The relationship between direct and indirect visibility. Methods for ensuring visibility (visual methods) Direct visual methods include
The primary role in the implementation of the principle of visibility is played by direct contacts with reality. At the same time, indirect visibility should not be underestimated.
Different forms of visualization are not only interconnected, but also pass one into another in their action. This is explained by the unity of the sensory and logical stages of cognition, and from a physiological point of view, by the unity of the first and second signal systems of reality.
Of particular importance is the connection between a sensual image and a figurative word. The word is a signal of all other signals in the sense that during life and learning the word is associated (according to the mechanism of conditioned reflex connections) with all external and internal stimuli, as if “replacing”, representing them and can cause all those actions that are conditioned sensory stimuli.
The word, therefore, can be considered as one of the important means of providing visibility. It should be borne in mind that in the process of physical education a word acquires the meaning of such a means only when it finds a concrete support in the motor experience of those involved. If the word is not associated, at least in part, with representations, in particular motor ones, it “does not sound”, does not evoke a living image of movements, no matter what external figurative form the verbal explanation is clothed in. The role of the word as a factor of mediated visibility increases in the process of physical education along with the expansion of the motor experience of those involved. The richer it is, the more opportunities for creating the necessary motor representations with the help of a figurative word. This is one of the reasons for the unequal proportion of the methods of using the word in the process of physical education of people of different age groups.
Visibility is important not only in itself, but also as a general condition for the implementation of the principles of education and upbringing. The widespread use of various forms of visualization increases interest in classes, makes it easier to understand and complete tasks, and contributes to the acquisition of solid knowledge, skills and abilities.
3. The principle of accessibility and individualization
The principle of accessibility and individualization is also called the principle of taking into account the characteristics of the students and the feasibility of the tasks offered to them. Both of these formulations express, in essence, the same thing - the need to build training and education in accordance with the capabilities of the educated, taking into account the characteristics of age, gender, the level of preliminary preparedness, as well as individual differences physical and spiritual abilities.
The special significance of this principle in the field of physical education is due to the fact that here the vital functions of the body are subjected to intense influence. Skillful observance of the principle of accessibility and individualization is the key to the healing effect of physical education. At the same time, this is also one of the necessary prerequisites for the activity of those involved and the accelerated achievement of their goals.
The essence of this principle in the field of physical education is revealed by the following main provisions.
Determination of the measure of accessible. The availability of physical exercises directly depends, on the one hand, on the capabilities of those involved, and on the other hand, on the objective difficulties that arise when performing a particular exercise due to its characteristic features. Full correspondence between opportunities and difficulties means an optimal measure of accessibility. The specific definition and observance of this measure is one of the most important and complex problems of physical education. To solve it, it is necessary: to clearly imagine the functional capabilities of the body at various stages of age development, as well as the limits of fluctuations in these capabilities, due to sexual, individual characteristics and various external circumstances; to have accurate data on the nature of the requirements that are presented to the body by various means and methods of physical education, and to be able to almost correctly correlate them with the capabilities of this student.
Information about the abilities of those involved is obtained through tests according to the standards of physical fitness, as well as through medical examinations and pedagogical observations. Focusing on the initial data, the teacher specifies the program material, outlines the boundaries of what is available at one stage or another, as well as promising milestones and ways to achieve them.
Accessibility means not the absence of difficulties, but their feasible measure, i.e. such difficulties that can be successfully overcome with proper mobilization of the physical and spiritual forces of those involved. It is possible to correctly assess the availability of physical activity only taking into account their healing effect. Available can be considered those loads that lead to the strengthening and preservation of health.
The boundaries of what is available in the process of physical education are changing. They move apart as the physical and spiritual strengths of those involved develop: what is inaccessible at one stage becomes easily doable in the future. In accordance with this, the requirements for the capabilities of those involved should also change, so as to constantly stimulate their further development.
Methodological conditions of accessibility. At each stage of physical education, accessibility is determined, in addition to the specified conditions, by the degree of expediency of the chosen methods and the general construction of classes. The problem of accessibility is connected in one way or another with all other problems of a rational method of teaching and upbringing, especially those that relate to the optimal succession of classes and the gradual increase in difficulties.
It is known that new motor skills arise on the basis of previously acquired ones, including some of their elements. Therefore, one of the decisive methodological conditions of accessibility in the process of physical education is the continuity of physical exercises. It is provided by the use of natural relationships between various forms movements, their interactions and structural commonality. It is necessary to distribute the studied material in such a way that the content of each previous lesson serves as a step leading in the shortest way to mastering the content of the next lesson.
An equally important condition is gradualness in the transition from some tasks, easier, to others, more difficult. Since the functional capabilities of the body increase gradually, the requirements for them in the process of physical education should not increase excessively sharply. Graduality is ensured by unforced complication of the studied forms of movements, rational alternation of loads and rest, stepwise and undulating changes in loads over weekly, monthly and annual periods of time, and in other ways.
When assessing the difficulty of physical exercises, one should distinguish between their coordination complexity and the amount of physical effort expended. Both do not always match. On the contrary, a number of coordinationally difficult gymnastic exercises do not require great physical effort. The rule from easy to difficult provides that the transition from one exercise to another is carried out in such a way that the exercises are less difficult both in terms of coordination and in terms of the degree of physical effort precede the more difficult ones.
In physical education, 2 groups of methods are used:
Specific - characteristic only for the process of physical education;
General pedagogical, which are used in all cases of training and education.
To specific methods of physical education relate:
1) methods of strictly regulated exercise;
2) game method (use of exercises in game form);
3) competitive (use of exercises in a competitive form);
With the help of these methods, specific tasks related to teaching the technique of performing physical exercises are solved. physical education exercises. qualities.
General pedagogical methods include into yourself:
1) verbal methods;
2) methods of visual influence.
None of the methods can be limited in the method of physical education as the best. Only the optimal combination of the named methods according to the method. Principles can ensure the successful implementation of a complex of tasks of physical education.
Methods of general pedagogy are widely used in physical education. The use of general pedagogical methods in physical education depends on the content educational material, didactic goals, functions, training of students, their age, personality traits and teacher training, the availability of material and technical base, the possibilities of its use.
In physical education, the teacher has his own general pedagogical and specific functions implements with the help of a word: sets tasks for students, manages them educational and practical activities in the classroom, communicates knowledge, evaluates the results of mastering educational materials, and has an educational impact on students.
In physical education, the following verbal methods:
1. Didactic story It is a presentation of educational material in a narrative form. Its purpose is to provide a general, fairly broad idea of any motor action or integral motor activity. The most widely used in the process of physical education of children of primary and secondary school age.
AT primary school(grades 1-2) physical exercises are interesting if they are held in the form of "motor, didactic stories": separate actions - episodes are sequentially deployed according to the teacher's story. These actions are explained by some general plot story, which children accompany with actions that are accessible to their imagination and motor experience. The older the students, the wider the description, explanation of the educational material and the lecture are used instead of the story.
2. Description - it is a way of creating in students an idea of the action. The description provides for a clear, expressive, figurative disclosure of the features and properties of objects, their size, location in space, forms, messages about the nature of the flow of phenomena and events. With the help of the description, students are mainly informed of factual material, it is said what should be done, but it is not indicated why it should be done. It is used mainly when creating an initial representation or when learning relatively simple actions, when students can use their knowledge and motor experience.
3. Explanation. The method is a consistent, logically strict presentation by the teacher of complex issues (rules, concepts, laws). The explanation is characterized by the proof of the statements, the soundness of the put forward provisions, the strict logical sequence of the presentation of facts and messages. In physical education, an explanation is used to familiarize students with what and how they should do when completing a learning task. When explaining, sports terminology, typical for this section of the program, is widely used. For children of primary school age, the explanation should be figurative, vivid comparison and specific.
4. Conversation - it is a question-answer form of mutual exchange of information between the teacher and students.
5. Parsing - a form of conversation conducted by a teacher with students after completing any motor task, participating in competitions, gaming activity etc., which analyzes and evaluates the results achieved and outlines ways for further work to improve what has been achieved.
6. Lecture is a systematic, consistent coverage of a particular topic.
7. Instruction - an accurate, specific presentation by the teacher of the task proposed by the student.
8. Comments and remarks. The teacher in the course of the task or immediately after it briefly evaluates the quality of its implementation or points out the mistakes made. Comments can apply to all students, to one of the groups, or to one student.
9. Orders, commands, instructions - the main means of operational management of the activities of students in the classroom.
Under order refers to the verbal instruction of the teacher in the classroom, which does not have a specific form. Orders are given to perform some action (“try along the wall”, etc.), exercises, to prepare training areas, equipment for cleaning the gym, etc. The regulations apply primarily to elementary schools.
Team has a certain form, an established order of presentation and precise content, command language is a special form of verbal influence on students in order to encourage them to immediately unconditionally perform or stop certain actions.
indication represents verbal influences in order to make appropriate corrections in case of incorrect performance of motor actions (for example, “faster”, “higher stroke”, etc.). Instructions are most often used in elementary school.
10. Counting- the main form of control over the performance of physical exercises.
visual methods. In physical education, methods of providing visualization contribute to the visual, auditory and motor perception of the tasks performed by students.
These include:
- method of direct visualization(showing exercises by the teacher or, on his instructions, by one of the students);
Methods of mediated visualization (demonstration instructional videos films, cinematographs, motor actions, drawings, diagrams, etc.);
Methods of directed feeling of motional action;
Methods of urgent information.
direct visualization method. Designed to create in students the correct idea of the technique of performing a motor action (exercises). The direct demonstration of movements by the teacher or one of the students should always be combined with the methods of using the word, which makes it possible to exclude blind, mechanical imitation. When showing, it is necessary to provide convenient conditions for observation: the optimal distance between the demonstrator and the student, the plane of the main movements, the repetition of the demonstration at a different pace and in different planes, clearly reflecting the structure of the action.
Show requirements:
The display must be accompanied by an explanation;
The display must be accurate and taken as a sample;
The demonstration of the exercise can be entrusted to the student in the following cases: if the teacher cannot demonstrate for health reasons; if during the demonstration the teacher is forced to take a position in which it is inconvenient to explain; when it is necessary to convince students that the exercise can be completed;
When showing, the teacher must choose the right place so that all students can see it, and he can control their implementation;
The display must be mirrored;
- "wrong display" is not required.
Methods of mediated visualization. They create additional features for the perception of motor actions by students with the help of a subject image.
These include:
Demonstration of visual aids, educational videos and films;
Drawings with a felt-tip pen on a special board;
Sketches performed by students;
The use of various models, etc.
Visual aids allow focusing students' attention on static positions and a consistent change in the phases of movements.
By using video films the demonstrated movement can be slowed down, stopped at any phase and commented, as well as repeated many times.
Drawings felt-tip pen on a special board are an operational method of demonstrating individual elements of the technique of physical exercises and tactical actions in team sports.
Sketches, performed by students in the form of figures, allow you to graphically express your own understanding of the structure of motor actions.
dummies(models of the human body) allow the teacher to demonstrate to students the features of the technique of motor action.
Methods of directed feeling of motional action. They are aimed at organizing the perception of signals from working muscles, ligaments or individual parts of the body.
These include:
Guiding assistance of the teacher when performing a motor action (for example, holding the student's hand by the teacher when teaching the final effort in throwing the ball at a distance);
Performing exercises in slow motion;
Fixing the position of the body and its parts at certain moments of a motor action (for example, fixing the position of the body links before performing the final effort in throwing);
The use of special training devices that allow you to feel the position of the body at various moments of the movement.
Urgent Information Methods. They are intended for the teacher and student to receive urgent information using various technical devices for the purpose of their necessary correction or to save the specified parameters (tempo, rhythm, effort, amplitude, etc.). So, at present, various training devices (bike ergometers, treadmills, rowing machine) equipped with built-in computers that control the load regulation system are widely used in physical education and sports. The computer shows the values of the pulse, speed, time, length of the distance, calorie consumption, etc. The load profile is graphically displayed on the display.
Methods of teaching motor actions(as a whole, in parts, conjugated impact) and their implementation in the lesson of physical culture. The methods of teaching motor actions belong to the methods of a strictly regulated exercise.
Methods of strictly regulated exercise allow you to:
To carry out motor activity of students according to a strictly prescribed program (for the selection of exercises, their connections, combinations, order of execution, etc.);
Strictly regulate the load in terms of volume and intensity, as well as manage its dynamics depending on the psychophysical state of students and the tasks to be solved;
Accurately dose rest intervals between parts of the load;
Selectively educate physical qualities;
Use physical exercises in classes with any age contingent;
Effectively master the technique of physical exercises, etc.
The methods of teaching motor actions include:
Holistic method;
Dissected or piecemeal;
Associated impact.
Holistic Method applied at any stage of learning. Its essence is that the technique of motor action is mastered from the very beginning in its integral structure without being divided into separate parts. The holistic method allows you to learn structurally simple movements (running, simple jumps, switchgear, etc.). With a holistic method, it is possible to master individual details, elements or phases not in isolation, but in the general structure of the movement, by focusing students' attention on the necessary parts of the technique.
The disadvantage of this method is that in uncontrolled phases or details of a motor action, it is possible to fix errors in the technique, therefore, when mastering exercises with a complex structure, its use is undesirable.
Dismembered method applies to early stages learning. Provides for the division of a holistic motor action into separate phases or elements with alternate learning and subsequent connection into a single whole.
Rules for applying this method:
1. learning to begin with a holistic performance of a motor action, and then, if necessary, to single out elements from it that require more thorough study;
2. divide the exercises in such a way that the selected elements are independent or less interconnected;
3. study the selected elements in a short time and combine them as soon as possible;
4. to study the selected elements in various ways. Then it is easier to construct a holistic movement.
The disadvantage of this method is that it is not always easy to combine elements learned in isolation into a holistic motor action.
In the practice of physical education, holistic and dissected methods are often combined. First, they begin to learn the exercise holistically. Then they master the most difficult selected elements and finally return to the holistic performance.
The method of conjugated influence It is used to improve motor actions, to improve their qualitative basis, that is, their effectiveness. Its essence lies in the fact that the technique of motor action is improved in conditions that require an increase in physical effort. For example, an athlete in training throws a weighted javelin or discus, long jump with a weighted belt, etc. In this case, the technique of movement and physical abilities are improved. When applying the conjugate method, it is necessary to pay attention to the fact that the technique of motor actions is not distorted and their integral structure is not violated.
Methods of education of physical qualities. Methods of education of physical qualities belong to the methods of strictly regulated exercise. Methods of education of physical qualities are different combinations of loads and rest. They are aimed at achieving and consolidating adaptive changes in the body.
uniform method is a continuous muscular activity without a change in intensity.
Its varieties are:
a) uniform exercise (long running, swimming, skiing and other types of cyclic exercises);
b) standard flow exercise (multiple continuous execution of gymnastic exercises).
Repeat method- this is repeated exercise, when the same load is repeated many times. There can be different rest intervals between repetitions.
variable method characterized by muscular activity carried out in a mode of varying intensity.
There are variations of this method:
a) variable exercise in cyclic movements (variable running, fartlek, swimming and other types of movements with varying speed);
b) variable flow exercise - serial performance of a complex of gymnastic exercises, different in intensity of loads.
interval method . It is characterized by the presence of various rest intervals between loads.
Varieties of this method:
a) progressive exercise (for example, consecutive single lifting of a barbell weighing 70-80-90-95 kg. and so on with full rest intervals between sets;
b) a varying exercise with variable rest intervals (for example, lifting a barbell, the weight of which fluctuates 60-70-80-70-80-90-50 kg., and the rest intervals range from 3 to 5 minutes);
c) descending exercise (for example, running segments in the following order - 800 + 400 + 200 + 100 m with hard rest intervals between them).
Circle method P It is a consistent performance of specially selected physical exercises that affect various muscle groups and functional systems by the type of continuous or interval work.
For each exercise, a place is determined - a “station”. The circle includes 8-10 "stations". On each of them, students perform one of the exercises and go through the circle from 1 to 3 times. This method is used to educate and improve physical qualities. . It is used in all classes, more often in older ones. The shells are arranged in such a sequence that the physical load on the muscles of the arms and legs alternates.
The organization of this method is as follows:
Stations are being equipped in the gym, i.e. places for performing appropriate motor actions;
At each station, students are given a specific task: exercise, dosage and guidelines for its implementation;
The tasks are carried out in series and alternately. In the first case, the student, having completed the task at the 1st station, moves to another; and in the second, the class is divided into groups according to the number of stations.
Work by stations. The students are divided into groups, each begins work at its own station, the elders in the subgroups receive a task from the teacher in the training card. The job is done for quality. After completing the task, the group moves to the next station. The quality of the work of the department at each station is evaluated. The whole circle is passed from 1 to 3 times without an interval or with a certain rest interval between the “stations”.
« Anthill». Various shells are installed in the hall and a variety of tasks are planned. Participants perform them in any order, which projectile is free. The judges evaluate their work and give each token of a certain color, which corresponds to a certain number of points. Having passed all the shells, the participants hand over the tokens to the panel of judges for scoring and determining the winners.
Essence game method in that the motor activity of students is organized on the basis of the content, conditions and rules of the game.
Methodological features game method:
The game method provides a comprehensive, complex development of physical qualities and improvement of motor skills, since in the process of the game they are manifested in close interaction; if necessary, with the help of the game method, certain physical qualities can be selectively developed;
The presence of elements of rivalry in the game requires significant physical effort from students, which makes it effective method education of physical abilities;
A wide choice of various ways to achieve the goal, the improvisational nature of actions in the game contribute to the formation of students' independence, initiative, creativity, purposefulness and other valuable personal qualities;
Compliance with the conditions and rules of the game in the conditions of confrontation enables the teacher to purposefully form moral qualities in students: a sense of mutual assistance and cooperation, conscious discipline, will and collectivism, etc.;
The factor of pleasure, emotionality and attractiveness inherent in the game method contributes to the formation of a stable positive interest and an active motive for physical education among students.
The disadvantage of the method is its limited opportunities when learning new movements, as well as when dosing the load on the body.
Competitive Method- this is way of performing exercises in the form of competitions. The essence of the method lies in the use of competitions as a means of improving the level of preparedness of students. A prerequisite for the competitive method is the preparedness of students to perform those exercises in which they must compete.
The competitive method manifests itself:
In the form of official competitions of various levels (Olympic Games, World Championships, national championships, cities, qualifying competitions, etc.);
As an element of organizing a lesson, any physical culture and sports activity, including sports training.
The competitive method allows:
Stimulate the maximum manifestation of motor abilities and identify the level of their development;
To identify and evaluate the quality of possession of motor actions;
Ensure maximum physical activity;
Contribute to the development of strong-willed qualities.
Nikolaenya Elena Vladimirovna, teacher of the Russian language and literature of the State Educational Institution " secondary school No. 11 of Slutsk”, won in the nomination “Russian Language and Literature, Belarusian Language and Literature”.
Usage visibility principle in literature lessons
1 The principle and means of visualization in literature lessons
One of the main principles on which the study of literature is based is the principle of visibility, which is realized through the activation of the sensory-visual perception of schoolchildren, through the upbringing of the culture of their mental work, through the development of such mental operations like comparison, comparison, classification, identification.
Visualization means, first of all, those means of specifying and enriching knowledge about fiction that lie outside its texts and are predominantly either figurative or documentary in nature, that is, works visual arts as well as records, film stills, photographs, etc. Direct visualization includes objects that help to recreate the appearance of the era depicted in a literary work. But it can also be their depiction in paintings capable of performing the function of a historical commentary on the work. Direct visibility also includes illustrations, photographs, portraits of writers and poets, images of heroes or episodes of a work, testimonies of contemporaries of the period under study, publications of museum collections, etc.
Lessons that use various kinds of visual aids undoubtedly have a greater result. However, the appeal to visibility is not an end in itself,and active rational inclusion of visual assistants in the educational process.
The following types of visibility are distinguished:
Verbal visibility – teacher's word, listening to sound recordings, expressive and creative reading or retelling.
Subject visibility used in the form of book exhibitions, reproductions, portraits, illustrations, photographs, sculptures, models, etc.
Graphic visibility - tables, diagrams, algorithms, an epigraph to the lesson.
Synthetic visibility combines visual and auditory visibility: film clips, staging, use of a multimedia installation or an interactive whiteboard.
According to school curriculum when studying literature, it is necessary to pay attention to such an important aspect of literary education and moral aesthetic education, as the use of works of related art in the classroom.
Works of related arts that are used in literature lessons can be grouped as follows:
1.Paintings
* portraits of writers (O.A. Kiprensky "Portrait of A.S. Pushkin", K. Bryullov "Portrait of the fabulist I.A. Krylov", N. Ge "Portrait of L.N. Tolstoy");
*works consonant with works fiction(I. Levitan "Spring - big water", P. Fedotov "Breakfast of an aristocrat", I. Kramskoy "Inspection of the old house");
* canvases created on the basis of literary works (K. Vasilyev "Lament of Yaroslavna", Y. Neprintsev "Rest after the battle", M. Vrubel "The Swan Princess", V. Serov cycle "Who should live well in Russia").
2.Musical works
*works consonant with works of fiction
(P.I. Tchaikovsky "The Seasons", Ludwig van Beethoven " Largo Appassionato");
*works created on the basis of literary works (N. Rimsky - Korsakov "The Tale of Tsar Saltan", P.I. Tchaikovsky "Eugene Onegin", R. Shchedrin "The Seagull");
*works of a certain period, corresponding to a similar topic under study (Russian folk songs, songs about the Great Patriotic war, songs about the Motherland, about mother, etc.).
3.Graphics(drawings by A.S. Pushkin).
4.Photographs or color illustrations of sculptural or architectural monuments.
5.Theater or cinema(performances "Inspector", "Aleko and others"; S. Bondarchuk "War and Peace", V. Bortko "The Master and Margarita", S. Rostotsky "White Bim - Black Ear").
The use of works of related art forms has its own specifics. Students need to be prepared for such a difficult type of activity in the classroom, paying special attention to speech material. It is desirable for the teacher to use special vocabulary that will provide students with the opportunity to freely operate art history terminology at the level of the school curriculum.
Acquaintance with the works of related art forms not only enriches the vocabulary of students, but also expands their aesthetic ideas, forming an artistic taste.
2. Illustration as a means of visualization in literature lessons
The topic of generalization of experience declared by me “Implementation of the principle of visibility in literature lessons” is quite voluminous, therefore I will limit myself in my work to one, but very important aspect of it.
A special place in terms of developing the communicative abilities of students and their aesthetic education is occupied by such an element of visibility as illustration. The term itself comes from the Latin word " illustration "- lighting, a visual image, that is, a" pictorial interpretation "of a literary or scientific work.
The first interest of a child in a book arises most often through illustration, because it opens the door to the diverse world of literature for the young reader. The older the student becomes, the more conscious and evaluative becomes his attitude to the illustration.
The illustration allows students to better imagine the author's intention, historical era, the appearance of the characters. Thinking about the meaning of the depicted events, realizing what part the hero takes in them, students gradually enter the inner world of the characters, begin to emotionally respond to their feelings, evaluate their moral qualities, learn to discover the presence of the author and comprehend the artistic meaning of the work. Visual images of the illustration help students to understand the meaning of many new words for them related to the historical life or the area of human spiritual life.
The place of the illustration in the lesson, the time allotted to work with it, questions on analysis, speech material, methods of work and assignments - all this depends on the topic of the lesson, the methodological task, the specifics of the work being studied, the nature of the selected illustration. It is important that working with an illustration is not a random methodological technique, but a systematic, thoughtful element of the lesson.
The illustration used in literature lessons can be divided into two types:
1.Illustrations by professional artists
2.Children's drawing
In my work at the lesson, using illustrations made by professional artists, I distinguish the following stages:
*Story about the artist
The goal is to give general information about the artist, the history of the painting, the place of the painting in his work and in the development of Russian painting in general. Effectively accompany your story with a correspondence tour of historical places, the stages of the life and work of the author using several illustrations as an example.
*View illustration
If there is such an opportunity, then first, as a task, invite students to choose from a number of illustrations the one that best suits the material being studied, and work with the one they like.
Silent, unhurried examination of the illustration has great importance for the development of students' thinking, as it is associated with perception. Examination develops in students the ability to observe, think figuratively, perceive the work of painting as a whole, adequately to the author's intention. This undivided perception takes place at the subconscious level, through feelings, so the teacher should not interfere excessively in this complex individual process. At this moment, the student's attitude to what he saw is determined, his personal understanding of the artistic image is formed.
*Illustration talk
The goal is to help students understand the figurative language of art, to form the ability to analyze an illustration as a work of art in the unity of content and form, to develop an adequate aesthetic assessment of a work of art, to stimulate creative imagination students, teach them to create an independent speech work, using figuratively - means of expression Russian language, prompted by the drawing. The depth of perception of an illustration depends not only on the nature of the questions posed, but also on their sequence.
What questions should be asked to start the conversation? This is not an idle question. Given the emotional side of the impact of painting, one should go not from the content, but from the emotional impulse caused by the visual impression. Therefore, it is necessary to start with questions that reveal the emotional attitude of students to the illustration, their first, most vivid impression, for example:
Do you like this illustration?
What impression does the illustration make on you?
Why do you think the illustration evokes such a mood?
Did you feel a sense of joy (sadness) when looking at the picture?
Did the artist manage to arouse admiration (disappointment) in you?
The teacher must analyze the illustration in the unity of the content and means of artistic expression. This determines the nature of the questions, the main task of which is to help students understand the interdependence of content and means of expression, for example:
What can you say about the composition of this illustration?
What is shown in the foreground (background)?
What is the main color?
What color shades does the artist use to convey the mood (state) of the hero?
With what expressive or barely noticeable details the artist conveys
The movement of life, its swiftness?
Is this how you imagined the image of the hero of the work?
What details of the interior (clothing) seemed strange to you?
Prove that this illustration belongs, for example, to the landscape genre.
The formation of students' own judgments and their aesthetic ideas is facilitated by questions to identify the author's position and personal attitude, which it is advisable to ask at the end of the conversation, for example:
What do you feel and think about when you look at this illustration?
What is dear to the artist in the depicted?
Do you think the character of the depicted would change if the author used warmer (cold) tones?
How did the artist creatively rethink a fragment of the work?
So, the success of a conversation on illustration is predetermined by the wording and sequence of questions that should be built depending on the art history of students, on the content and genre of illustration, on the goals and objectives of the lesson, and, of course, on the mood in the class.
* Carrying out vocabulary and stylistic work
In the process of conversation on illustrations, the vocabulary of students is enriched, since the comprehension of its content is combined with the selection of vocabulary necessary to express thoughts and feelings. If the teacher skillfully organizes this type of work, helps in the selection of the necessary words, then a creative atmosphere is established in the class, the students seem to compete among themselves in the selection of the necessary definitions. At the same time, it is important to direct students' attention to the selection of such words and linguistic means that characterize a specific, directly depicted object (character, phenomenon), so that students do not have discrepancies between words and realities, so that they develop the ability to express what is perceived by means of language adequately to the content of the illustration. .
During the conversation, students can write down words that are difficult in semantic and orthographic terms. However, it is better to do this before or after the conversation, so as not to destroy the emotional mood and not drag out the conversation.
* Summarizing what was said from the illustration
You can complete the illustration by giving students the following tasks:
Compose a coherent story based on the illustration;
Sign the illustration with words from the text;
Find a piece of text and compare with the one shown in the figure;
Come up with a new name for the illustration;
Compare the image of the hero (episode) by different artists;
Instead of literary topics, offer an essay on the studied work, an essay on illustration (for older students).
Working with illustrations by a professional artist is by no means limited to the development of students' communication skills and their aesthetic taste. The development of a figurative vision of the world is facilitated, in particular, by creative homework: illustrate any episode of the text, depict one of the characters, make a landscape sketch, that is children's drawing(this type of work is especially valuable on the parallels of 5-7 classes).
When illustrating, a student interested in the success and recognition of his work will repeatedly reread the text, remember everything that was discussed in the lesson in order to display not only the main thing, but also the details in the drawing. Evaluating the work, the children and I pay attention to the quality of performance and the author's position. It is very important and useful to analyze drawings that are not entirely accurate, since in the process of a dispute, students learn to prove their authorial and aesthetic position.
Observing a professional illustration or a children's drawing, students receive not only literary, but also art history knowledge, form the ability to express and defend their point of view and
hone the skill of careful and thoughtful reading.
List of sources used
1. Arsenovich, I.V. individual, pair, group work: the optimal combination / I.V. Arsenovich // Narodnaya Asveta.–2006.–No. 9. – P. 12-16.
2. Buslakova, T.P. How to analyze a lyrical work: a study guide /T. P. Buslakova. - M., 2005. - 234 p.
3. Perception and study of works in their generic and genre specifics // Methods of teaching literature: in 2 hours / ed. O. Yu. Bogdanova, V. G. Marantsman. - M., 1994. - Part 2. - S. 23-42.
4. Demina, N.P. Literary work: theory and practice of analysis: educational method. allowance / N.P. Demina, S.V. Karpushin, E. A. Mokhovikova. - Mn., 2010. - 123 p.
5. Comenius, Ya.A. Great didactics: Selected pedagogical works: in 2 volumes / Ya.A. Komsnsky. - M., 1982. -T. 1.–S. 384.
6. Medvedev, V.P. Studying lyrics at school / V.P. Medvedev. - M., 1985. - 111 p.
7. Rutskaya, A. V. The method of laying out the Belarusian literature / A. V. Rutskaya, M. U. Grynko. - Mn., 2010. - S. 59.
8. Internet resources
In physical education, methods of providing visibility contribute to the visual, auditory and motor perception of the tasks being performed. These include:
the method of direct visualization (showing exercises by the teacher or, on his instructions, by one of the students);
methods of indirect visualization (demonstration of educational videos, cinematographs of motor actions, drawings, diagrams, etc.);
methods of directed feeling of motional action;
4) urgent information methods. Consider the main features of these methods.
direct visualization method. Designed to create a correct understanding of the technique of performing a motor action (exercises) among those involved. The direct demonstration (demonstration) of movements by the teacher or one of the students should always be combined with the methods of using the word, which makes it possible to exclude blind, mechanical imitation. When demonstrating, it is necessary to provide convenient conditions for observation: the optimal distance between the demonstrator and the trainees, the plane of the main movements (for example, standing in profile, it is easier to show the running technique with a high hip lift, swing movements in high jumps from a run, etc.) , repeating the demonstration at a different pace and in different planes, clearly reflecting the structure of the action.
Methods of mediated visualization create additional opportunities for the perception of motor actions by those involved with the help of an objective image. These include: a demonstration of visual aids, educational videos and films, drawings with a felt-tip pen on a special board, sketches performed by students, the use of various dummies (reduced models of the human body), etc.
Visual aids allow you to focus the attention of those involved in static positions and a consistent change in the phases of movements.
With the help of videos, the demonstrated movement can be slowed down, stopped at any phase and commented, as well as repeated many times.
Drawings with a felt-tip pen on a special board are an operational method of demonstrating individual elements of the technique of physical exercises and tactical actions in team sports.
The sketches made by students in the form of figures allow to graphically express their own understanding of the structure of a motor action.
Dummies (models of the human body) allow the teacher to demonstrate to students the features of the technique of motor action (for example, the technique of running at various distances, the technique of crossing the bar in high jumps with a run, the landing techniques in long jumps with a run, etc.).
Methods of directed feeling of motor action are aimed at organizing the perception of signals from working muscles, ligaments or individual parts of the body. These include:
guiding assistance of the teacher during the performance of a motor action (for example, the teacher holding the hands of the trainees when teaching the final effort in throwing a small ball at a distance);
performing exercises at a slow pace;
fixing the positions of the body and its parts at certain moments of a motor action (for example, fixing the position of the body links before performing the final effort in throwing);
the use of special training devices that allow you to feel the position of the body at various moments of the movement.
Methods of urgent information. Designed to provide a teacher and students with the help of various technical devices (strain platform, electrogoniometers, photoelectronic devices, light and sound leaders, electric targets, etc.) urgent and prelaminar information after or during the execution of motor actions, respectively, with the aim of their necessary correction or to save the given parameters (tempo, rhythm, effort, amplitude, etc.). So, for example, at present, various training devices (bike ergometers, treadmills, Concept II rowing machine, etc.) equipped with built-in computers that control the load regulation system are widely used in physical education and sports.
In physical education, methods of providing visibility contribute to the visual, auditory and motor perception of the tasks being performed. These include:
1) the method of direct visualization (showing exercises by the teacher or, on his instructions, by one of the students);
2) methods of indirect visualization (demonstration of educational videos, cinematographs of motor actions, drawings, diagrams, etc.);
3) methods of directed feeling of a motor action;
4) urgent information methods.
Consider the main features of these methods direct visualization method. Designed to create a correct understanding of the technique of performing a motor action (exercises) among those involved. The direct demonstration (demonstration) of movements by the teacher or one of the students should always be combined with the methods of using the word, which makes it possible to exclude blind, mechanical imitation. When demonstrating, it is necessary to provide convenient conditions for observation: the optimal distance between the demonstrator and the trainees, the plane of the main movements (for example, standing in profile, it is easier to show the running technique with a high hip lift, swing movements in high jumps from a run, etc.) , repeating the demonstration at a different pace and in different planes, clearly reflecting the structure of the action.
Methods of mediated visualization create additional opportunities for the perception of motor actions by those involved with the help of an objective image. These include: a demonstration of visual aids, educational videos and films, drawings with a felt-tip pen on a special board, sketches performed by students, the use of various dummies (reduced models of the human body), etc.
Visual aids allow you to focus the attention of those involved in static positions and a consistent change in the phases of movements.
With the help of videos, the demonstrated movement can be slowed down, stopped at any phase and commented, as well as repeated many times.
Drawings with a felt-tip pen on a special board are an operational method of demonstrating individual elements of the technique of physical exercises and tactical actions in team sports.
The sketches made by students in the form of figures allow to graphically express their own understanding of the structure of a motor action.
Dummies (models of the human body) allow the teacher to demonstrate to students the features of the technique of motor action (for example, the technique of running at various distances, the technique of crossing the bar in high jumps with a run, the landing techniques in long jumps with a run, etc.).
Methods of directed feeling of motor action are aimed at organizing the perception of signals from working muscles, ligaments or individual parts of the body. These include:
1) guiding assistance of the teacher during the performance of a motor action (for example, the teacher holding the hands of the trainees while teaching the final effort in throwing a small ball at a distance);
2) performing exercises at a slow pace;
3) fixing the positions of the body and its parts at certain moments of the motor action (for example, fixing the position of the body links before performing the final effort in throwing);
4) the use of special training devices that allow you to feel the position of the body at various moments of the movement.
Methods of urgent information. Designed to provide a teacher and students with the help of various technical devices (strain platform, electrogoniometers, photoelectronic devices, light and sound leaders, electric targets, etc.) urgent and prelaminar information after or during the execution of motor actions, respectively, with the aim of their necessary correction or to save the given parameters (tempo, rhythm, effort, amplitude, etc.). So, for example, at present, various training devices (bike ergometers, treadmills, Concept II rowing machine, etc.) equipped with built-in computers that control the load regulation system are widely used in physical education and sports.
1 Outline of the training session.
The outline plan is a planning document pedagogical process in physical education for each lesson (lesson). This is the most detailed lesson plan necessary for the operational management of the educational process. The effectiveness of any lesson is associated primarily with a clear, correct setting its tasks reflected in the plan-outline. When setting tasks, one should proceed from the content of the lesson plan, take into account the results of the previous lesson and the complexity of mastering new material, as well as the composition of those involved, their preparedness, and the conditions of the place of employment. The number of planned tasks is determined by the possibilities of their implementation in one lesson. In the outline of the lesson, the main tasks to be solved in the main part of the lesson, and private ones are formulated. Particular tasks should be formulated for separate exercises in each part of the lesson and indicated in a special column of the outline plan. Pedagogical tasks it is necessary to formulate as specifically as possible so that they can be solved within the framework of one or more lessons.
When developing the content of a physical education lesson, it is necessary to:
1) determine the means and methods for solving each of the tasks of the lesson;
2) clarify the necessary equipment for the lesson;
3) develop methods for organizing the activities of those involved in solving each of the tasks;
4) determine the criteria for evaluating the activities of students in the lesson.
Initially, when compiling the outline plan, the content of the main part of the lesson is determined, and then, in accordance with it, the material of the preparatory and final parts.
In practice, there are different forms of compiling an outline plan. One of them is given below as an example.
The presented form is a detailed form of the lesson plan. Teachers with sufficient teaching experience and good professional knowledge, use various options for an abbreviated form of the plan-outline of the lesson.
Outline of the lesson of physical culture No. ___ for students of ___ class
Lesson objectives
1.___________________________________________________________
2.___________________________________________________________
3.___________________________________________________________
Venue______Date of event_______
Required equipment _______ Timing ____________
Notes:
1. In the first column of the abstract “Parts of the lesson”, the parts of the lesson are indicated in numbers (1 - preparatory; 2 - main; 3 - final) and their duration (in minutes).
2. In the column "Partial tasks" there are tasks for teaching and improving the mastered motor action, as well as additional tasks that are small in content and are solved in parallel with the passage of the main material of the lesson. The solution of certain particular problems is provided in all three parts of the lesson.
Examples of private tasks. Preparatory part of the lesson: a) inform the objectives of the lesson; b) learn individual combat techniques; c) to promote the formation of correct posture, etc. The main part of the lesson: a) to create in students an idea of the studied motor action; b) to learn individual elements of a motor action (for example, takeoff and repulsion from the bridge during the vault); c) to achieve a soft and stable landing during vaults; d) familiarize with the basic rules of a mobile (sports) game, etc.
3. In the column "Content of the lesson" all the physical exercises provided for conducting are sequentially indicated in parts of the lesson. When recording general developmental exercises performed on several accounts, it is imperative to record the starting position (i.p.) and actions on each account. If the group method is used in the main part of the lesson, then the content of the exercises for each department is recorded in the summary and the order in which the types of exercises are changed is indicated. Separately, exercises for boys and girls are recorded when planning different educational material for them in the lesson.
4. The column "Load dosage" indicates the number of repetitions of exercises, the time spent on the exercise (in minutes), the distance covered, etc.
5. In the column "Organizational and methodological instructions" the ways of organizing students, methods of performing exercises, requirements for their implementation are indicated, and entries are made such as: "report errors", "provide insurance", "remind the rules of the game", etc. .
2 Specific sports training methods
The methods of strictly regulated exercise include methods that are mainly aimed at mastering sports equipment, and methods that are mainly aimed at educating physical qualities.
Among the methods aimed primarily at the development of sports equipment, allocate methods of learning exercises as a whole (integral-constructive) and in parts (dissected-constructive). Learning the movement as a whole is carried out when mastering relatively simple exercises, as well as complex movements, the division of which into parts is impossible. However, when mastering an integral movement, the attention of athletes is consistently focused on the rational fulfillment of individual elements of an integral motor act.
When learning more or less complex movements that can be divided into relatively independent parts, the development of sports equipment is carried out in parts. In the future, the integral implementation of motor actions will lead to the integration into a single whole of the previously mastered components of a complex exercise.
When using integrally constructive and dissected constructive methods, a large role is given to leading and imitation exercises. In simulation exercises, the general structure basic exercises, however, when they are performed, conditions are provided that facilitate the development of motor actions.
Among the methods aimed primarily at improving physical qualities, There are two main groups of methods - continuous and interval. Continuous methods are characterized by a single continuous execution of training work. Interval methods provide for the performance of exercises with both regulated pauses and involuntary rest pauses.
When using these methods, exercises can be performed both in a uniform (standard) and in a variable (variable) mode. With a uniform mode, the intensity of work is constant, with a variable - varying. The intensity of work from exercise to exercise can increase (progressive variant) or change repeatedly (variable variant).
Continuous training methods used in conditions of uniform and variable work are mainly used to increase aerobic capacity, develop special endurance for work of medium and long duration. Examples include rowing at distances of 5,000 and 10,000 meters with constant and variable speed, running at distances of 5,000 and 10,000 meters with both uniform and variable intensity. These exercises will, as a rule, contribute to an increase in the aerobic productivity of athletes, the development of their endurance for long-term work, and an increase in its efficiency.
The possibilities of continuous training methods in conditions of variable work are much more diverse. Depending on the duration of the parts of the exercises performed with greater or lesser intensity, the features of their combination, the intensity of work when performing individual parts, it is possible to achieve a predominant effect on the athlete's body in the direction of increasing speed capabilities, developing various components of endurance, improving individual abilities that determine the level of sports achievements in various types sports.
In the case of a varying variant, parts of the exercise can be alternated, performed at different intensities or with different intensities and varying durations. For example, when skating a distance of 8000 m (20 laps of 400 m), one lap is completed with a result of 45 s, the next one is free, at an arbitrary speed. Such training work will contribute to the development of special endurance, the formation of competitive technique. A progressive load variant is associated with an increase in the intensity of work as the exercise is performed, and a descending one with its decrease. So, swimming a distance of 500 m , and each subsequent one - 2 s faster, i.e. in 62, 60, 58 and 56 s) is an example of applying a progressive variant.An example of a descending variant is skiing 20 km (4 laps of 5 km) with results respectively 20 , 21, 22 and 23 min.
Widely used in sports practice and interval training methods (including repeated and combined). Performing a series of exercises of the same and different duration with constant and variable intensity and strictly regulated rest pauses is typical for these methods. Examples include typical series aimed at improving special endurance: 10 x400; 10 x 1000 m - in running and skating, in rowing. An example of a varying variant is a series for improving sprint qualities in running: 3x60 m at maximum speed, rest - 3-5 minutes, 30 m - on the move at maximum speed, slow running - 200 m. An example of a progressive variant are complexes that involve sequential passage segments of increasing length (running a series of 400 m + 800 m + 1200 m + 2000 m) or a standard length with increasing speed (swimming a distance of 200 m six times with the results - 2 min 14 s; 2 min 12 s; 2 min 10 s; 2 min 08 s; 2 min 06 s; 2 min 04 s). The descending variant assumes the opposite combination: sequential performance of exercises of decreasing length or performance of exercises of the same duration with a gradual decrease in their intensity.
In one complex, progressive and descending variants can also be combined.
Exercises using interval methods can be performed in one or more series.
In the modes of continuous and interval work in sports training, a circular method is also used, aimed at selective or complex improvement of physical qualities.
The game method is used in the process of sports training not only for the initial training of movements or selective influence on individual abilities, but for the complex improvement of motor activity in complicated conditions. To the greatest extent, it allows you to improve such qualities and abilities as dexterity, resourcefulness, quick orientation, independence, and initiative. In the hands of a skilled teacher, it also serves as a very effective method of instilling collectivism, camaraderie, conscious discipline, and other moral qualities of the individual.
No less important is its role as a means of active recreation, switching those involved in a different type of motor activity in order to accelerate and increase the effectiveness of adaptive and recovery processes maintaining the previously achieved level of preparedness.
The gaming method is most often embodied in the form of various outdoor and sports games.
The competitive method involves a specially organized competitive activity, which in this case acts as the best way to increase the effectiveness of the training process. The use of this method is associated with high requirements for the technical-tactical, physical and mental capabilities of the athlete, causes profound changes in activity. critical systems body and thereby stimulates adaptive processes, provides an integral improvement of various aspects of the athlete's preparedness.
When using the competitive method, the conditions for conducting competitions should be widely varied in order to bring them as close as possible to those requirements that are most conducive to solving the tasks set.
Competitions can be held in complicated or easier conditions compared to the official ones.
Examples of complicating competition conditions include the following:
Competitions in mid-mountain conditions, hot climate, in bad weather conditions (strong headwind in sprinting, cycling, etc.);
Competitions in sports games on fields and grounds of smaller sizes, with a larger number of players in the opposing team;
Carrying out a series of bouts (in wrestling) or fights (in boxing) with relatively short rest breaks against several opponents;
Competitions in games and martial arts with "uncomfortable"
opponents using unusual technical and tactical
some schemes of wrestling.
Facilitation of the conditions of the competition can be provided:
Planning competitions at shorter distances in cyclical events;
Reducing the duration of fights, fights in martial arts;
Simplification of the competitive program in complex coordination, dynamic types;
The use of lightweight projectiles in athletics throwing;
Reducing the height of the net in volleyball, the height of the ring in basketball;
The use of a “handicap”, in which a weaker participant is given a certain advantage - he starts a little ahead (or earlier) of other participants, gains an advantage in goals or balls (in sports games), etc.
3 The stage of in-depth learning and the stage of consolidation and further improvement of motor action
2. The stage of in-depth learning. The goal is to develop a full-fledged motor skill.
Main goals.
1. Refine the action at all the main reference points, both in the basis and in the details of the technique.
2. To achieve a holistic performance of a motor action based on the conscious control of the spatial, temporal and dynamic characteristics of the technique.
3. Eliminate minor errors in technology, especially in its main link.
These tasks can be solved in parallel, i.e. simultaneously. The effectiveness of training at this stage largely depends on the correct and optimal selection of methods, techniques and teaching aids. Using the method of holistic performance of an action, it is necessary, in combination with it, to widely use visual, sound and motor visibility, aimed at creating sensations of the correct execution of technical details. The method of verbal influence changes its forms, analysis and analysis of the technique of actions, conversation become leading. This approach allows you to more deeply learn the technique of the studied actions.
At this stage, a complex of various means is widely used.
1. Exercises are used to strengthen the muscular system and the whole organism, taking into account the characteristics of the studied motor action.
2. Leading exercises are used, which prepare for mastering the main action by its integral imitation or partial reproduction in a simplified form. Lead-up exercises usually represent an element, a part, a bunch of several movements of the studied motor action. It is necessary that, in terms of the form and nature of the movements, these exercises have the greatest possible similarity with the main part of the movement being studied. For example, a student performs a run-up from three steps and takes off like in high jumps, but instead of overcoming the bar, he tries to reach a highly suspended object with his swing leg.
3. The duration of the application of lead-up exercises depends on the complexity of the motor action being learned and the preparedness of the trainees. There should be no breaks in the application of leading exercises, otherwise the previously learned movement will be forgotten and the effect of their impact will decrease.
The effectiveness of the use of various exercises (preparatory, leading, imitation) is achieved with strict observance of the following points: a) the goals and objectives of the exercise; b) structural relationship with the main motor actions; c) dosage of exercises; d) control and self-control of performance.
Within the framework of one lesson, training at this stage must be planned in the first half of the main part of the lesson, when significant fatigue has not yet set in.
3. The stage of consolidation and further improvement. The goal is to translate a motor skill into a skill that has the possibility of its intended use.
Main goals.
1. To achieve stability and automatism of a motor action. ,
2. Bring the individual features of technology to the required degree of perfection.
3. 3. Achieve the performance of a motor action in accordance with the requirements of its practical use (maximum effort and speed, efficiency, accuracy, rational rhythm, etc.).
4. Provide variable use of the action depending on specific practical circumstances.
4. These tasks can be solved both simultaneously and sequentially, since they are all closely interconnected.
5. At this stage, the number of repetitions in normal and new, unusual conditions increases, which allows you to develop a flexible skill. However, depending on the characteristics of the skill (gymnastic, gaming, etc.), an appropriate ratio of simple and variable repetitions of the exercise should be determined.
6. In order to improve movements, various methodological techniques: increasing the height of the projectiles, increasing the amplitude and speed of movements, in-line execution of exercises, repetition in the form of a competition for the quality of performance and results, in a game form, etc.
1 Game method of sports training
game method most often embodied in the form of generally accepted mobile and sports games, however, it cannot be carried out with any particular game. In principle, it can be used on the material of a wide variety of motor actions, provided that they can be organized in accordance with the requirements of the game method.
The game method is characterized, first of all, by the "plot" organization: the activities of the players are organized on the basis of a figurative or conditional "plot" (concept, game plan), which outlines a common line of behavior, but does not predetermine rigidly specific actions and ways to achieve the game goal (winning ). Within the framework of the "plot" and the rules of the game, various paths and goals are allowed, and the choice of a specific path and the implementation of the game plan occur in conditions of a gradual, more often random, change in the situation. From this it is clear that the game method allows you to program the actions of those involved only with a greater degree of probability. At the same time, it provides the widest opportunities for the creative solution of motor problems and, to this extent, contributes to the manifestation of independence, initiative, and resourcefulness.
One of the essential features of the game method is that it simulates active interpersonal and intergroup relationships, which are built both according to the type of cooperation (between players of the same team) and the type of rivalry (between opponents in pair and team games), when opposing interests collide, game conflicts arise and are resolved. This creates emotional intensity and contributes to the vivid identification of the moral qualities of the individual.
However, the dosage accuracy in the game method is always significantly less than in the methods of a strictly regulated exercise.
The game method, by virtue of all its inherent features, is used in the process of sports training not only for initial training in movements or selective influence on individual abilities, but for a comprehensive improvement of motor activity in complicated conditions. To the greatest extent, it allows you to improve such qualities and abilities as dexterity, resourcefulness, quick orientation, independence, and initiative. In the hands of a skilled teacher, it also serves as a very effective method of instilling collectivism, camaraderie, conscious discipline, and other moral qualities of the individual.
No less important is its role as a means of active recreation and switching those involved in a different type of motor activity in order to accelerate and increase the efficiency of adaptation and recovery processes, maintain the previously achieved level of preparedness.
2. Motor skill and skill, distinctive features, the mechanism of motor skill formation.
As the number of repetitions increases, the control of consciousness over the details is reduced and the motor action is performed as if automatically. Skill turns into skill. Unity, stability of actions appears. In this way , motor skill - this is a high degree of strength and reliability of the performance of a motor action, characterized by automated (i.e. minimal control by consciousness) control of the action.
With skill, consciousness is directed mainly to the nodal components of the action, the perception of the changing environment and the final results of the action. (See Figure 1)
A motor skill allows an athlete to:
1.Reliably and stably exercise even in the state of
fatigue;
2. save mental energy, since the participation of consciousness in management
little movement;
3. save energy potential due to the precise work of the muscle
apparatus based on the coordination of the work of various organs and systems;
The activity of students in the process of teaching motor actions is educational and cognitive in nature. Therefore, the effectiveness of teaching as a whole is largely determined by the ability of teachers to organize the educational process in accordance with the physiological, psychological, pedagogical and structural patterns that underlie modern theories and concepts of learning (conditional reflex, step-by-step formation of actions and concepts, algorithmic prescriptions, problem-activity learning, programmed learning, etc.).
The theory or concept of learning is understood as a set of generalized provisions or a system of views on understanding the essence, content, methodology and organization educational process as well as the characteristics of the activities of students and trainees in the course of its implementation.
Mastering the motor action is carried out in the following methodical sequence.
1. Formation of positive learning motivation among students. Motivation - a set of persistent motives, motives that determine the content, direction and nature of an individual's activity, her behavior. Achievement motivation is an achievement mechanism developed in the psyche, which operates according to the formula: motive "thirst for success" - activity - goal - "achievement of success".
The teacher, starting to teach his students should encourage them to a conscious, meaningful attitude towards the upcoming mastery of new motor actions, studying without much desire leads to various errors in the technique of the exercise.
2. Formation of knowledge about the essence of motor action.
3. Creation of a complete picture of the studied movement
for each OOT. These submissions should include:
1) a visual image of a motor action arising on the basis of indirect or direct observation;
2) a logical (semantic) image based on the knowledge obtained by telling, explaining, commenting, comparing, analyzing, etc.;
3) a motor (kinesthetic) image, created on the basis of the student's motor experience or on the sensations that he has when performing lead-up exercises.
4. Mastering the studied motor action in general. The performance of a motor action as a whole is started when the necessary knowledge and ideas have been formed for each OT.
The first attempts to perform are usually accompanied by increased tension of the entire motor apparatus, unnecessary movements, slow and constrained performance. This is a completely normal situation, since the student needs to keep all the main reference points under increased control, i.e. those elements, phases of a motor action, which determine the success of the action itself and require concentration of attention during execution. During the initial attempts, it is very important to use the methods and techniques of training in a timely manner, helping to navigate in the control of movements. Perform actions should be in standard conditions, as any changes may degrade the quality of performance.
At the end of an attempt to perform an action, analysis and evaluation of its performance and setting tasks to improve the action at the next attempt follow.
For the practical mastering of the technique of a motor action, repeated repetitions of movements with a focus on the best resolution of the motor task, the elimination of mistakes made are needed in order to master the movements better and faster.
A motor action formed by repeated repetition and brought to automatism turns into a motor skill.
When a motor skill is formed in the central nervous system, three phases of the course of nervous processes (excitation and inhibition) are successively replaced.
The first phase, when individual elements of movement are combined into a holistic action, is characterized by the irradiation of nervous processes with generalization of responses and the involvement of many muscles in the work. At the first attempts to perform a new motor action in the cerebral cortex, the nerve centers that ensure the execution of this movement, and neighboring centers that are not involved in the work, are simultaneously excited. In this situation, the antagonist muscles impede the free execution of the movement, it is carried out enslaved.
The second phase is characterized by the concentration of excitation, improved coordination, and the elimination of unnecessary movements. After repeated repetitions, the nervous processes in the cerebral cortex are gradually localized in those centers that directly provide the movement being performed, and the neighboring centers seem to be “turned off”. Here we can already talk about the formed motor skills.
The third phase is characterized by stabilization, a high degree of coordination and automation of movements. In fact, all the signs of a motor skill are fully manifested here.
The formation of a motor skill proceeds in accordance with a number of laws: the law of change in speed in the development of a skill, the law of "plateau" (delays) in the development of a skill, the law of the absence of a limit in the development of a skill, the law of extinction, the law of skill transfer, etc.
Positive carry - this is such an interaction of skills, when a previously formed skill contributes, facilitates and accelerates the process of developing a new skill. The main condition for a positive skill transfer is the presence of structural similarity in the main phases (individual links) of these motor actions.
Negative carry - this is such an interaction of skills, when, on the contrary, an existing skill makes it difficult to form a new motor skill. This occurs with similarities in the preparatory phases of movements and in its absence in the main link. Negative transfer is caused by the spread of excitation through the cerebral cortex, insufficiently developed differentiation inhibition in the central nervous system.
3 Special preparatory exercises for sports training.
Special-preparatory exercises include elements of competitive actions, their connections and variations, as well as movements and actions that are essentially similar to them in the form or nature of the displayed abilities. The point of any special preparatory exercise is to speed up and improve the preparation process in a competitive exercise. That is why they are specific in each case, and therefore, relatively limited in scope.
The concept of "special preparatory exercises" is collective, as it combines a whole group of exercises:
1) bringing exercises - motor actions that facilitate the mastering of the main physical exercise due to the content in them of some movements that are similar in appearance and the nature of neuromuscular tension (for example, moving the legs from an emphasis lying to an emphasis while standing with legs bent apart is an approach exercise for mastering jumping legs apart over a goat in length);
2) preparatory exercises - motor actions that contribute to the development of those motor qualities that are necessary for the successful study of the main physical exercise (for example, pull-ups will serve as a preparatory exercise for learning rope climbing).
3) exercises in the form of separate parts of a competitive exercise (elements of a competitive combination - for gymnasts, segments of a competitive distance - for runners, swimmers, game combinations - for football players, volleyball players, etc.);
4) simulation exercises that approximately recreate a competitive exercise in other conditions (roller skating - for a speed skater);
5) exercises from related types of sports exercises (somersaults from acrobatics - for a diver).
The choice of special preparatory exercises depends on the objectives of the training process. For example, when mastering a new motor action, lead-up exercises are widely used, and to maintain the required level of fitness in the off-season, imitation exercises are used.
1 Selection at the stages of initial training
The methodology of sports selection at the stage of initial training is determined by the main task of the first stage of selection - to help the child choose the right sport for sports improvement.
