Thesis: Pedagogical control over the dynamics of physical fitness of high school students. Physical training of schoolchildren General physical training of schoolchildren

Sections: Sports at school and children's health

The work of the general physical training section involves promoting the harmonious development of the child’s body, promoting health, and instilling interest in systematic physical exercise. General physical training is a system of physical exercises aimed at developing all physical qualities - endurance, strength, agility, flexibility, speed in their harmonious combination. A person’s physical fitness is characterized by the degree of development of basic physical qualities - strength, endurance, flexibility, speed, agility and coordination. The idea of comprehensive training of people’s physical abilities dates back to ancient times. This way, the basic physical qualities of a person develop better, and the harmony in the activities of all human systems and organs is not disturbed. So, for example, the development of speed should occur in unity with the development of strength, endurance, and agility. It is this coherence that leads to the mastery of vital skills. There is a close relationship between the development of physical qualities and the formation of motor skills. Motor qualities are formed unevenly and non-simultaneously. The highest achievements in strength, speed, and endurance are achieved at different ages. The concept of strength and strength qualities. There are maximum (absolute) strength, speed strength and strength endurance. The maximum force depends on the size of the cross-section of the muscle. Speed strength is determined by the speed at which a strength exercise or power move can be performed. And strength endurance is determined by the number of repetitions of a strength exercise until extreme fatigue. To develop maximum strength, a maximum effort method has been developed, designed to develop muscle strength by repeating the required exercise with maximum effort. To develop speed strength, you must strive to increase the speed of performing exercises or add load at the same speed. At the same time, the maximum force also increases, and on it, like on a platform, the speed force is formed. To develop strength endurance, the “to failure” method is used, which consists of continuous exercise with moderate effort until the muscles are completely tired. For health, a certain level of muscle development is necessary in general and in each major muscle group - the muscles of the back, chest, abdominals, legs, arms. Muscle development occurs unevenly both according to age and individually. Therefore, children aged 7–11 years should not be forced to reach the required level. At the age of 12–15 years, there is a significant increase in strength and strength standards increase by an order of magnitude. It must be remembered that the connection between the level of individual muscle groups is relatively weak and therefore strength standards should be complex and relatively simple to perform. The best tests are exercises with overcoming your own body weight, when not absolute strength is taken into account, but relative strength, which allows you to smooth out the difference in absolute strength due to age, gender and functional factors. Rapidity is a person’s ability to perform a motor action in the shortest possible period of time. To develop speed, you need to use exercises that can be performed at maximum speed. Such exercises should be simple in technique, well mastered, and their duration should be such that the speed of their execution does not decrease towards the end. To develop speed, the main methods are repeated, re-progressive and variable exercises. . Under flexibility understand the ability to achieve maximum range of motion in joints. Flexibility is a morphofunctional motor quality. There are active and passive flexibility. Active flexibility is the ability to perform movements with a large amplitude due to one’s own muscle efforts. Passive flexibility is the ability to perform movements with a large amplitude due to the action of external forces (partner, gravity). The value of passive flexibility is higher than that of active flexibility. Flexibility is also influenced by external factors: age, gender, body type, time of day, fatigue, warm-up. Indicators of flexibility in junior and middle grades (on average) are higher than those of high school students; The greatest increase in active flexibility is observed in the middle classes. Gender differences determine biological flexibility in girls to be 20–30% higher compared to boys. Time of day also affects flexibility, and this effect decreases with age. In the morning hours, flexibility is significantly reduced; the best indicators of flexibility are observed from 12 to 17 hours. Warming up the muscles in the preparatory part of the training session before performing the main exercises increases mobility in the joints. The measure of flexibility is the range of motion. The range of motion is measured in angular degrees or centimeters. Stretching exercises are a means of developing flexibility. They are divided into 2 groups: active and passive. Active exercises: springy bends, swinging and fixed exercises, static exercises (maintaining a stationary position with maximum amplitude). Passive exercises: the pose is maintained by external forces. By using them, the highest levels of flexibility are achieved. Dynamic stretching exercises are effective for developing active flexibility. The general methodological requirement for developing flexibility is a mandatory warm-up (before sweating) before performing stretching exercises. At primary school age, exercises in an active dynamic mode are mainly used, at middle and older ages - all options. Moreover, if in the lower and middle grades flexibility develops (developmental mode), then in the upper grades they try to maintain the achieved level of its development. The best indicators of flexibility in large parts of the body are observed at the age of 13–14 years. Endurance determines the ability to perform long-term work and resist fatigue. Different people cope with sports loads differently. The secret of endurance is in the targeted preparation of the body. To develop general endurance, moderate-intensity, long-term exercises performed at a uniform pace are necessary. With a progressive increase in load as training intensifies. Under Agility This implies a person’s ability to quickly master new movements or to quickly rearrange motor activity in accordance with the requirements of a suddenly changed situation. The development of dexterity is associated with increasing the ability to perform complex movements in coordination, quickly switching from one motor act to another and with developing the ability to act most expediently in accordance with suddenly changed conditions or tasks (i.e. the ability to quickly, accurately and economically solve complex motor task). Dexterity largely depends on existing motor experience. Possession of a variety of motor skills has a positive effect on the functional capabilities of the motor analyzer. Gymnastic and acrobatic exercises develop analytical systems, increase vestibular stability and improve the coordination abilities of those involved. Specially selected outdoor switchgear is especially effective for coordination and precision of movements. The most effective and accessible means of developing dexterity in students are outdoor and sports games. They develop coordination, accuracy and proportionality of movements, and analytical systems. In sports and game exercises, the skills of fast and effective movements in an unexpected situation are acquired. The general methodological requirements in the learning process are the “novelty” of exercises and a gradual increase in their coordination complexity. To develop dexterity, you can use any new exercises or learned exercises with elements of novelty. Recommended methodological techniques and approaches: ORU for accuracy of movements according to commands, marking the distance, setting additional guidelines in jumps or dismounts, throwing at a target (at a specified distance, into a basket, at a target), jumps and dismounts for landing accuracy (0.5 x 0.5 m), running with different step sizes and frequencies. Children easily grasp the technique of fairly complex exercises. In primary and secondary school age, the ability to maintain body balance develops. At middle school age, it is necessary to improve spatial orientation and develop rhythmic abilities. The accuracy of movements and the eye are facilitated by throwing at a target, at different distances, throwing various objects at a specified distance, and adjusting the positions of the hands in the outdoor gear. During puberty, the growth of coordination abilities stops. At high school age, dexterity and coordination abilities mainly develop when the conditions for performing the exercises studied change.

General physical training program.

Program name.	"General physical preparation".
Direction.	Physical education and health.
Classification.	Special; mass; different ages.
Target group.	Occupancy: 2nd year NP – up to 15 people.
Purpose of the program.	Creating conditions for providing a beneficial effect on health promotion and further involvement in active physical education and sports.
Program objectives.	1. Promoting health, eliminating or permanently compensating for disorders caused by the disease; 2. Gradual adaptation of the body to the effects of physical activity, expanding the range of functional capabilities of the physiological systems of the body; 3. Formation of strong-willed personality traits and interest in regular physical education; 4. Fostering a conscious and active attitude towards health and a healthy lifestyle as values.
Implementation deadlines.	1 year.
Lesson mode.	NP 2nd year – 3 times a week, lesson 80 minutes.
Expected results.	Improving physical development indicators. Fulfillment of standard indicators.

Explanatory note.

The source documents for drawing up the work program of the training course are:

The federal component of the state educational standard, approved by Order of the Ministry of Education of the Russian Federation dated March 5, 2004 No. 1089.

Sample program, doctor of pedagogical students in grades 1–11” V.I. Lyakh, 2011 created on the basis of the federal component of the state educational standard.

The work of the general physical training section involves promoting the harmonious development of the child’s body, promoting health, and instilling interest in systematic physical exercise. The duration of group classes is 3 times a week for 80 minutes. The program provides for the study of theoretical material, practical training in physical, technical and tactical training. Theoretical material is studied in the form of 15–20 minute conversations, which are held at the beginning and during classes. The program contains a mandatory minimum of education in the subject “Physical Education”. The structure of the educational material is presented in accordance with the basic components of physical culture and health activities: “Fundamentals of knowledge about physical culture” (informational component), “Methods of activity” (operational component), “Physical improvement” (motivational component), which allow the use of a variety of forms of education that promote the development of independence and creativity. The logic of presenting the content of each section of the program determines the stages of its development by schoolchildren (“from the general to the specific” and “from the specific to the specific”), and the translation of the acquired knowledge into practical skills.

Requirements for the level of preparation of students in the subject “Physical Education”. These requirements are consistent with the requirements of the State Standard.

In accordance with the concept of physical education, physical training groups are designed to solve the following tasks:

Consolidate and improve the skills acquired in physical education lessons;
Promote the formation of vital physical qualities;
To instill social activity and hard work in schoolchildren;
Develop creative initiative, independence and organizational skills.

During this period, in addition to the common task of the comprehensive school for all years of strengthening the health, comprehensive physical, moral and mental preparation of students, the task of forming special physical qualities (strength, speed, flexibility, jumping ability, coordination of movements) is solved, acquiring the skills of correct execution of movements.

The educational and training process is carried out on the basis of the curriculum, annual schedules of estimated hours and programs, specified in the class schedule, work log and teacher’s diary.

The purpose and objectives of the educational program.

Goal: Creating conditions for providing a beneficial effect on health promotion and further involvement in active physical education and sports.

Main goals.

Promotion of health, improvement of physical fitness; formation of strong-willed personality traits and interest in regular physical education; fostering a conscious and active attitude towards health and a healthy lifestyle as values; promoting harmonious physical development, comprehensive physical fitness and strengthening the health of students; nurturing the need and ability to independently engage in physical exercise. Achieving high levels of physical and technical training. Education of moral and volitional qualities. Fostering activity, consciousness and self-discipline and, on their basis, creating a friendly team. Fostering hard work, nobility and the ability to experience failures and the joy of victories. Development of physical qualities and mental properties.

Basic curriculum for the second year of study.

Number of hours per week – 3 hours.

№	Name of sections.	Total hours	Including
№	Name of sections.	Total hours	theoretical	practical
1.	Theoretical preparation.	6	6
2.	General physical preparation.	48		48
3.	Special physical training.	36		36
4	Technical training.	24		24
5	Tactical training.	24		24
6	Control tests. Tests.	6		6
7	Total hours:	144	6	138

Section tasks:

increasing the physiological activity of body systems, promoting the optimization of mental and physiological performance;
improving applied vital skills and abilities in walking, running, jumping, climbing, enriching motor experience with physical exercises; increasing physical fitness and developing basic physical qualities; training in complexes of physical exercises with a health-improving and corrective orientation; formation of general ideas about physical culture, its importance in human life, health promotion;
strengthening health, increasing the functional and adaptive capabilities of the body’s main life-support systems, developing physical qualities that underlie general physical fitness; training in physical exercises from modern health-saving systems of physical education, the formation of an individual physique, correct posture and rational breathing, the ability to organize independent physical education classes with a health-improving focus;
improving the culture of movements, enriching motor experience with exercises of basic sports (gymnastics, acrobatics, athletics, cross-country training, sports games);
mastering a complex of knowledge about physical culture, its history and forms of organization, connections with the culture of health.

№	Section name.	Number of hours.
		2nd year of study.
		Theoretical.	Practical.
1	The importance of physical exercise for human health.	1
2	Rules and norms of behavior in physical education classes.	1
3	Athlete hygiene.	1
4	Healthy lifestyle and its components.	1
5	History of the Olympic movement.	1
6	What is physical performance and physical fitness.	1
7	General physical preparation.		48
8	Special physical training.		36
9	Technical training.		24
10	Tactical training.		24
11	Control tests.		6
	Total:	6	138

Theoretical preparation:

the importance of physical education and sports in a person’s life;
the influence of physical exercise on the human body, training as a process of improving body functions; Healthy lifestyle, hygiene, medical supervision and self-control, daily routine and nutrition, injury prevention;
occupational safety and first aid;
history of the Olympic movement;
the basics of teaching and training methods, the procedure for teaching technique and tactics;
rules of the game, organization and conduct of competitions;
tactical game plans, setup for games and their analysis, individual and team actions during competitions and control games.

General physical preparation:

complex classes with a set of exercises for the development of physical qualities (endurance, perseverance, will, speed, strength, agility), development of physical qualities using various objects: medicine balls, jump rope, balls, exercise equipment, hoops; track and field exercises: relay races, shuttle running, running 15, 30, 250 meters, cross-country 500 to 1000 meters, throwing, high jump and standing long jump;
gymnastic and acrobatic exercises: exercises for developing strength, strength and statistical endurance, exercises for developing mobility in joints, exercises developing vestibular stability, etc.; outdoor sports games: “tag”, “jumping”, “empty space”, basketball without dribbling, “shootout”, “pioneerball”, etc.; passing standards for physical training.

Special physical training:

development of special physical abilities necessary for improvement;
exercises to develop speed and agility, speed of visual-motor reaction to the ball, speed of movement and orientation on the field;
development of speed strength, explosive power, endurance and determination in attacking and tackling the ball; development and improvement of starting speed with changes in direction of movement, high-speed maneuvering of obstacles; special physical exercises to develop jumping ability, long and high jumps; acrobatic exercises when tackling the ball. Special acrobatic exercises for goalkeeper training.

Technical preparation:

teaching the technique of games without a ball: regular running, running backwards, running with cross and side steps, jumping with one and two legs, stopping with a jump and lunge, turning in place and in motion by stepping and jumping;
training in ball handling techniques: kicking the ball, stopping the ball, dribbling the ball; middle, inner and outer parts of the instep, toe, heel; training in dribbling the ball: dribbling the ball while walking and running, changing direction; training in serving the ball, receiving the ball, catching the ball; teaching the technique of the game: basic stance, catching the ball from below, from above, from the side, while falling, hitting the ball, passing the ball, throwing and knocking out the ball;

Tactical training:

the formation of a stable relationship between the physical, special and tactical-technical aspects of training; training in individual tactical actions: choosing a place, dribbling the ball and dribbling the opponent, deception, shots around the ring, taking the ball from the opponent;
training in group tactical actions: passing the ball, taking the ball from the opponent using coordinated actions of two, three or more players, holding (closing) the opponent; training in team tactical actions:

The educational process with students is organized in the form of a lesson (according to the scheme):

Preparatory, main and final parts.

In the preparatory part of the lesson, it is necessary to organize students; determine heart rate; contribute to the gradual functional preparation of the body for increased loads.

In the preparatory part, various exercises with changes in rhythm, simple tasks for coordination of movements, accelerated walking, and running are used. The main part of the lesson solves the problems of the harmonious general development of the cardiovascular and respiratory systems, the whole organism as a whole, the education of motor qualities, the improvement of motor skills, and the education of moral and volitional qualities. The main part uses exercises in balance, on apparatus, individual elements of athletics, etc. The final part promotes faster recovery processes, reducing stress, relieving fatigue. The final part involves simple exercises for the arms, various types of walking, muscle relaxation exercises, breathing exercises and, of course, sitting rest. Completion of the lesson should set you up for subsequent work and cause satisfaction.

Methodological support of educational activities.

The leading principle is a differentiated approach, dosing the load in the classroom, taking into account the individual characteristics of students.

During the classes, students must master the basic skills and abilities included in the physical education program for schoolchildren, as well as learn to use self-monitoring data to determine their health status. These tasks must be solved taking into account age, health status and level of physical fitness.

Expected results, forms, criteria for their evaluation:

Students must be able to use acquired knowledge, skills and abilities in practical activities and everyday life: demonstrate skills and abilities, personal individuality when performing physical exercises; have independent work skills; use various sources of information to obtain information in your chosen sport.

When implementing the program, optimal conditions are created for the formation and development of the child’s personality. The training is structured in such a way that students, having mastered simple knowledge, skills, and abilities, first perform simple exercises, which become more complicated with each subsequent task. This arrangement of the educational process forms psychological preparation for work.

Requirements for mastering educational material. Annex 1 .

Bibliography.

Lyakh V.I., Zdanevich A.A.. Comprehensive physical education program for grades 1–11. – M.; "Enlightenment" 2011
Kuznetsov V. S., Kolodnitsky G. A.“Planning and organizing classes. Methodical manual on physical culture". – M. DROFA 2006.
Ashmarin B.A. Theory and methods of physical education. M. ;Enlightenment 2006
Mason G.B., Lyubomirsky L.E. Methods of physical education of schoolchildren. M.: Education 2005

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Introduction

physical fitness student pedagogical

In “The Great Didactics” Y.A. Kamensky wrote: “a person must study in order to become what he should be.” Learning motor actions is necessary in any activity. However, only in the field of physical education is the study of them the core of learning, since here motor activity acts both as an object, and as a means, and as a goal of improvement.

The implementation of the comprehensive school reform in the field of physical education of students, its nature and scale, requires considerable time. In the coming years, the priority is to improve the existing forms of school physical education, increase their effectiveness, organizational level and the effectiveness of all components that make up the program. The end result of the influence of physical education throughout the training, development and education of students from 1st to 11th grade should be a “physically perfect” person. Excellent health, a strong and tempered body, a strong will, formed in the process of physical education and sports, are a good basis for the intellectual development of a person. It is possible to achieve high physical perfection and get rid of some congenital and acquired physical defects only through the correct and systematic use of physical exercises.

Physical culture most fully realizes its social functions in the system of physical education as the most important means of social development of a citizen, a purposeful pedagogical process to familiarize schoolchildren with the values of national physical culture.

These circumstances predetermined the choice of topic, setting goals, objectives and the main directions of this thesis research. The theoretical and methodological basis of the thesis was modern concepts of organizing pedagogical control, works of leading Kazakh and Russian scientists in the field of physical education and sports. The studies were carried out taking into account the regulatory framework.

Relevance. Pedagogical control is a system of measures that ensure verification of planned indicators of physical education to evaluate the means, methods and loads used.

Hypothesis. It is assumed that proper pedagogical control over the physical fitness of schoolchildren will help increase the level of physical condition of schoolchildren and will make it possible to more rationally distribute the level of load on each individual student.

The object of study of this thesis is: high school students aged 15-17 years old, numbering 20 people.

The subject of the study is: “physical training of schoolchildren in the system of physical education.”

The purpose of the thesis is to consider the problem of improving pedagogical control; determination of methods, means and forms of physical fitness of high school students in physical education lessons.

Research objectives

To achieve the goal of the study, it was necessary to solve the following tasks:

1. Determine the importance of pedagogical control over the physical fitness of schoolchildren.

2. To determine the level of development of physical qualities of schoolchildren in grades 10-11 at Komsomolsk secondary school, Sarykol district.

3. Determine the dynamics of physical fitness of 11th grade students during the school year.

Research methods.

1. Analysis of scientific and methodological literature

2. Pedagogical observations of physical education classes.

3. Control exercises for physical training.

4. Method of mathematical statistics.

Organization of the study.

The solution to the tasks was carried out in stages:

At the first stage, I processed scientific and methodological literature on the study of physical abilities and the impact of physical exercise on the level of development of physical qualities.

At the second stage, physical fitness testing of high school students was carried out.

At the third stage, statistical processing of the collected material was performed. At the same time, physical development and physical fitness were studied for comparison with the existing average indicators of schoolchildren.

Practical and theoretical significance.

A distinctive feature of this study is its practical value, since it was conducted on the basis of a functioning Komsomolsk secondary school in the Sarykol district of the Kostanay region.

1. Development of physical fitness of schoolchildren

Unfortunately, many parents do not understand the health benefits of physical education and sports and do not pay due attention to the physical education of their children. Therefore, the task of physical education teachers and coaches is to explain the positive impact of physical education on the health and physical development of children. As practice shows, children with increased motor activity, that is, those who are actively involved in physical education and sports, do better than their peers in secondary schools. In addition, schoolchildren who actively engage in physical exercise increase their resistance to colds.

Observing the formation of children's bodies, we are usually interested in the state of their health, physical development and physical fitness, recording this with appropriate indicators. The complex of these indicators creates a complete picture of the children’s body. 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 determines the qualitative aspects of children’s motor activity and the level of their general physical fitness. Physical education at school is an integral part of the formation of the general culture of the personality of a modern person, the system of humanistic education of schoolchildren.

By combining physical education classes with general physical training, we thereby carry out the process of comprehensive physical training, which has great health benefits.

Usually, by developing physical qualities, we improve the functions of the body and master certain motor skills. In general, this process is unified, interconnected, and, as a rule, high development of physical qualities contributes to the successful development of motor skills.

For example, the better a teenager’s speed is developed, the faster he will run short distances, the faster he will be able to dribble the ball when playing football, the faster he will be able to move in any other games, that is, a high level of development of speed will have a positive effect on the performance of specific physical exercises. The same can be said about developing strength and endurance. Therefore, it is necessary to develop these qualities, first of all, in terms of general physical training, using the most appropriate means for this purpose.

Thus, the development of physical qualities is essentially the main content of general physical training.

In recent years, much attention has been paid to the issue of organizing physical education. The most interesting research in this area is by M.M. Boyana, B.A. Ashmarina, M.A. Godina, B.V. Sermeeva, prof. Yu.D. Zheleznyak, prof. SOUTH. Travina, prof. IN AND. Egozina and others. However, all works consider improving the organization of physical education. Therefore, there is a need for theoretical and practical developments in the implementation of modern methods of pedagogical control over the physical fitness of schoolchildren, taking into account the use of presidential tests.

In Ancient Greece and Ancient Rome, there were different body types suitable for one or another type of palaestrics; there were developed methods for developing physical qualities (lifting loads in different positions of the body, running in water at different depths, etc.).

The greatest physician of antiquity, Hippocrates (460-374 BC), left a huge mark on the development of medicine and the influence of physical exercise on human health. In matters of human anatomy up to the 15th - 16th centuries. V. The ancient Roman physician Galen (about 200-130 BC) remained the unquestioned authority. It should be noted that with the name of the Czech humanist J.A. Kamensky (1592-1670) is associated with the formation of modern pedagogy as a science.

During the period of modern history, especially at the end of the 19th - beginning of the 20th centuries, pedagogical views on physical education were determined by new knowledge in the field of biological sciences, sports physiology, and biomechanics. In the 1920s A new direction in physical culture is emerging - professional-applied physical training. The end of the 18th - beginning of the 19th century. is significant in that quantitative research methods are emerging in physical education, when observation, experiment, surveys, testing begin to be included in the arsenal of research methods in physical education. Thus, we can already talk about a new stage in the development of the science of physical education - as a truly scientific one. In Russia, the development of the scientific method is inseparable from the scientific and pedagogical activities of P.F. Lesgafta (1837-1909). His name is inextricably linked with the creation of a domestic science-based system of physics education.

In 1923, the publishing house “Physical Culture and Sport” was created, which to this day publishes the latest experimental research by leading domestic and foreign scientists and practitioners of physical culture and sports.

Currently, the targets of physical education are largely reoriented to the fact that it should be aimed, first of all, at solving the health problems of schoolchildren. At the present stage of development of our society, the upbringing of a new person is required, in which spiritual wealth, moral purity and physical perfection would be organically combined.

By “physical perfection”, first of all, we mean ideal health, harmonious physical development, well-developed motor functions, and comprehensive physical fitness. From a wide range of problems related to physical improvement, we want to take a closer look at the issue of physical fitness in the process of age-related development of schoolchildren. In the theory of physical education, a distinction is made between general and special physical training.

Special physical training is associated with professional or sports activities, for example, a football player; training of a diver, fireman, skier, gymnast, speed skater, etc. General physical fitness includes the general level of knowledge and skills. In the process of forming motor skills and abilities, physical qualities develop: agility, speed, endurance, strength, etc.

The health-improving effect of the development and formation of basic movements is well known, because a large number of muscle groups are simultaneously involved in these movements, which helps to increase metabolism in the body, enhance the functional activity of internal organs, and improve the mobility of nervous processes. Knowledge of the basics of age-related development of physical qualities should help improve the methodology with schoolchildren. At present, objective data on the age-related development of physical qualities have already been accumulated (B.A. Ashmarin, V.P. Bogoslovsky, V.I. Balsevich, etc.), but there is still little research devoted to the development of movements, especially the basic ones, from first grade to high school graduates.

In recent years, there is a public opinion that in our country it is necessary to evaluate the work on physical education in school not only by “cups”, “certificates” and various prizes won in sports competitions, but to evaluate the organization of physical education in school according to the physical fitness of all students, their health and physical development. Assessing the health and physical development of schoolchildren does not cause great difficulties, because Currently, a number of techniques have been developed and successfully applied. Assessing the physical fitness of schoolchildren is somewhat difficult, because There is very little data to compare the level of preparedness of students.

This study was carried out from September 2010 to March 2011 during training sessions at Komsomolsk secondary school, Sarykol district for thesis work. In the process of developing a person’s motor abilities, a special place is occupied by versatile physical fitness. B.V. Sermeev, V.M. Zatsiorsky, Z.I. Kuznetsov characterizes physical fitness by a combination of physical qualities such as strength, endurance, speed, and agility. It is largely determined by the morphological characteristics and functional state of the entire organism and its individual systems, and primarily the cardiovascular and respiratory systems of the student. HELL. Nikolaev believes that the physical training of an athlete is the development of physical qualities and abilities necessary in sports activities, improving physical development, strengthening and hardening the body. ON THE. Lupandina divides it into general and special. General physical training means a comprehensive education of physical abilities, including the level of knowledge and skills, basic vital, or, as they say, applied natural types of movements. Special training refers to the development of physical abilities that meet the specific characteristics and requirements of the chosen sport. B.V. Sermeev, B.A. Ashmarin, just like N.A. Lupandin, divide physical training into general and special, but propose to subdivide the latter into two parts: preliminary, aimed at building a special “foundation”, and main, the purpose of which is the broader development of motor qualities in relation to the requirements of the chosen sport.

Thus, B.V. Sermeev proposes a three-step process in the process of achieving the highest level of physical fitness, and at the first stage special and general physical training should be combined. When moving to the highest special level, both general physical fitness and a special “foundation” must be maintained at the achieved level.

This point of view is consistent with the studies of a number of authors of previous years (A.N. Krestovnikov, N.V. Zimkin, A.V. Korobov, Z.I. Kuznetsova, etc.).

The concepts of “physical fitness” and “training” are closely related and to a certain extent characterize the degree of health. L.B. Kofman, N.D. Graevskaya, V.L. Karpman note that in the process of systematic training, the body gradually adapts to the loads, associated with the functional and morphological restructuring of various organs and systems, and the expansion of their potential capabilities.

Physiological changes in the body in the process of systematic physical education and sports occur in parallel with the improvement of motor skills, the development of physical qualities, and mastery of the technique and tactics of the chosen sport. The authors define fitness as a state that develops in the athlete’s body as a result of repeated repetition of physical exercises and characterizes his readiness for the most effective muscular activity.

The problem of studying the development of motor abilities of schoolchildren has attracted and continues to attract many researchers. Some studied “motor talent,” as if independent of upbringing and training (N.M. Gurevich, N. Ozeretsky), others studied “simple, vital movements acquired in everyday life.” For examination, they offered “tests” with the help of which the ability to dress, wash, tie a knot, thread a needle, etc. was revealed. (Ya.V. Ermolenko). Some authors studied “motor activity” (R.I. Tamuridi, I.M. Yablonovsky). According to the method of A.V. Ermolenko studied: walking in a straight line, in a circle, grasping, jumping (long, from a run), the ability to quickly stand up and lie down, carry heavy objects, etc.

THEM. Yablonovsky, M.V. Serebrovskaya, when studying the motor activity of schoolchildren, used tests on such types of movements that to some extent reflected the physical fitness of students. They studied: running, standing long and high jumps, throwing, etc. But in different age groups, their methods offered different tasks and requirements: in running - different distances, in throwing - objects for throwing, unequal distance to the target and etc. hence the extreme difficulty in identifying the characteristics of age-related development of certain types of movements. However, these works at one time served as some justification for the physical education program for schoolchildren. The works of R.I. Tamuridi (1985) were devoted to the development of movements among Kyiv schoolchildren. The author studied the development of movements such as jumping, throwing, etc. As a result, age dynamics were shown for some movements.

In recent years, a number of works have been carried out by physiologists (V.S. Farfel, N.V. Zimkin, V.V. Vasilyeva, Z.I. Kuznetsova). The “Main Directions for the Reform of General Education and Vocational Schools” defines the tasks and ways of restructuring secondary education, shaping the worldview and high civic qualities of students, improving labor education, training and vocational guidance. This document gives specific directions for the physical improvement of students.

From a wide range of problems related to physical improvement, we want to more carefully consider the issue of physical fitness in the process of physical education of schoolchildren. In the theory of physical education, a distinction is made between general and special physical training. If general physical training includes the level of knowledge and skills in vital applied natural, basic types of movements, then special physical training is associated with professional or sports activities (training of a gymnast, skier, track and field athlete, etc.).

The main feature that characterizes a high level of general physical fitness is the ability to consciously control the movements of one’s body, achieving the greatest results in the shortest possible time with the least expenditure of effort. The health-improving effect of the development and formation of basic movements is well known, because a large number of muscle groups are simultaneously involved in these movements, which helps to increase metabolism in the body, enhance the functional activity of internal organs, and improve the mobility of nervous processes.

Versatile physical fitness is based on a high level of development of basic motor qualities (endurance, strength, agility, speed, etc.), which are achieved through systematic work in physical education lessons, as well as in the process of extracurricular mass sports work. Man, unlike animals, is not born with the ready ability to perform movements that are natural to him. Movements in walking, running, throwing, jumping, pulling, climbing were developed in the process of human evolution, as a result of his interaction with the environment. A person learned these movements in the process of life. Everyone knows how children love to run, throw, throw, catch objects, and climb. The physical fitness of schoolchildren, as indicated by Z.I. Kuznetsov, are characterized by two indicators.

1. Degree of mastery of movement techniques.

2. Level of development of motor (physical) qualities.

Physical fitness (motor) of students improves as a result of learning in lessons, but only under one condition: if the teacher teaches children to perform motor actions correctly and develops their physical qualities.

In order to manage the educational process and make timely adjustments, it is necessary to monitor the motor readiness of schoolchildren. However, this issue has not yet received due attention in scientific research. Available literature data on the study of the basic movements of school-age children indicate the absence of a unified proven examination methodology. Examination on various tasks in age groups of boys and girls and in various test conditions does not make it possible to identify characteristic features of age-sexual development.

There has long been an urgent need to develop a unified methodology for taking into account the development of basic movements, and collecting material that can serve as starting data for assessing the physical fitness of schoolchildren of different age groups. Some attempt to create a unified control system at present in secondary schools and secondary specialized educational institutions of the Republic of Kazakhstan was the holding of tests “Presidential Tests”, and on a national scale - “Presidential Tests”, which included tests on speed running, endurance running, jumping , pull-ups, bending. The development of motor skills and physical qualities of schoolchildren in the process of physical education is the main goal in the practical work of physical education teachers.

In 1996, the GTO, which was in the USSR, was replaced by a more improved and adapted version of the tests - “Presidential Tests”.

The Government of the Republic of Kazakhstan dated June 24, 1996 N774 introduced Presidential tests of physical fitness of the population of the Republic of Kazakhstan.

Development and implementation into practice of the state physical culture, health and sports complex of the Republic of Kazakhstan "Presidential Tests" (hereinafter referred to as the "Presidential Tests" complex). Carried out in accordance with the provisions of the Constitution of the Republic of Kazakhstan, the law “On physical culture and sports in the Republic of Kazakhstan” (No. 490 of December 2, 1999).

The introduction of the “Presidential Tests” complex allows the most effective use of physical culture and sports in increasing the motivation of citizens to improve health, develop healthy lifestyle skills and organize active leisure.

The “Presidential Tests” complex will provide an opportunity to attract wide sections of the population to physical education and sports, and will also contribute to the creation of continuity of physical education and sports activities at different stages of a person’s life path.

The introduction of the "Presidential Tests" complex is, to a certain extent, a revival of the domestic tradition of preparing and passing regulatory requirements for the physical fitness of the population aged 7 to 60 years and older. For more than 70 years, our country has had a system for assessing and stimulating the physical fitness of the population, generally being the basis for the physical education of the population.

In different countries of the world, much attention is paid to the issues of testing the level of physical fitness, stimulating physical education and sports among various groups of the population. In the USA, such a testing system is under the patronage of the President and is carried out under the name “Presidential Challenge”. Canada, Germany, China, Japan and other countries of the world have created and are implementing their own national testing systems. In European countries, a unified testing system - Eurofit - is becoming widespread.

The formation of a unified nationwide testing system, which makes it possible to create an effective mechanism for stimulating the population to engage in physical education and sports, is facilitated by: the introduction by the Government of the Republic of Kazakhstan into systems for monitoring the physical state of the health of the population, the physical development of children, adolescents and youth; jointly with the Ministry of Education of the Republic of Kazakhstan. development of a draft state educational standard for secondary (complete) general education in the subject "Physical Culture"; sports and fitness program "Presidential Competitions", implemented in the regions of the Republic of Kazakhstan.

The idea of introducing the “Presidential Tests” complex was supported by the overwhelming majority of heads of executive authorities and constituent entities of the Republic of Kazakhstan in the field of physical culture and sports. As shown by a survey conducted by the Committee on Physical Culture and Sports of the Republic of Kazakhstan. this idea is also supported by teachers, organizers of the physical education and sports movement, scientists and the general public.

The introduction of the “Presidential Tests” complex completes the creation of a programmatic and regulatory framework for the domestic system of physical education of the population, in which monitoring, educational standards, and the “Presidential Competitions” program will be the components.

The purpose of creating the "Presidential Tests" complex is to intensify physical education, health and sports work among various groups of the population, increase the role of physical culture and sports in improving the nation's health, distract adolescents and young people from bad habits, and improve the forms and methods of physical education.

The main objectives of the "Presidential Tests" complex are:

· increasing the level of physical fitness of various population groups;

· improvement of normative and program-methodological support for the process of physical education;

· increasing the importance of physical education and sports activities;

· ensuring continuity of the process of physical education of the population;

· promoting the formation of healthy lifestyle skills among various socio-demographic groups of the population;

· involving children, adolescents and young people in active sports;

· implementation of the most effective organizational forms of physical education and sports, including at the place of residence of the population.

A number of researchers (N.N. Binchuk, A.P. Kashin, L.I. Gendzegolskis, H.V. Tiik) point to a lack of physical fitness among young people who entered the first year of university, and explain this by the fact that that in schools there is still a high percentage of students exempted from physical education classes without sufficient grounds, and the organization of the physical education process in many of them is not at a high level. Unfortunately, even in the city of Kostanay there are a number of schools in which the gyms are in such a state that children are forced to study in the corridors; there is no sports equipment and equipment. Especially children who study in primary school study wherever they have to.

A number of schools do not have physical education teachers due to the fact that young people do not go to work in rural areas after graduating from universities. There is not enough sports equipment, of course, all this affects the physical fitness of students.

The introduction of a third lesson in physical education will make it possible to improve this situation, but subject to the provision of sports equipment in the required quantity. And schools with a large number of students need to build a second gym.

Analysis of the state of physical fitness of children, adolescents and youth in various types of educational institutions of the Republic of Kazakhstan according to the spring (May) monitoring of 2010 showed that the average physical readiness index in the Republic of Kazakhstan was 62% for boys and 59% for girls. In general, the level of physical fitness of children and students turned out to be 8-11% below the lower limit of the hygienic standard, which is 70% of the proper age-sex level, which allows us to classify the surveyed population as a “risk” group. The average value of the physical readiness index in schools was 67% for boys and 70% for girls. This level of physical fitness of students can be assessed as “below average” for boys and “average” for girls. Although specifically in my school this level was for both boys and girls - 72%.

In recent years, the focus of attention of researchers who consider it necessary to further improve the system of physical education for schoolchildren is the issue of improving regulatory requirements in order to more effectively develop the physical abilities of schoolchildren. So A.R. Dzhamalov conducted a study of the physical condition of schoolchildren and found that the most effective in the development of physical fitness is a higher mode of motor activity, achieved by using a complex of various means of physical culture and sports.

In our thesis we examine the state of physical fitness of older schoolchildren at the Komsomolsk secondary school in the Sarykol region.

Physical education is a type of education, the specific content of which is teaching movements and managing the development of a person’s physical qualities. When it is necessary to emphasize the applied orientation of physical education in relation to labor, defense and other activities, they talk about physical training. The process of improving physical fitness is called physical fitness. Z.I. Kuznetsova suggests calling physical fitness motor fitness. One way or another, physical training helps to improve health, develop motor skills and body shape, as well as expand motor concepts.

The problem of studying the development of schoolchildren's movements has attracted and continues to attract many researchers. Some studied “motor talent,” as if independent of upbringing and training. Others studied "simple vital movements acquired in daily life." THEM. Yablonovsky, A.V. Serebrovskaya, when studying the motor activity of schoolchildren, used tests on such types of movements that to some extent reflected the physical fitness of students. They studied: standing long and high jumps, running, throwing, etc.

The work carried out by a group of specialists under the leadership of G.I. is noteworthy. Kukushkin to study the state of physical fitness of students according to age educational standards.

The starting point in these studies was that “the process of physical education in school should be regulated by uniform educational standards.” According to the authors, the program, in close connection with the educational material, should be based on age-specific educational norms that stimulate the comprehensive and harmonious development of students’ physical abilities and sports improvement from a certain age. The research was aimed at analyzing the application of educational standards, improving them and making them an important condition for further improvement of educational and extracurricular work in physical education of students.

The variety of motor skills acquired by schoolchildren during physical education classes at school is aimed at increasing the level of general physical fitness of students. Many researchers and everyday life confirm the position that a physically fit person has better labor productivity and high performance. The main indicators of the general physical fitness of schoolchildren were, are and will be achievements in basic movements. In them, as if in a magic trick, one can see the ability to control one’s body, the ability to perform a movement economically, quickly, and accurately. These movements reveal the level of development of physical qualities, speed, dexterity, strength, etc. Quality is understood as a property that is reflected in the ability to perform not just one narrow task, but a more or less wide range of tasks united by a psychophysical community. The basic movements most fully reveal this community of qualities. Of course, the pedagogical process in physical education is not limited to a narrow set of exercises “applicable in life conditions.” The more motor conditioned reflexes a student acquires, the more complex and varied motor tasks a teacher can set for students, the easier it is to acquire a skill. And a motor skill is characterized by the combination of individual operations into a single whole, the elimination of unnecessary movements, delays, increased accuracy and rhythm of movements, a reduction in the time it takes to perform an action as a whole, strict systematicity in movements, and coherence of various body systems. Motor skill allows you to save physical and mental strength, facilitates orientation in the environment, and frees your consciousness for timely comprehension of the action. Among middle and older schoolchildren, interest in these movements does not wane, depending on pedagogical tasks, which gradually become more complicated over the years of study, and the requirements for rational ways of performing exercises increase. The motor activity of a growing and emerging schoolchild is learned in development, where learning plays a decisive role.

Teaching students the basic types of movements and improving them is one of the most important tasks of physical education in school. It is required not only to teach the student the correct techniques of movement; It is equally important to ensure that students are able to run quickly and dexterously, jump high and far; training should be closely related to the achievement of practical results. The achievements of schoolchildren in basic movements (with proper educational work) are mainly determined by the quality of physical education work at school.

1.1 Age characteristics of a person and their periodization

In the process of ontogenesis, individual organs and systems mature gradually and complete their development at different stages of life. This heterochrony of maturation determines the peculiarities of the functioning of the body of children of different ages. There is a need to highlight certain stages or periods of development.

During the prenatal period, tissues and organs are formed and their differentiation occurs. The antenatal period is represented by the embryonic period (from conception to the 8th week within the smooth period) and the fetal period (from the 9th to the 40th week). Typically pregnancy lasts 38-42 weeks. Birth is considered premature if it occurs between 22 and 37 weeks. pregnancy; a living newborn receives the same civil rights as a child born at term. Termination of pregnancy before 22 weeks. is called a miscarriage, and the fetus born in this case, due to its non-viability, is a product of conception.

The postnatal stage covers the period from the moment of birth to death of a person, it is characterized by the continuing maturation of organs and systems, changes in physical development, and significant qualitative changes in the functioning of the body. Heterochrony of the maturation of organs and systems in postnatal ontogenesis determines the specific functional capabilities of the body of children of different ages and the features of its interaction with the external environment. Periodization of the development of the child’s body is important for teaching practice and child health.

The currently widespread age periodization, distinguishing the period of newborn, nursery, preschool and school age, which, in turn, is divided into junior, middle and senior school age, reflects the existing system of child care institutions rather than systemic age characteristics.

A symposium on the problem of age periodization in Moscow (1965), convened by the Institute of Physiology of Children and Adolescents of the Academy of Sciences of the USSR, recommended an age periodization scheme that is widely used.

In medicine, it is also customary to distinguish the perinatal period - the period from 22 weeks. intrauterine development until the first 10 days of life.

At the postnatal stage of development, the following periods are distinguished:

The newborn period is the first 10 days of life (according to other classifications, the first 30 days).

Infancy - from the 11th day of life to 1 year (according to other classifications - 12 months; infancy).

Early childhood - 1-3 years (according to other classifications - toddler age - pre-preschool).

First childhood - 4-7 years (according to other classifications - preschool age)

Second childhood - for boys: 8-12 years old, for girls: 8-11 years old (according to other classifications - junior school age).

Adolescence, or puberty - for boys: 13-16 years; girls: 12-15 years (according to other classifications - middle and high school age; adolescence; puberty).

Adolescence or juvenile age - for boys: 17-21 years old, for girls: b 20 years old.

Mature age, period I - for men: 22-35 years, for women: 21-35 years.

Mature age, II period - for men: 36-60 years, for women: 36-55 years.

Old age - for men: 61-74, for women: 56-74 years.

Senile age - 75-90 years.

Centenarians - over 90 years old.

It is believed that modern man can live up to 150-175 years.

In addition to these periods, women have a menopausal period, i.e. the period of decline of ovarian function, including the onset of physiological menopause (at 45-50 years), as well as the postmenopausal period (until the end of life).

For statistical calculations, it is customary to classify a child as 1 month if his age is from 16 days to 1 month 15 days, as 2 months - if his age is from 1 month 16 days to 2 months 15 days, etc. After the first year of life and up to 3 years: 1.5 years includes a child aged from 1 year 3 months to 1 year 8 months 29 days, 2 years - from 1 year 9 months to 2 years 2 months 29 days, etc. After three years at annual intervals: 4 years includes children aged 3 years 6 months to 4 years 5 months 29 days, etc.

From a biological point of view, the development of an organism consists of growth, differentiation of organs and tissues, as well as morphogenesis. Development is programmed by genetic information, regulated by internal factors (primarily hormones and biologically active substances) and is largely determined by lifestyle (i.e. the nature of nutrition, the intensity of physical and intellectual stress), upbringing, the state of the emotional sphere, level of health, as well as influence of the external environment. Currently, about 100 genes have been identified that regulate the speed and limits of human growth. The genetic factor manifests itself at the ages of 2-9 years and 14-18 years (this is the result of the influence of the first and second family factors, respectively). According to the energy rule of skeletal muscles I.A. Arshavsky, the development of the body is directly dependent on the activity of skeletal muscles: physical inactivity and hyperdynamia inhibit this process. Equally important for development is adequate nutrition, i.e. appropriate for age standards.

Changes in the growth rate of children with age: body size and organs, weight, skeletal ossification, teething, development of endocrine glands, degree of puberty, muscle strength. This scheme takes into account the characteristics of boys and girls. However, the issue of criteria for biological age, including the identification of the most informative indicators that reflect the functional capabilities of the organism, which could form the basis of age periodization, requires further development.

Each age period is characterized by its own specific characteristics. The transition from one age period to the next is designated as a turning point in individual development, or a critical period.

The duration of individual age periods is largely subject to change. Both the chronological framework of age and its characteristics are determined primarily by social factors.

The growth and proportions of the body at different stages of development are characterized by the peculiarities of the growth process of the child’s body and are manifested by its unevenness and wave-like nature. Periods of increased growth are followed by some slowdown.

Body proportions also change greatly with age.

From the newborn period to adulthood, body length increases by 3.5 times, body length by 3 times, arm length by 4 times, and leg length by 5 times.

A newborn differs from an adult in having relatively short limbs, a large body and a large head. With age, head growth slows down and limb growth accelerates. Before the onset of puberty (prepuberty), there are no gender differences in body proportions, but during puberty (puberty), boys' limbs become longer, their torso is shorter, and their pelvis is narrower than that of girls.

Three periods of differences in the proportions between the length and width of the body can be noted: from 4 to 6 years, from 6 to 15 years, and from 15 years to adulthood. If in the prepubertal period overall height increases due to the growth of the legs, then in the pubertal period - due to the growth of the torso.

The growth curves of individual parts of the body, as well as many organs, basically coincide with the growth curve of body length. However, some organs and parts of the body have a different type of growth. For example, the growth of the genital organs occurs intensively during puberty, and the growth of lymphatic tissue ends by this period. The size of the head in children 4 years old reaches 75-90% of the size of the head of an adult. Other parts of the skeleton continue to grow rapidly even after 4 years.

Uneven growth is an adaptation developed by evolution. The rapid growth of the body in length in the first year of life is associated with an increase in body weight, and the slowdown in growth in subsequent years is due to the manifestation of active processes of differentiation of organs, tissues, and cells.

The development of the organism leads to morphological and functional changes, and growth leads to an increase in the mass of tissues, organs and the entire body. During the normal development of a child, both of these processes are closely interrelated. However, periods of intense growth may not coincide with periods of differentiation.

Along with the typical characteristics for each age period, there are individual developmental characteristics. They vary and depend on the state of health, living conditions, and the degree of development of the nervous system.

1.2 Age-related changes in anthropometric indicators

Body length and weight, as well as chest circumference, are the main anthropometric indicators that characterize the rate of growth and development of the body, as well as allowing us to understand the age-related characteristics of many physiological processes. Taking into account the role of the genetic factor, it is customary for each region of the globe to periodically compile its own assessment tables of these indicators. In recent years, for this purpose, so-called centile tables or scales have been used, which make it possible to distinguish among the surveyed children and adolescents who are developing at an average rate (25-75 centiles), above or below these rates (less than 25 or more than 75 centiles). A version of such tables was developed in 1993 by I.V. Popova and co-authors for the city of Kirov (Tables A and B). Each of them is represented by six columns of numbers that reflect the values of the trait, below which it can occur in 3, 10, 25, 75, 90 and 97% of children of a given age and sex group. The space between the numbers (called the “corridor” or “area”) reflects the range or variety of the trait that is characteristic of a certain percentage (3, 7, 15 or 50%) of the children in the group (explanatory table).

Dental scales also make it possible to determine the harmoniousness of development: if the difference in the numbers of “corridors” between any of the three indicators does not exceed 1, development is assessed as harmonious; if it is 2, it is considered disharmonious; if the difference reaches 3 or more, development is assessed as sharply disharmonious. The scales make it possible to determine the child’s somatotype according to V.N.’s classification. Dorokhov and I.I. Bachrak: microsomatic, mesosomatic and macrosomatic (respectively, the sum of the “corridors” of all three indicators is no more than 10.11-15 and 16-21).

The microsomatic type indicates that the child’s physical development is below average, the mesosomatic type is average, and the macrosomatic type is above average. Example: an 8-year-old boy has a body length of 135 cm, body weight of 32 kg, chest circumference of 67 cm; all three indicators belong, judging by table A, to the 5th “corridor”, i.e. rated above average; the difference in the numbers of “corridors” between these indicators is zero, i.e. development is harmonious; the sum of the “corridor” numbers (5 + 5 + 5) = 15, i.e. the boy belongs to the mesosomatic type. From these data it follows that the child’s development is above average, harmonious, of the mesosomatic type.

A general idea of the dynamics of body length and weight.

In newborn boys, body length is 51-54 cm; at 1 year -74-75 cm; at 3 years - 94-102 cm; at 5 years old - 105-112 cm; at 7 years old - 117-126 cm; at 10 years old - 133-144 cm; at 14 years old - 155-169 cm.

In newborn girls: body length - 49-53 cm; at 1 year - 73-76 cm; at 3 years - 92-97 cm; at 5 years old - 106-114 cm; at 7 years old - 119-126 cm; at 10 years old - 133-142 cm; at 14 years old - 155-164 cm.

Body weight of boys - at birth - 3.1-3.8 kg; at 1 year - 10.1-11.2 kg; at 3 years - 13.3-17.0 kg; at 5 years - 16.1-19-8 kg; at 7 years old - 20.9 - 24.7 kg; at 10 years old - 28.8 -35.7 kg; at 14 years old - 43.0-60.0 kg.

For girls: newborn body weight - 3.0-3.7 kg; at 1 year - 9.2 -10.8 kg; at 3 years - 12.8 -14.7 kg; at 5 years - 17.0-19.7 kg; at 7 years old - 20.0-24.4 kg; at 10 years old - 28.1-35.8 kg; at 14 years old - 43.0-55.2 kg.

The average height of 18-year-old girls in Kirov is 165 cm, the average body weight is 58 kg, the average chest circumference is 85 cm (Bogatyrev V.S. et al., 1996). The average annual increase in height in the first year of life is 25-35 cm, at 2-8 years old - 4-6 cm, at 8-14 years old - 7-10 cm (pubertal leap or spurt); accordingly, the average increase in body weight is 6-7 kg, 1.5-2.0 kg and 5.0 kg.

These anthropometric data, as well as others (for example, dental age, determined by the number of primary and/or permanent teeth, degree of puberty, bone age, determined by ossification points), are important indicators in determining biological age. In the normal course of ontogenesis, the biological age of the child corresponds to the passport age (permissible fluctuations are no more than two years). In some cases, the biological age lags behind the passport age (retardation) or, conversely, advances (acceleration). Up to 9-10 years, the leading indicators for determining biological age are height, the number of permanent teeth and neuropsychic development; subsequently, in addition, the amount of annual growth and the severity of puberty. Data on dental age are given in the "Digestion" section, on indicators of sexual development - in the "Endocrine system" section. Here we will only point out that, judging by radiographs, ossification of the capitate and hamate bones occurs at 1 year, triquetrum - at 3 years, lunate - at 4 years, scaphoid - at 5 years, trapezium at 6 years, trapezoid - at 7 years , pisiform - at 12 years old.

Assessment of physical development in general, and children of high school age in particular, is carried out according to local or regional tables - standards of physical development or according to specially compiled assessment tables (scales of regression of body weight and chest circumference by height), based on the specified parameters.

Seasonality and individual characteristics of the rate of increase in body length and weight from autumn to autumn dictate the need to conduct anthropometric studies in the same periods of the calendar year.

The most intensive longitudinal growth occurs in the spring - from March to May. During this period, the growth rate is twice as high as in September - October. The most intense increase in body weight occurs in the fall. Peculiarities of children's daily routine and nutrition are essential for seasonal changes in somatometric indicators.

The increase in body weight in children often undergoes significant deviations from typical changes. During the adaptation period, when preschoolers are transferred from the younger group to subsequent groups, and then from education in kindergarten to systematic education and upbringing at school, children experience not only a decrease in the intensity of the increase in body weight, but even its fall (sharp deficit).

The delay in the intensity of the increase in annual growth and the manifestation of, although negligibly small (up to 0.5 kg), negative changes in body weight among a group of children gives grounds to talk about unfavorable changes in physical development and requires the implementation of certain hygienic measures, primarily the rationalization of the education regime and training.

Usually, after eliminating the conditions that delay the natural increase in somatometric parameters, the rate of their growth becomes 3-4 times more intense than usual, and after some time the indicators reach age standards.

Children of disharmonious physical development with excess body weight (due to fat deposition), as well as children who are sharply behind in length and body weight from the average values typical for a given age and gender, are referred to an endocrinologist and registered with a school doctor. Such children need therapeutic and health measures.

Anthropometric studies of children and adolescents are included not only in the program for studying the state of health, but are often carried out for applied purposes: to determine the sizes of clothing and shoes, equipment of children's care and educational institutions (desks, tables and chairs, wardrobes, beds, hangers, sports equipment and inventory, etc.).

For applied somatometric studies, not only length is determined, but also many other body dimensions (segment lengths, latitudinal dimensions, circumferences).

In order to establish, for example, the functional dimensions of student tables and chairs, body length, height of the foot, lower leg and thigh, anteroposterior diameter of the chest and other parameters are measured for a large number of schoolchildren from grades I to XI (X).

1.3 Motivation for physical activity in children

The movements of newborns and infants are chaotic, generalized, worm-like in nature and not purposeful. They occur against the background of muscle hypertonicity, especially the flexor muscles. Newborns are capable of a swimming reflex, the manifestation of which is especially pronounced on the 30th-40th day of life: the child is able to independently stay in the water for up to 15 minutes. If the reflex is not developed, it fades away. In the process of postnatal ontogenesis, a gradual formation of various forms of movements occurs, which is based on the process of coordination of the motor systems of the brain. Coordination of the eye muscles, observed in the 2nd-3rd week, reflects the first manifestation of the formation of mechanisms of purposeful motor activity and coordination. It manifests itself in the child's gaze fixating on a bright object and following the movement of a high-raised toy. At 1.5-2 months, the ability to coordinate the neck muscles appears (holding the head in a vertical position when the child is in a vertical position or lifting it when positioned on the stomach), at 2-2.5 months. - to coordinate the muscles of the hands (bringing the hand closer to the eye or nose, rubbing the eye or nose with the hands, feeling one’s hands, fingering a blanket or diaper). Then mechanisms are formed that provide targeted movements - holding a toy with both hands (3.5 months), actively reaching out to an object, grasping an object (5 months), scissor-like grasping of objects by closing the thumb and middle fingers (9--10 months), pincer-like grasping of objects, i.e. grip using the terminal phalanges of the thumb and index fingers (12-13 months). Coordination of the back muscles is manifested in the fact that the child turns from back to side (4 months), from back to stomach (5 months), and turns from stomach to back (5-6 months). Thanks to the coordination of the leg muscles, the child gains the ability to sit independently (6 months), crawl with cross movements of arms and legs forward (7-8 months), move on all fours, i.e. crawl with a raised belly (8 months). An important stage in the development of coordination mechanisms is the implementation of standing postures (8-9 months) and walking (10-11 months - first steps; 12-16 months - walking with legs bent at the knee and hip joints; 2--3.5 years - walking on "outstretched sticks", i.e. without bending the legs; A--5 years - mature gait with synchronized marching movements of the arms). Due to the emergence of coordination between the muscles of the legs, arms, torso and neck at 4-15 years of age, walking improves, step length increases, correct foot placement is formed (at an angle of 35° to the sagittal axis), the correct combination of arm movements when walking and correct posture when walking. walking. In the process of development, other types of coordination are also formed, which ensure maintaining balance when walking (3-4 years), running (3-15 years) and jumping (4-15 years). In general, the consistent development of a person’s coordination abilities leads to the formation of all natural types of movement by the age of 3-5 years. At 4-5 years old, a child can perform such complex locomotions as running, jumping, skating, swimming, and gymnastic exercises. At this age, children can draw and play musical instruments. But all these movements are imperfect in many ways, and only by the age of 15 (due to repeated repetition and training) do they lose this shortcoming. The period of puberty introduces temporary “negative” adjustments to this process. In general, the age from 6 to 14 years is the most productive period for the development of motor skills and physical perfection, and the period from 18 to 30 years is the “golden” age for the development of motor skills.

Why is general physical training needed?

General physical fitness is undoubtedly a beneficial effect on the psychological and physical health of the child. And systematic training can have a beneficial effect on the behavior and emotional state of the student.

Who needs general physical training?

with frequent colds;
in case of postural disorders;
with excessive hyperactivity of the child.

Help children calm down and focus on a specific hobby. At the same time, both the child and the parents will feel more comfortable and confident with each other.

How and where is general physical training carried out?

There are special clubs for general physical training, which operate at schools or in special sports complexes. Training in such circles is carried out in order to:

improve health and strengthen athletes;
develop a comprehensive outlook;
acquire instructor skills and master the ability to independently engage in sports;
to form the moral and volitional qualities of a citizen.

Any student who has successfully passed a medical examination is allowed to participate in such clubs.

General physical training can influence the development of the following qualities in a person:

you were fast;
dexterity;
strength;
flexibility;
endurance.

You can carry out general physical training for children even at home, as it includes very accessible exercises. Outdoor sports activities are encouraged, especially in the spring and autumn.

Such physical activity can keep muscles in good shape all the time, improve the functioning of the musculoskeletal system, the functioning of internal organs and systems, and the mental and emotional state of the child.

In addition, a set of program activities is aimed at developing the student’s personal qualities, demonstrating the ability to be independent in solving many problems and easy digestibility of the school curriculum.

An important aspect when supervising a physical education club is to interest the child in the circle leader. After all, only an experienced specialist will be able to find an individual approach to the child and develop his interest in the activity, thereby favorably influencing his physical and mental health.

General physical training group

There are many sports sections for general physical training for children; it would be very difficult to list them all. With such a variety of choices, it’s not easy to pick just one. If you want to engage in several sports at once, you can turn your attention to a general physical training club.

General physical training program

The general physical training program in the circle is very similar to the program and methods that children study in secondary schools. It is designed for one year when visiting the circle one hour a week.

Plan of training sessions

Since the general physical training program is, first of all, various independent types of motor activity, which differ in the nature of implementation and volume of loads, it is necessary to take into account the individual characteristics of a particular child. The head of the circle must approach this issue quite seriously and carefully study the data of his future students in order to avoid negative consequences in the future.

The general physical training section involves the following steps for drawing up an individual lesson plan. The first meeting of the coach with the future student is the initial stage in studying the child and drawing up a lesson plan. The head of the circle personally communicates with the child and his parents, learns about the preferred types of sports activity.

An important role is played by a medical examination of children and a conversation with a doctor about each individual child. During this conversation, it is already possible to more clearly define the boundaries of the load for children. Already in the first lessons, observing the circle members, one can clearly identify the strengths and weaknesses of children and select specific individual lesson plans. The final result may be the results of control exercises, which should be carried out upon admission and at the end of each month.
But even after this, it is worth paying attention to each child, assessing their reaction to the proposed load, in order to avoid overstraining the children.

Main stages of work

First communication with the child and parents.
Results of the child's medical examination.
Pedagogical observations in the first lessons.
Results of control exercises.
Systematic assessment of student response to pressure.

Coach Responsibilities

But not only the work program for general physical training is the responsibility of the teacher. The coach must teach children proper nutrition and daily routine, if necessary, help create them, help develop the child’s skills in relation to sportswear and shoes, personal hygiene, make sure that children learn and follow safety precautions and monitor their health in a timely manner reporting its changes.

Selection of tools and methods for practical training

When drawing up a lesson plan, the coach must not only take into account the educational side of the process, but also instill in children an interest in different types of sports activity. Each activity should be exciting, it should keep children occupied; this task will be easy to cope with if the activity combines several sports (orienteering, athletics, volleyball, table tennis). The physical fitness club involves systematically holding sports competitions - this will qualitatively increase children’s interest in sports and help them develop leadership qualities.

Should be considered:

individual characteristics of each child;
medical indications;
the age of each group of children;
various sports tasks;
interest in winning.

If you take into account all the above factors, then the activity in the circle will be interesting and entertaining for every child.

General physical training classes. Their construction

The duration of the academic year is nine months (September - May). Throughout this time, general physical training classes are conducted.
There are several types of general physical fitness groups. Thus, in groups with initial preparation, classes throughout the entire academic year do not have any distinctions and proceed as a single process. This feature is associated with the absence of any participation in competitions at any level. The activities of such groups consist of holding a large number of internal relay races, passing basic standards and various sports entertainment. The intensity of classes remains high regardless of the changing seasons. Particular emphasis is placed on conducting classes outdoors.

Planning according to general physical training

Planning is based on two main characteristics of loads:

Low intensity, low volume exercise.
High intensity, high volume exercise.

In each of them, the results are individual according to general physical fitness. The club is designed for individual exercise options for children of different physical abilities.

Another type is In this version, the construction of classes takes into account the following types of exercises:

To develop dexterity. These are complex coordination exercises.
Strength exercises. They are used in parallel with exercises to develop flexibility, and endurance training techniques are also included.

So, general physical training is a subject of which a game must be a mandatory element. It can be either active or sporty. Games are used for emotional upliftment in the group, increasing the level of speed, strength, and agility. Moreover, depending on the specific task assigned, the set and sequence of exercises changes, which affects the final result.

The physical training of a schoolchild is divided into three stages according to periods of study.

In the junior level, it is primarily necessary to develop general endurance through a gradual increase in the amount of movement in all sections of the school curriculum. The most promising qualities should be the development of agility, speed, flexibility, joint mobility and a sense of balance. The development of these qualities should be given due attention in every lesson. In the structure of the lesson, dexterity and balance are first developed, then, before fatigue sets in, speed. They work on flexibility and mobility in the joints in pauses between speed exercises and after their completion. According to the sections of the program, flexibility, balance and agility are developed in gymnastics and sports lessons; speed in athletics and sports lessons; balance, mainly in ski lessons. Rest pauses can be filled with studying and improving drill exercises and formations needed to increase the density of the lesson. The motor skills and abilities that primary school students must master have been outlined previously. The level of development of the cardiovascular, respiratory and muscular systems can be considered good if at the end of the fourth grade children are able to run two and a half kilometers in twenty minutes. The level of development of other physical qualities can be considered sufficient if the student is taught the motor skills provided for by the school curriculum.

At the middle level, motor skills, improving from class to class, move to the level of motor skills. Children are already ready to work for most of the lesson at a variable pace. That is, the rest pause, after completing a task with high intensity, is filled with mincing running or working with the ball while slowly running or walking. For example, when improving a long jump from a running start, after leaving the jumping pit, the student immediately runs three hundred to four hundred meters at a mincing run. Then he returns to the sector for the next attempt. He does the same after acceleration, starting acceleration, or performing special running exercises with high intensity. In any lesson, before sitting on the gymnastics bench after performing an exercise with high intensity, you need to spend part of the recovery time actively. On the one hand, this mode of work and rest contributes to faster recovery, on the other hand, it increases overall performance. The complication of program requirements for middle-level students should be expressed, first of all, in the requirement to perform previously studied elements and their connections with high intensity. The most promising exercises at this stage of training. In the gymnastics section: from a squatting position, jump into a lying position and jump back to the starting position; bend and straighten your arms as quickly as possible in the starting position, lying down; somersaults in a row; a combination of somersault forward - somersault back; from a lunge position, quickly swing your straight leg up behind you.

In the athletics section: running with a high hip raise while standing against a wall; departure in a step after a step; fast jumps on one leg over a distance of up to fifteen meters; accelerations and starts on a gentle slope and downhill; acceleration with maximum frequency in shortened steps; specifically - running exercises.

In the sports games section: the fastest possible passes and reception of the ball in pairs; passing and receiving the ball in a high jump; dribbling the ball at maximum speed along a broken line; attacking the basket with a gradually increasing distance to the backboard; attacking the basket through a jumping block; snatching the ball; dribbling the ball in difficult conditions.

As soon as the speed of performing technical elements increases, it is necessary to combine them into bundles and gradually increase the speed of their implementation. After increasing the speed of the ligaments, they move on to using them in an educational game. It must be emphasized that the educational game is not aimed at satisfying the need for self-affirmation, but at improving mutual understanding among team members and at practicing technical and tactical actions in the team. It is advisable to divide the class into three to four pairs of teams of equal strength. Each pair of teams must spend one to two minutes on the court. Then the time for rest will be two to four minutes, and the total game time can reach twenty minutes.

With this organization of lessons, by the tenth grade, students will have good basic training in sports games, athletics, gymnastics and skiing. If desired, by analyzing the rate of increase in results and their level, it is possible to predict the further progress of any student over the remaining two years of study. That is, the teacher can conditionally divide future high school students into three groups. The first will include the most gifted boys and girls in terms of motor skills, for whom it makes sense to continue to improve themselves in professional sports. The second group should include young men who want to prepare themselves for service in law enforcement agencies. The third group will continue to improve their health to continue their studies and future professional activities. The proposed option of dividing into groups does not have the goal of moving to a narrow specialization in one sport or another when working with schoolchildren. The point is to engage the first two groups in more depth in one or another sports discipline during lessons and extracurricular activities. Regardless of motor talent, it is advisable to continue to harmoniously develop all physical qualities until the onset of puberty, that is, until twenty to twenty-five years of age. And the latter is only possible if the student is focused on improving his health, and not on achieving athletic results in professional sports. Ideally, it is in this age period that the body is most protected from various diseases, is most efficient, and has optimal body weight. If at the moment a young man knows his best results in running a hundred and a thousand meters, in pull-ups on a horizontal bar or in other sports disciplines that objectively reflect the level of development of physical qualities, then he can focus on these indicators in the future. The slower these indicators decrease with age, the slower pathological changes accumulate in the body. One of the most informative indicators of cardiac muscle performance is considered to be maximum oxygen consumption. This indicator is reflected in the result of running a thousand meters. A deterioration of this result by ten seconds over ten years can be considered optimal if a person leads a healthy lifestyle that includes high physical activity. At twenty to twenty-five years old, any healthy person is able to run one hundred meters in thirteen seconds. This speed reserve is enough to show two minutes and fifty-five seconds in a thousand-meter run. Accordingly, at fifty-five years old, this person can run the same distance in three twenty-five. Moreover, according to WHO, a man is out of the risk zone of acquiring cardiovascular disease if he is able to run three thousand meters in thirteen minutes or faster. (Women need to run two kilometers in no less than eleven minutes). Theoretically, our veteran can cover this distance in eleven minutes, five to ten seconds. A good margin of safety. From the above example, we can draw the following conclusion: the development and strengthening of the cardiovascular system at school age should be a priority in the work of a physical education teacher.

Cl. words: scientific, research, sambo, physical training, wrestling, general physical training, spp, Dvorkin, Vorobiev, physical education lesson, physical training, physical development, functional state, sambo wrestling, specific qualities, extracurricular activities.

For decades, the intensity of discussions between specialists in the field of physical education of schoolchildren and young people on the question: “What should a physical education lesson be like” has not decreased? Judging by a number of publications, the following main approaches to reassessing the goals, objectives and essence of the content of physical education lessons in general education institutions are currently identified. Firstly, this is a new understanding of their health-improving goal, when the highest value of school physical education is the health of students, a high level of physical development and physical fitness. Secondly, we can talk about an extensive approach, in which the main thing is a significant training effect as a result of increasing the volume of compulsory school activities. And, thirdly, about a sports-oriented approach based on a rational combination of classroom-lesson and sectional forms of classes (lesson-training type). There are other approaches to the content significance of a physical education lesson.

Sambo wrestling is considered by many experts as one of the most effective means of physical training for the younger generation and, therefore, is of great practical importance. Various types of wrestling are widely practiced in educational institutions (vocational schools, technical schools, universities). Since 1975, classical wrestling classes have been used in physical education in secondary schools starting from the 7th grade. It is known that wrestling is a natural, nature-conditioned need for children and adolescents in martial arts. According to the Russian scientist and teacher P.F. Lesgaft, wrestling is one of the most effective means of physical education for young people. Wrestling “is an exercise,” Lesgaft said, “with increasing tension, consisting of the manifestation of strength in accordance with its manifestation by another person, with the ability to firmly control one’s body on a certain support...”.

It is impossible not to take into account the fact that wrestling became especially popular among our youth in the post-war years. According to a number of authors, wrestling is considered one of the excellent means of physical training for schoolchildren and adolescents. At the same time, an analysis of general education school physical education curricula since 1975, when the “Wrestling” section appeared in them (for middle school students - 8 hours, senior - 10 hours per year), showed that this sport was and remains still far from being developed.

Many years of experience in the development of wrestling sports in our country and abroad allows us to say that the wrestling section in the school curriculum should permeate the entire process of physical education starting from the 1st grade. The limiting factor here is the weak scientific and methodological base. We have not found substantiated data on the widespread use of wrestling sports in physical education lessons for schoolchildren in grades 4-6. The individual results of practical experience of teachers of secondary schools published in the press do not provide a complete answer to the question about the possibility of using wrestling sports as the main means of physical training for schoolchildren of different ages and genders.

The purpose of our research there was a scientific and methodological substantiation of ways to optimize sambo wrestling classes in physical education lessons in the process of physical training of schoolchildren in grades 4-6, taking into account age and gender.

Research objectives:

1. Study the state of the issue in domestic and foreign literature.

2. Develop pedagogical characteristics and pedagogical assessments of general and special preparedness of schoolchildren in grades 4-6.

3. To study the influence of sambo wrestling classes on changes in the basic motor qualities of a schoolchild.

4. To study the dynamics of the physical development and functional capabilities of schoolchildren in grades 4-6 involved in sambo wrestling.

5. To determine the most appropriate means and methods of practicing sambo wrestling as a directed comprehensive physical training of children 10-12 years old in the conditions of both general education and sports schools.

The following were used in the work research methods:

Analysis of scientific and methodological literature;
- pedagogical observations;
- pedagogical experiment in the conditions of a school physical education lesson and training session;
- survey of mathematical statistics.

Registration of anthropometric indicators, the functional state of the cardiovascular and respiratory systems, as well as indicators of the development of the main physical qualities of schoolchildren was carried out in the conditions of the medical and physical education clinic of the Uralmash sports club in Yekaterinburg.

One control and two experimental groups were composed of schoolchildren in grades 4-6. Accordingly, in each class they were divided into three subgroups. Observations were carried out on boys and girls separately. In addition, young sambo wrestlers aged 10-12 years, regularly involved in sports at the sambo school of the Uralmash sports club in Yekaterinburg (60 boys), were examined. A total of 208 boys and 141 girls were examined.

The purpose of the pedagogical experiment was to study the effectiveness of three options for conducting physical education lessons (control group No. 1), with the second option, Sambo wrestling training was included in one physical education lesson (experimental group No. 2), and with the third option, another optional lesson was added to the mandatory training lesson Sambo wrestling (experimental group No. 3). The study was carried out over one academic year in each of the specified classes, i.e. at 4, 5 and 6.

For sambo wrestling classes in a regular school, a special training methodology was developed, taking into account the limited time of the lesson and elective classes, aimed at intensive development of the physical qualities necessary for a wrestler. Up to 15% of the total educational time was devoted to teaching the basics of technical and tactical actions, 25 and 30%, respectively, to special and general physical training, 15% to conducting control and pedagogical tests, and another 5% to theoretical training (Table 1).

Sociological research consisted of analyzing data from a questionnaire survey of schoolchildren on various issues of their attitude to physical education and sports. The content of the questionnaire included the following questions: 1) are you always interested and willing to take physical education lessons (answer: always, sometimes, never); 2) how do you feel about playing sports (answer: very positive, positive, indifferent, negative); 3) how do you feel about the content of physical education lessons (answer: completely satisfied, not completely satisfied, not satisfied); 4) would like to do physical education at school (answer: 1 time, 2 times, 3 times, 4 times, 5 times, 6 times a week); 5) I go in for sports in the section (answer: yes or no); 6) I do physical exercises on my own (answer: yes or no); 7) I don’t play sports because I don’t have time (answer: yes or no); 8) would like to play some kind of sport in physical education class (answer: yes or no); 9) choose for yourself the proposed sports for classes at school (arts or rhythmic gymnastics, sports games, types of wrestling, athletics, swimming, general physical training); 10) how do you yourself assess your physical development (answer: good, satisfactory, unsatisfactory, bad, very bad).

Experimental substantiation of sambo wrestling classes in grades 4-6. Before the start of the experiment, socio-pedagogical research was carried out in order to clarify the attitude of schoolchildren to physical education and sports. The responses of 120 schoolchildren in the 4th grade, 112 in the 5th grade, and 148 in the 6th grade were subjected to statistical analysis. Statistically significant responses were received to six survey questions. According to them, 45.3% of children go to physical education lessons willingly; 46.5% do this sometimes and 8.2% - without any interest or desire.

The overwhelming number of schoolchildren (85%) do not participate in sports clubs or independently. At the same time, up to 69% of schoolchildren in the 4th grade, 78 in the 5th grade and 79.5% in the 6th grade have a very positive attitude towards sports. 14% of schoolchildren are indifferent to sports, and every tenth of all respondents have a negative attitude.

Of the surveyed schoolchildren in grades 4-6, 15.6% are satisfied with the content of physical education lessons; 34.6% are not completely satisfied and 42% are not satisfied. Many schoolchildren expressed a desire to engage in some kind of sport during physical education lessons, in particular 23% - sports games; 22.3% - swimming; 21.3% - martial arts; 9.6% - sports and rhythmic gymnastics and only 5% - general physical training.

It is also interesting that about 34.7% of boys and 37.3% of girls would like to do physical education 3 times a week, respectively 25.6 and 16.7% - 4 times; 14 and 15.3% - 5 times. For 7.6% of boys and 11% of girls, two physical education lessons a week are enough, and for 5% - one.

Initial pedagogical testing of the level of physical fitness of schoolchildren in grades 4-6 showed that in this age period, in general, it increases. However, for example, in terms of general endurance, schoolchildren aged 10, 11 and 12 did not differ significantly from each other. In terms of static endurance, 6th grade boys differed significantly from fourth graders and insignificantly from fifth graders. In girls, these differences were insignificant in all cases. As for the test of strength dynamic endurance (flexion and extension of the arms while lying down to failure and pull-ups on the crossbar - for boys), the 4th grade schoolchildren were significantly inferior to both the 5th and 6th graders. This allows us to say that strength endurance stabilizes in the prepubertal period and does not change significantly 2-3 years before puberty.

At the same time, it should be noted that the age factor significantly influences the level of development of speed-strength qualities in grades 4-6. Particularly pronounced at this age, both boys and girls, show changes in standing long and high jump results. Somewhat smaller differences were recorded when performing flexion and extension of the arms in a prone position for 10 and 20 s. All this also confirms the general trend of increasing speed-strength capabilities with age in schoolchildren in grades 4-6. Indicators of speed and flexibility also increase with age, although not significantly.

A year later, final testing was conducted for schoolchildren from all three groups. The main indicator of the effectiveness of using the experimental method of physical education for schoolchildren was the level of increase in results in general physical training and physical training in relation to the initial one in each age group for both boys and girls.

The studies showed that after a year the overall endurance of all schoolchildren increased, however, in individual groups the level of its increase in relation to the initial results was not the same. The most pronounced positive changes in general endurance were recorded only in the third (experimental) group of schoolchildren in grades 4-6, in which the increase in results in the 1000 m run was 6%, and in the second and first groups - 5 and 3.6%, respectively. . Girls did not participate in this control test.

General endurance was also assessed based on the results of running for 6 minutes. As a result, it turned out that boys and girls in grades 4-6 did not differ significantly from each other in terms of increase in results in this exercise. However, in this case, the best results after a year of research were shown by schoolchildren of the third group (2.4%); in the second and first, the increase was 1.8 and 1.5%, respectively.

Strength endurance (hanging on the crossbar, bending and straightening the arms while lying down until failure, pulling up) during the school year increases in all schoolchildren by a significantly greater amount compared to general endurance. Thus, its average increase after a year was 23.5% for 4th grade boys; 5th - 21.5% and 6th - 14.7%; in the girls group - 18.6, respectively; 16.5 and 13.8%. In other words, among all schoolchildren, regardless of sports activities, fourth-graders showed a small annual increase. Analysis of the average growth rate by group, regardless of age, suggests that its greatest value was in the third group (for boys - 30.5 and for girls - 30.9%), the second highest result was in the second (21.7, respectively). and 15.3%) and the third - in the first (control) group (21 and 15.9%, respectively).

Changes in speed-strength qualities largely depend on the specific pedagogical test and the level of the initial result. All schoolchildren in our studies more clearly increased their results precisely in those exercises that they had not encountered before in training or in physical education lessons. In this case, the gender factor did not have a significant impact on the increase in results. The average increase in standing long jump results was 5.8% for boys aged 10-12 years, and 3.6% for girls; in standing high jump - 6.6 and 4.7%, respectively; in flexion and extension of the arms in a lying position for 10 s - 14.7 and 12.4%. In all cases, schoolchildren from the experimental groups were significantly ahead of their peers from the control group.

Young wrestlers progressed well in control exercises that characterize speed. At the same time, the differences in the increase in results, for example in the 30 m run, between young sambo wrestlers and their peers from the control group turned out to be less pronounced than when performing 10 lifts from the ground to the rack. Thus, the magnitude of this increase in these exercises was 4.8% for boys of the first group, and 3.7% for girls. In all cases, boys were significantly ahead of their peers in the rate of growth of this physical quality.

Sambo wrestling classes at 10-12 years of age also cause positive changes in the development of flexibility: in terms of the increase in this physical quality, schoolchildren in the experimental group, after a year of training, were more than twice as fast as their less trained peers.

Thus, the results of testing the general physical fitness of students during the school year made it possible to identify, in almost all components of the development of physical qualities, the obvious advantage of those involved in sambo wrestling in a comprehensive school. These classes lead to a significant improvement in schoolchildren's speed-strength readiness, strength endurance and speed, and, to a lesser extent, general endurance. In general, we can conclude that Sambo wrestling classes in secondary schools led to a more pronounced increase in the level of physical fitness of schoolchildren in grades 4-6. As for the influence of sambo classes on improving special physical fitness, for this purpose additional studies were carried out involving young sambo wrestlers aged 10-12 years old, engaged in wrestling in a specialized school of the Uralmash sports club.

Special physical training for young sambo wrestlers. The task of special physical training of young sambo wrestlers both in secondary schools and in the sports section included the gradual introduction of schoolchildren to regular sports activities and to the development of specific qualities by means and methods of sambo wrestling. Naturally, for this purpose, the most accessible and highly adaptable training means were selected, taking into account the age of young sambo wrestlers.

In these studies, the task was set to assess the level of special physical fitness of schoolchildren aged 10-12 years old engaged in sambo wrestling in a sports school. The total amount of time for these classes per year was 144-180 hours for young sambo wrestlers 9-10 years old, 288-324 hours for 11-12 years old, which significantly exceeds the number of such classes in secondary schools (Table 2).

Despite the fact that schoolchildren from the experimental groups of a comprehensive school over the course of a year significantly increased the level of general and special preparedness and were reliably ahead of their untrained peers, they could nevertheless seriously compete in most control tests with the young wrestlers of the Sambo sports school, who were first in seven tests out of eight.

The study of training methods for young sambo wrestlers at a sports school made it possible to develop for them an optimal ratio of general and special physical training means. All educational material was divided into 5 sections:

Training in the basics of technical and tactical actions (15% of the time);
- special physical training (25-30%);
- general physical fitness (30-40%);
- control and pedagogical tests (5-10%);
- theoretical training (5-10%).

The results of pedagogical testing of the SFP level are reflected in table. 3. It shows that specialized training in the conditions of a sports school (SS) leads to a more pronounced increase in results among young sambo wrestlers, who surpassed their peers from a general education school (GS) in almost all indicators. For example, at the age of 10, young athletes performed 10 somersaults back and forth from a crouched position 2.6 seconds faster than their less trained peers; at 11 years of age - by 3.14 s and at 12 years of age - by 4.4 s. In all cases, the differences were significant (at p = 0.01).

The next exercise (running one lap onto a bridge) was completed by schoolchildren aged 10-12 years old in the third (experimental) group in 5.9 s, and young athletes in 4.3 s; 10 throws with the front step - in 31 and 26.1 seconds, respectively; 10 rear step throws - in 26.1 and 24.1 s; 10 hip throws - in 31.5 and 26.9 s; 10 throws over the shoulders - in 37.6 and 32 s; 10 lifts to the gymnastic bridge with a backward bend - in 27.8 and 25.2 s; 10 lifts from a lying position - in 19.5 and 17.4 s (Table 3).

Physical development and functional state of young sambo wrestlers. In our research, we could not ignore the issue of the influence of sambo wrestling on the dynamics of physical development of schoolchildren in grades 4-6. According to many authors, in the age period under consideration, the relative stabilization of the development of basic physical indicators (length and weight of the body, chest circumference, vital capacity of the lungs and strength capabilities) ends.

The conducted studies suggest that the body length of schoolchildren from 10 to 12 years of age, regardless of sports activities, significantly increases, and boys have more pronounced individual differences compared to girls. From the 4th to the 6th grade, the body length of young sambo wrestlers increased by 7, and that of their untrained peers - by 5 cm. In the group of girls during this age period, the increase in body length turned out to be more pronounced: by the 5th grade its value was in the control and experimental groups was 4 cm, and a year later in the untrained - 6 cm and in the young sambists - 8 cm.

The obtained data on changes in body length in young sambo wrestlers are to some extent consistent with the results of studies conducted on young swimmers of the same age, which revealed a relationship between swimming lessons and changes in body length, including among schoolchildren from 4th to 6th grade involved in sports.

Wrestling in this age period does not lead to any significant differences in body weight gain compared to the control group, and according to the relative growth indicators of schoolchildren who do not engage in wrestling, they gained more in 2 years (from 4th to 6th grade) body weight more than young athletes, but these differences were statistically insignificant. In boys from 4th to 6th grade, body weight increased by 18.7 and 18.5%; in girls of the experimental group - by 22.3% and in the control group - by 28.4%.

When studying the increase in chest circumference in all groups of boys and girls, no significant differences were noted.

The differences were more pronounced only in girls by the 6th grade compared to boys. But in terms of vital capacity (VC) indicators, the young wrestlers reliably outperformed their peers from the control groups. Thus, in boys involved in sports, vital capacity increased over 2 years by 26.9% and in girls - by 25.5%, while in the control group of peers - by 12.1 and 5.7%, respectively.

Young sambo wrestlers especially significantly surpassed their untrained peers in developing strength. This is clearly seen from the fact that carpal dynamometry indicators increased over two years for boys wrestlers by 41.3% and for girls - by 47.8%; among their untrained peers - by 12.5 and 22.2%, respectively. The same was observed when studying deadlift strength.

From 10 to 12 years old, young sambo wrestlers' resting heart rate (HR) decreases: for boys - from 84 to 72 beats/min and for girls - from 82 to 70 beats/min; in the control group - from 82 to 80 beats/min and from 78 to 76 beats/min, respectively. Consequently, if in the first case after two years there is a significant decrease in heart rate at rest, then in the second this indicator practically did not change. As for arterial blood pressure, its value in all groups did not change significantly over two years.

In our studies, we used the integral indicator of the index of physical condition of schoolchildren (IFS), proposed by E.A. Pirogovoy, which takes into account indicators of arterial blood pressure (systolic, diastolic, pulse), heart rate, body length and weight, as well as age. The IFS calculated in this way made it possible to establish that from 10 to 12 years of age it changes, and the differences in its value between young athletes and their peers who do not go in for sports turned out to be unreliable.

The weight-height index (Quetelet index) increases with age in untrained schoolchildren more pronounced than in the group of young sambo wrestlers, which in the first case indicates a predominance of body weight gain over increase in body length. And, conversely, the strength indices (wrist and deadlift) were more significant in young sambo wrestlers, which indicates the predominance of the increase in strength capabilities over the increase in body weight.

To characterize the indicators of physical performance of schoolchildren, a functional test with static tension was used, which consisted of holding a load equal to 20-30% of the subject’s own body weight on a lumbar belt in a “skater position”. This sample was proposed by L.S. Dvorkin for the study of young athletes in strength combat sports. When performing muscle tension, the time of static tension and pulse rate were recorded at 5-15 s of the recovery period.

The research results showed that the level of physical performance in each individual group does not have clearly defined age differences. Thus, in the first group, the PWC170 indicator for 4th grade boys and girls was higher than for fifth graders of the same group. Boys of the 5th grade and girls of the 4th grade of the experimental groups were ahead of the boys of the 6th and girls of the 5-6th grades in terms of PWC170 level. In young athletes, the value of this indicator was more significant compared to their peers.

Thus, in general, sambo classes both at school and in the sports sections of a specialized school allow 10-12-year-old sambo wrestlers to significantly surpass their untrained peers in both the level of physical fitness and the indicator of physical performance, which indicates their higher functionality.

conclusions

1. The training orientation of physical education classes using the most adapted means and methods of sports training used in various sports, in particular sambo wrestling, allows not only to improve the attitude of secondary school students to this discipline, but also to raise their physical level to a higher level preparedness.

2. The most informative criteria for general physical fitness of schoolchildren aged 10-12 years are the results in a 6-minute run, a standing long jump, a test for flexion and extension of the arms in a prone position for 10 seconds, a 30 m running run and a 3x10 m shuttle run .

The indicators recorded in such testing loads as hanging pull-ups on the bar, 100 m run, bending and straightening the arms while lying down to failure and high jump, at this age do not adequately reflect the level of the examined student population.

3. The inclusion of sambo wrestling elements into physical education lessons has a positive impact on the dynamics of the development of the basic physical qualities of children and adolescents aged 10-12 years. At the same time, the most pronounced changes are found in parameters characterizing the speed-strength capabilities of the body, less pronounced - in indicators of general and strength endurance.

4. Sambo wrestling classes at the age of 10-12 years cause some acceleration of physical development, significantly increase the body’s strength capabilities without stimulating body weight gain, and to a certain extent contribute to the economization of heart function.

5. The effective structure of the content of sambo wrestling classes in grades 4-6 is as follows: 15% of the total educational time - teaching the basics of technical and tactical actions; 25-30% - special physical training; 5-10% - control and pedagogical tests and participation in wrestling competitions; 15% - theoretical training. The duration of a training session for wrestlers 10 years old is 40-60 minutes; 11-12 years - 60-90 min; their number is 3-4 times a week, 12-15 and 16-18 times a month; the annual volume of teaching hours is 144-180 and 299-344, respectively.

6. The age period of 10-12 years is optimal for organizing targeted initial sports training in both general education and specialized sports schools. This kind of preparation makes it possible to fully use the growing physical and functional capabilities of the schoolchildren’s body when mastering complex motor actions of a sambist in terms of coordination and in the process of improving physical qualities.

Doctor of Pedagogical Sciences, Professor L.S. Dworkin, Krasnodar
Candidate of Pedagogical Sciences S.V. Vorobiev, Ekaterinburg
A.A. Khabarov, Ekaterinburg

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