the healing forces of nature and hygienic factors.

Rice. 5.1. Means of physical education

Physical exercises- these are motor actions aimed at solving the problems of physical education. The number of developed and used in various types sports of physical exercises (cyclic, acyclic, dynamic, static, aerobic, anaerobic, etc.) is great. They are different in form, content, orientation (Fig. 5.2).

Rice. 5.2. Classification of physical exercises

Compliance with hygiene rules in the process of physical education enhances the positive effect of physical exercises. Hygiene requirements for exercise and rest, nutrition and external conditions classes (cleanliness, illumination, ventilation of places of employment) contribute to the effectiveness of physical exercises.

Question #16 general characteristics exercise

Physical exercises as a variety of motor actions of a person contribute to solving the problems of physical education. There is currently a large number of various physical exercises.

In order to navigate them, correctly select them for solving both general and particular tasks of physical education, it is important to understand the main essence of their content.

Content physical exercises are the actions included in them, as well as the processes that occur in the body during the exercise (mental, physiological, biochemical, etc.). Physical exercises as voluntary movements are based on human consciousness and are aimed at achieving some kind of results. Performing physical exercises is associated with attention, thinking, volitional efforts.

When performing physical exercises, functional changes occur that improve and improve various systems of the human body.

It is important for a teacher to consider physical exercises as a means for solving educational and educational problems of physical education (formation of motor skills, skills, development of physical qualities, etc.).

The form physical exercise depends on the characteristics of the content. The form of physical exercise is its internal and external structure (i.e. organization, construction).

Internal structure is a relationship various processes in the body, arising from the performance of some kind of exercise.

When performing an exercise, energy processes (neuromuscular, etc.) should interact with each other.

The external structure is the visible side of the exercises, characterized by the ratio of various parameters of movements (characterized by spatial, temporal, dynamic features of movements).

Form and content are interconnected. The content plays a leading role in relation to the form. For example: with an increase in running speed, the length of the step and the angle of the torso change. Consequently, as some elements of the content change, the form of the exercise changes. Therefore, in order to successfully perform and achieve success in physical exercise, its content is changed, thereby creating conditions for improving the functional capabilities of the body.

The form also influences the content. The rational form of the exercise contributes to a more effective manifestation of physical abilities. (Properly executed backswing when throwing increases the range of the throw, increases the chances of successful completion of the exercise.)

Exercise technique - this is the most effective, rational way to perform a motor action, with the help of which a motor task is solved.

Term "technique" refers to those physical exercises that are formed taking into account the patterns of performing movements. The effectiveness of the technique is expressed in a certain effect on the body of those involved or in the quantitative indicators of physical exercise, i.e. its effectiveness. In this case, it is necessary to take into account the degree of physical and even mental preparedness of students.

Motor actions can be performed different ways, but only the most rational can be called technology. The effectiveness of the technique of physical exercises is constantly being improved and developed.
This can be explained by the desire to achieve ever higher results when performing physical exercises. The progress of technology is due to the discovery of some new biomechanical patterns of movements, the emergence of more advanced equipment, inventory, and an increase in the physical fitness of those involved. The criterion for evaluating the effectiveness of the technique of the exercises performed can be an external form (in figure skating, gymnastics), a quantitative result (in running, swimming, etc.) or the performance of a specific motor task (hitting the target). In the technique of physical exercises, there are: the basis of the technique, the main link of the technique, the details of the technique.

The basis of technology - these are the main, basic elements of the exercise that are necessary to solve the motor task, i.e. those that reflect the distinguishing features of one exercise from another. Non-fulfillment, violation of one of the elements or the sequence of elements makes it impossible to solve the motor task of this exercise, the exercise may not be performed, distorted.

Defining link technology - the most important and decisive part of the basis of the technique of physical exercise, which is usually performed in a short period of time and requires great muscle effort. (In jumps - repulsion, in throwing - the final effort before the throw.) Its effectiveness also depends on these parts of the exercise.

Question #31 The phenomenon of "transfer" in the formation of motor skills

Skill interaction. In physical education and sports, there are several types of skills interaction, primarily positive and negative transfers.

Skill Transfer is the influence of the formation of some motor skills on the assimilation of others.

positive transfer This is the interaction of skills, in which a previously formed skill facilitates the formation of a subsequent one. The main conditions for positive transfer is the presence of structural similarity in the main phases (individual links) of these motor actions. For example, throwing a small sword will help you master throwing grenades and spears (on initial stage training); cycling - driving a motorcycle; acrobatic jumps will help you master diving.

Negative carry This is the interaction of skills, in which a previously formed skill makes it difficult to form a subsequent one. For example, if a strong skill of "lifting the veil" on the gymnastic crossbar has been developed, this can be a significant obstacle to mastering the "lifting one"; swimming on the side violates the symmetrical work of the legs in breaststroke swimming; the high jump makes hurdling difficult to master.

Question #32 Laws in the process of motor skills formation

The formation of a motor skill proceeds in accordance with a number of laws: the law of speed change in the development of a skill, the law of "plateau" (delay) in the development of a skill, the law of the absence of a limit in the development of a skill, the law of extinction, the law of skill transfer, etc.

1.The law of change of speed in the development of skill. The skill is formed not only gradually, but also unevenly, which is expressed in varying degrees of qualitative growth in individual moments his formation. Irregularity has two types:

a) at the beginning of training, there is a relatively rapid mastery of the action, and then the qualitative increase in the skill slows down. Such unevenness is typical for teaching relatively easy actions, when the student quickly grasps the basis of the action and masters its details for a long time;

b) at the beginning of training, the qualitative increase in the skill is insignificant, and then it increases sharply. Such unevenness is typical for learning relatively complex actions, when outwardly imperceptible qualitative accumulations can manifest themselves in the form of an increase in the level of action mastery only over time.

2. The law of "plateau" (delays) in skill development. The duration of the delay in the development of a skill can be very diverse. It is due to two reasons:

a) internal, which is characterized by imperceptible adaptive changes in the body, which only over time turn into noticeable qualitative improvements in the skill;

b) external, caused by an incorrect teaching methodology or an insufficient level of development of physical qualities.

If the reason for the appearance of a delay in the development of a skill is determined correctly, then it will take only time (internal reason) or a significant change in the means, methods and teaching methods of training (external reason) to overcome it.

3.The Law of Decay. It occurs when an action is not repeated for a long time. Skill loss is gradual. At first, the skill does not undergo qualitative changes, but the student begins to experience uncertainty in his abilities, which sometimes leads to disruptions in the performance of the action. Then the ability to accurately differentiate movements is lost, complex coordination relationships between movements are disrupted, and, ultimately, the student loses the ability to perform some complex actions. However, the skill does not completely disappear, its basis is preserved for a relatively long time, and after repetitions it is quickly restored.

4.The law of no limit in the development of motor skill. Improving motor action practically continues throughout the entire time of classes in the chosen direction of physical education.

5.The law of motor skill transfer. In physical education and sports, positive and negative transfer of skills is manifested. Positive transfer is such an interaction of skills, when a previously formed skill contributes, facilitates and accelerates the process of developing a new skill. The main condition for a positive skill transfer is the presence of structural similarity in the main phases (individual links) of these motor actions. Negative transfer is such an interaction of skills, when, on the contrary, an existing skill makes it difficult to form a new motor skill. This occurs with similarities in the preparatory phases of movements and in its absence in the main link. Negative transfer is caused by the spread of excitation through the cerebral cortex, insufficiently developed differential inhibition in the central nervous system.

The negative interaction of skills can be significantly reduced or even eliminated if the teacher indicates to the student those main reference points (GPOs) at which transfer is undesirable, and the student consciously works them out. The patterns of transferring motor skills should be strictly taken into account when determining the sequence (order) of mastering the technique of various movements, especially in such types as Athletics, gymnastics, acrobatics, etc.

The principle of consciousness and activity. The purpose of the principle in physical education is to form a deeply meaningful attitude, stable interest and needs for physical culture and sports activities among those involved, as well as to encourage them to optimal activity.

The implementation of the principle under consideration should lead to the enrichment of those involved in knowledge, a deep understanding of the technique of various exercises, the education of a conscious and active attitude to the process of physical education.

The principle of visibility obliges to build the process of physical education with the wide use of visualization in training and education. Visualization means involving the human senses in the process of cognition.

Practical visibility in the process of physical education is carried out in such forms as visual, sound and motor.

The principle of accessibility and individualization in physical education means the requirement of optimal correspondence of the tasks, means and methods of physical education to the abilities of those involved.

When implementing the principle, the readiness of those involved in learning, performing one or another training load should be taken into account. and the measure of task availability is defined.

Specific principles of physical education: the continuity of the systemic alternation of loads and rest, gradualness, adapted balancing of the dynamics of loads, cyclicity, age adequacy.

"Principle" these are the most important, the most essential provisions that reflect the patterns of education.

1. The principle of continuity. First position continuity principle- the process of physical education is an integral system, which provides for a sequence in the conduct of physical exercises. The sequence is essential condition the process of teaching movements and the process of educating physical qualities.

The implementation of this provision in the process of physical education is determined by didactic rules: “from easy to difficult”, “from simple to complex”, “from mastered to unmastered”, “from knowledge to skills. When building educational process determination of the sequence of teaching motor actions and education of physical qualities should be based on knowledge and taking into account the positive and negative "transfer" of skills and physical qualities. In the age and long-term plan, the sequence in building the process of physical education lies in the trend: from the general broad foundation of physical training to deeper and narrower (specialized) training. The sequence of solving the problems of physical education on the scale of classes (lesson) is determined by the "trace" phenomena remaining after performing the types of physical exercises 2. The second provision of the principle of continuity obliges specialists in physical culture and sports, when building a system of classes, to ensure a constant continuity of the effect of classes, to eliminate large breaks between them in order to exclude the destructive effect of what was acquired earlier in the process of physical exercises. When teaching motor actions and cultivating physical qualities, the effect of the lesson should be superimposed on the effect of previous lessons in order to eventually occur cumulation(accumulation) of these effects. Degree cumulation The effect of classes will depend on the length of the time intervals separating each individual lesson. Therefore, a break between classes should be optimal, since the motor-coordinating connections are very unstable and quickly fade away if they are not reinforced.

2. The principle of gradualness (gradual build-up of developmental and training influences) - implies a systematic increase in the requirements for the manifestation of motor and related mental functions in those involved by increasing the complexity of tasks and increasing loads. The progressive development of physical qualities is possible only under the condition of a systematic increase in the requirements for the functional activity of the human body. At the heart of the mechanism for the development of strength, endurance and other physical qualities, as you know, are adaptive(adaptive) functional rearrangements in the body in response to physical loads that exceed in magnitude (intensity or duration) those to which the body has adapted. It is important to choose the optimal load, meaning by this the minimum intensity value that causes adaptive changes in the body. A more intense impact leads either to overstrain, or in case of excessive demands for exceeding physiological capabilities, to disruption of the normal activity of the body. Thus, the principle of a gradual increase in developmental and training influences provides for a systematic increase and updating of tasks in the direction of their complexity, an increase in the volume and intensity of the load as the functional capabilities of the body grow.

3. Principle of adapted balancing of load dynamics. Three main provisions follow from this principle, in accordance with which the typical forms of the dynamics of the total load are determined within the framework of the stages of physical education.

1. The total load used in the process of physical
education, should be such that its use does not cause negative deviations in health.

2. As it adapts to the applied load, i.e. transition
adaptive changes to the stage of a steady state, another increase in the parameters of the total load is necessary.

3. The use of total loads in physical education implies, at certain stages in the system of classes, either a temporary decrease, or stabilization, or a temporary increase.

The foregoing gives grounds for using two forms of total load dynamics in physical education: stepwise ascending and wave-like ascending.

4 . The principle of cyclicality (cyclic construction of classes). The process of physical education is a closed cycle of certain activities and stages that form cycles. Accordingly, there are three types of cycles: microcycles(weekly), characterized by the repetition of the use of exercises simultaneously with their multidirectionality, alternation of load and rest; mesocycles(monthly), including from two to six microcycles, in which the content, the order of alternation and the ratio of funds change; macrocycles(annual), in which the process of physical education unfolds over long-term stages.

5. The principle of age adequacy - this principle obliges to consistently change the direction of physical education in accordance with the age stages and stages of a person, i.e. in relation to changing periods of ontogenesis and especially periods of age-related physical development of the organism (preschool, younger, middle, older age). During the school period, this principle also obliges to take into account, when educating physical qualities, the periods in which the most favorable opportunities for the development of certain physical qualities are created.

1) the principle of continuity of the process of physical education

This principle is expressed in two provisions:

a) first position– the process of physical education is an integral system, which provides for subsequence in conducting classes, which ensures the continuity of tasks, means and methods of training within one lesson and a series of lessons.

The implementation of the provision begins with the planning of educational material, which reveals both the sequence of studying physical exercises and the interconnections between them.

This position is also determined by didactic rules:

- « from easy to difficult"- provides for such a sequence in which training begins with exercises that require relatively small expenditures of physical and mental strength, with their subsequent increase. Since easy and difficult are relative concepts, therefore they are defined level of preparedness involved and condition for the exercise(example: at a slow and moderate tempo of music, it is easier to perform a combination than at a high tempo, because there are increased requirements for the level of functioning of the body systems of the practitioner);

- « from simple to complex» - provides for such a sequence in which the studied exercises are arranged in ascending order of structural and coordination complexity. The concepts of "simple" and "complex" are relative and are defined: engaged in motor experience(what is already mastered becomes simple) and development of teaching methods(a set of leading exercises). The degree of difficulty of an exercise should not be judged by its biomechanical structure alone. Thus, exercises that are similar in coordination to vital motor actions are mastered faster, and therefore are assessed as simpler, although they will be classified as complex in structure;

- « from mastered to untapped"- suggests a sequence that allows you to use previously learned actions to form a new skill;

- « from knowledge to skill» - provides for such a sequence of training in which the formation of the necessary knowledge preceded development of the relevant skill. This rule focuses on the preliminary acquisition of the knowledge that is the basis for the first attempts to complete the exercise;

- « From general to specific»- provides for the development of the basic elements in the first place, before proceeding to the study specific features and variations of actions (for example: first master the basic step, and then its variation, the basic combination of steps, and then its gradual complication).

When determining the methodological sequences of exercises, one should take into account the interaction of all the considered rules.

The regularities of the development of physical qualities also require a strict sequence of influences by physical exercises. The development of physical qualities occurs as a result of adaptive functional and morphological changes in the body. This provides for strict consistency in the presentation of increased requirements.

In terms of age, the sequence is manifested in a trend from general physical preparation to a stabilization and health-improving orientation.

On the scale of the lesson, the sequence is determined by the “trace” phenomena that remain after performing the types of exercises.

b) second position principle obliges, when building a system of classes, to ensure the constant continuity of the effect of classes. To do this, it is necessary to eliminate the large gaps between them.

When teaching motor actions, the development of physical qualities, the effect of the lesson should be superimposed on the effect of previous lessons, so that in the end there was a cumulation of these effects.

The break between classes should be optimal, short enough not to miss the effect; on the other hand long enough to recover.

2) principles of systemic alternation of loads and rest.

The total effect of classes depends on the systemic alternation of loads and rest. To achieve a higher level of performance various systems the body needs repeated loads through optimal defined rest intervals. With a long rest interval, the effect of the previous session or sessions is lost, so there is no cumulation (accumulation) of effects. Systematic repetition of loads against the background of under-recovery will lead to a decrease in the body's performance as a result of resource depletion.

3) principles of gradual build-up of developmental and training influences (principle of gradualness).

This principle reveals the dependence of the learning effect on the progression of pedagogical requirements. Therefore, this principle is sometimes called the principle progression or the principle of dynamism.

The progression of requirements should be expressed in a gradual (sometimes uneven) complication of loads - technique and tactics, volume and intensity.

The complication of influences is achieved:

Increasing the coordination complexity of the exercise,

The introduction of variability in performance,

change in external conditions,

An increase in volume

Increasing the intensity

Decreased rest intervals between exercises.

From physiology it is known that the magnitude of the body's response is proportional to the strength of the impact. However, with excessively strong influences, the response is reduced. It has also been established that the severity of the process of recovery and over-recovery is directly dependent on the degree of fatigue. However, heavy loads either do not cause super-recovery at all, or sharply reduce its manifestation. It follows that the magnitude of the load cannot exceed the capabilities of the individual (the principle of individualization and accessibility).

However, the presentation of very weak effects does not cause the necessary functional restructuring of the body. Therefore, it is necessary to give an optimal and adequate load for the student.

But the value of the optimal load is not constant, because with low preparedness, even minimal loads can cause a supercompensation phase. With the growth of preparedness, such loads will be ineffective, because. they will be used to it. Therefore, the load should be increased. But over time, the body will get used to it. Thus, with a constant increase in the loads imposed, a chain of progressive influences is formed, which causes a mandatory increase in the physical fitness of the individual.

The principle of gradual build-up of developing training influences (the principle of gradualness) provides for a systematic increase and updating of tasks in the direction of their complexity, an increase in the volume and intensity of the load as the functional capabilities of the body grow.

4) principle of adaptive balancing of load dynamics.

The duration of the adaptation of a person to the requirements presented to him is different. The leading criterion for correctly determining the level of optimal load is health benefits of exercise. Fulfillment of this condition is possible only with the help of a doctor or self-control.

From the principle of adaptive balancing of load dynamics follows three main provisions:

1) the total load should be such that its use does not cause negative deviations in health;

2) as adaptation and the applied load, it is necessary to increase the parameters of the total load again, while the higher the level of preparedness, the greater the increase in the load parameters;

3) the use of total loads implies, at certain stages in the system of classes, its either a temporary decrease, or stabilization or a temporary increase.

Load options include:

ü exercise volume- the number of exercises performed during the training or training period (total time, mileage, weight, number of approaches, etc.);

ü exercise intensity- the number of exercises per unit of time (the speed of overcoming the distance (km / h, m / s, min / km), the weight of the weight, the speed of lifting the weight, etc.). In cyclic types of physical exercises (walking, running, swimming, cycling, walking and skiing, skating, etc.), intensity is often estimated by heart rate (HR) for 10 seconds in terms of 1 min (beats / min) during exercise or immediately after their termination;

ü relaxation(refers to intensity parameters) - the amount of time allotted for the restoration of body functions after exercise. Should be considered the nature of the holiday (active or passive ), and rest interval (ordinary is the time interval leading to a relatively complete recovery, supercompensatory is the time interval leading to recovery to the super-compensation or super-recovery phase, hard - a strictly regulated interval of time, usually within one minute, which leads to the next exercise in a state of incomplete recovery).

The relationship between volume and intensity can be expressed by the rule " from volume to intensity". Both components of the load can be increased simultaneously only in certain boundaries, as a rule, at the first stages of training, when the stock of the body's capabilities is far from being exhausted, and the load as a whole is relatively small.

In the future, the simultaneous increase in both components is unbearable. Therefore, it is considered most expedient to mainly increase the volume (to create a functional base), and then, while maintaining it, or even slightly reducing it, increase the intensity.

Subject to the above provisions apply different forms load increase (Fig. 3).