Secrets of mastery or how to conduct a physical education lesson that students will like. Physical education lessons in low-capacity gym conditions

Physical education in the USA

Sports in the USA are one of the national ideas, and schools are a reserve for national teams. Therefore, physical education lessons here are not just classes, but a whole system in which almost all students are involved.

Each school has its own full-fledged court: basketball, baseball, American (or European) football. Many schools are equipped with a swimming pool. Almost everyone takes part in inter-school competitions, which are even shown on local television to promote a sports lifestyle from early childhood.

The names of the players are written on the screen, and classmates cheer for their own at the stadium or at home in front of the TV

Think of any American film about teenagers or school. There will definitely be something about local athletes, the school team and cheerleaders. Backyard sports culture is also well developed in the USA. True, instead of street football, which is popular in Russia, Americans love basketball, baseball, jogging and even yoga on the streets.

Most physical education lessons revolve around competition and teamwork. From the first grades, along with traditional warm-up, students practice at the school stadium and participate in intra-school and inter-school competitions. A student always has the opportunity to choose his favorite sport.

Often the lesson begins not with a warm-up, but with prayer. However, this practice occurs only in certain states.

The warm-up at the beginning of the lesson is very long and intense. Children are forced to run a lot, play primitive team games with a ball, catching up, and passing the ball. According to American teachers, this approach to the lesson helps solve three problems: warm up the muscles before the game, allow children to throw out the energy accumulated over previous lessons, organize the class into a single team, which especially works in classes with poor discipline.

The second part of the lesson is fitness. Many schools have this system: students are divided into groups and each group spends several minutes doing one type of activity. Jumps rope, throws a ball, does push-ups. After a few minutes the groups change.

This was done so that students could understand what kind of sport and what type of load is generally closer to them. After all, there is always someone who likes to run, and there is someone who prefers to play with the ball.

The last part of the lesson is devoted to the game. In the case of school lessons, this is most often basketball or volleyball.

In some large schools, physical education classes in high school completely replace different sections

That is, a student, for example, signs up for baseball and practices it in the middle of the school day, so that there is no opportunity to skip and he can take a break from “sedentary study.”

In US schools, in addition to physical education lessons, since 1986 there have been mandatory special “President’s Challenge” programs. These are tests on the physical fitness of children from six to 17 years old. The President's Challenge program contains five types of exercises: mile run, 4x39-foot shuttle run, hanging pull-up, lying torso curl, and forward bends.

In America, it is mandatory to create teams of both sexes in all sports except American football. Of course, such a variety of physical training requires many teachers. These schools employ up to ten physical education teachers and coaches in individual sections.

A high score in physical education often helps to get into college, all other things being equal with other applicants

Colleges are ready to compete among themselves for a strong athlete.

By the way, in the USA there are special sports clubs for overweight children and adults. Entrance to such a club is allowed only to people whose weight is much higher than normal. For example, in Chicago and Dallas, weight must exceed the norm by 23 kilograms. It is psychologically difficult for overweight people to go to ordinary clubs and swimming pools, but in specialized clubs they will not have such problems, as the organizers of this sports leisure think.

Physical education in Japan

In Japan, the health of citizens is part of the national idea, so physical education in schools is given a lot of attention. What they teach here is not sports, but physical education.

The salary of a physical education teacher is often equal to the salary of the director of a large plant. As a rule, 8-10 sports are taught at school, and each has its own teacher.

A physical education teacher in Japan is not just a physical education teacher, he must also have a medical qualification

Perhaps no other country in the world pays such attentive attention to the health of schoolchildren. Already in the first grade, the child is tested and health problems, anatomical features and propensities for certain types of stress are identified. If a student has health problems, the physical education teacher guides him until the end of his studies. Creates a nutrition program and special exercises. The main goal is to graduate from school a healthy person who knows the characteristics of his body and knows the culture of movement and nutrition.

Physical education in Japan for primary schoolchildren

The Japanese love teamwork and invent games for schoolchildren where they can run and at the same time gain some navigation skills, show ingenuity and develop discipline.

In Japan, martial arts are encouraged from childhood: in schools there are many sections of karate, sumo, jiu-jitsu and others

There is a developed culture of sports clubs here; many school sections are closely connected with clubs in which the student can be a member throughout his life. School clubs are called "bukatsu". In these clubs, in addition to sports, schoolchildren study hierarchy and ceremonies. A headman and his deputy are appointed, and an additional structure can be created inside. For example, the chief in charge of housekeeping (monitors the wear and tear of balls, bats, flags), the chief in charge of accounting (parents of students chip in for clubs), the chief in charge of scheduling, and so on. In this way, schoolchildren acquire socialization skills and knowledge of the structure of society.

Martial arts classes at bukatsu

As for the hierarchy, in “bukatsu” it is very strict. For example, in the ping pong club at some schools, new members spend their first year mainly picking up balls that fly off during the game. They clean the hall, watch the game and hardly practice.

Every citizen of Japan has known the word “undokai” since childhood. Translates roughly as “sports meeting.” This can happen at any age: a Japanese person may be called upon to run, jump and participate in competitions. “Undokai” are long demonstration performances: running competitions over different distances, relay races, bag jumping, outdoor games, and various competitions. Spectators must sit for five to six hours either in the open air or under tents, on stands or on mats, depending on local conditions. This event is held every year starting in kindergarten, then at school and university.

"Undokai"

The “undokai” begins with a formation, a procession with flags, reminiscent of a parade. Parents are involved in organizing the event, who from seven in the morning set up equipment, bring food with them and have picnics. Teams of children march, perform morning exercises, dance a group dance, and shout chants.

In addition to sports competitions, a classic type of competition in Japan is throwing small balls into a basket on a pole.

Within a certain time, the team must score more goals than the opponent.

“Undokai” lasts five to seven hours, during which time parents, neighbors and teachers can get to know each other. All this is part of the system of preparing a child for adult Japanese reality, where discipline, hard work, and the ability to work for the benefit of the team and for results are very important.

Children's orchestra during the "Undokai"

In the development of physical education and sports in Japan, one can discern the influence of Chinese customs and Buddhism. For example, equestrian polo, kemari (a game of agility and speed) and dancing are popular sections.

In elementary school (grades 1-6, ages 6-12) there are at least three hours of physical education and sports per week. Primary school program: general physical training, gymnastics, athletics, swimming, ball games, dancing, developing healthy lifestyle skills. According to the additional classes program, each student is required to attend classes at a sports club at least once a week.

In high school, more than 40% of schoolchildren play sports at least nine hours a week, and the remaining 60% spend two to three hours a week on physical education - this is the required minimum.

In Japan there is a high school baseball league that is shown on TV. Spectators usually support the school in their area

The winners of each region (you need to win five matches) go to the main stadium of the country - Koshien, Hyogo Prefecture. The main high school baseball championship takes place there over the course of several days. All this is shown on TV, and the names of high school students are written on the screen, just like in adult sports. For many boys, Koshien is their main school dream. Girls are taken to this stadium as fans, they prepare dances and chants.

Women's baseball team

Physical education in England

In the UK there are only three subjects that are compulsory throughout school - mathematics, English and physical education. In addition to traditional physical education, schoolchildren are additionally offered various sports. Almost all schools have swimming pools, tennis, basketball and football grounds, golf courses, loved by the British, and cricket or squash grounds. A student can choose several sports at once - from rowing to horse riding. At the same time, some schools require ballet classes for girls.

British schoolchildren practice discus throwing

Physical education for schoolchildren in England is notable for the fact that students can choose among non-traditional sports. For example, in 2006, the English Agency for Action Sports and Music Marketing (KAOS) introduced the concept of action sports in schools - ASIS. The goal of this program is to attract as many youth as possible to skateboarding.

ASIS has ensured that skateboarding is no longer a luxury for regular schools. Many of them have special areas for this activity.

In secondary schools there is a program called “Physical Education as Preparation for Life.” As in the USA, attention is paid to interschool competitions and extracurricular training. Hiking trips for schoolchildren, field trips, orienteering. Responsibility for this work is assigned to a special body - the National School Sports Council.

Cricket lesson

Starting from the age of 11-13, schoolchildren decide for themselves which sport they will engage in in the current trimester.

The list of sports that you can play at a British boarding school is huge. These include field hockey, cricket, badminton, fencing, golf, swimming, rowing, water polo, sailing, squash, sport shooting, equestrian polo, archery, yoga, rock climbing and much more. Some schools have, for example, their own stables.

The most popular team sports are rugby and football for boys, netball (women's basketball), field hockey

Each school's sports program is individual. But most often, physical education classes last an hour and a half and take place in the daytime two to three times a week. And on weekends, teams compete with teams from other schools. In addition, there is time for individual lessons “Activity slots” - their time is unlimited.

Rugby competition

Physical education in other European countries

Standards for physical education in different EU countries are not very different from each other, and are generally similar to Russian ones. Physics lessons are compulsory and last from one and a half to four hours a week. But it has its own characteristics.

In France, many schools have two-hour breaks between classes, during which you can play football, ping-pong, basketball

In addition, there are compulsory physical education classes - three to four hours in middle and high school. Physical education begins in kindergarten - always at least six hours a week. From the age of four, children are taught to jump, run, and float on water. There are a lot of stadiums and sports grounds for extracurricular activities in France. But they are not always used to their full extent. It happens that stadiums are empty, especially in small cities. In France, it all depends on the specific school - the program can vary greatly. Somewhere there are sports sections and clubs, somewhere there is only one extracurricular sport, but physical education is mandatory for all schoolchildren.

In Germany, membership in various clubs, including sports clubs, is popular. For example, if a student is involved in the football section, then he can join the local football club, this is very welcome. Membership in such clubs is paid, but, as a rule, not very expensive. Club members have their own traditions, conventions and events. In many schools, physical education classes are held daily in the primary grades, then three to four hours a week are provided. Germany also hosts inter-school competitions, with the Youth Train for the Olympics, a competition for primary school students, being especially popular. They are held at the city and district level in 12 main Olympic sports. Sports clubs in these sports work closely with schools.

The culture of street football is popular in Italy, especially in small towns. Children and adults often organize competitions between courts, and news about amateur matches appears in local newspapers. Physical education is compulsory for Italians during the 13 years of basic education - for all children, including children with disabilities. Adapted classes are conducted for them. Training in additional sections is most often paid.

In many European countries, in small towns, children ride to school by bicycle. This practice is especially popular in Holland, Finland and France, which is why cycling in these countries is held in high esteem since school. Even in Europe, in many schools during breaks, children can play table tennis, air hockey or do pull-ups on the horizontal bars.

The skill of a teacher lies in the ability to combine the constant, unchangeable with elements of novelty in the learning process.Children rarely get tired of exercise, but they are quickly tired of monotony and monotony. How to make a physical education lesson interesting?

Preparatory part of the lesson

Warm-up begins with running - the most monotonous activity that needs to be variedIn a standard school hall, one lap on average is 50 m . Before jogging, it is necessary to clearly explain to the class how to run, where to run. For example, 8 circles counterclockwise, 8 clockwise. After 2 laps, students perform a running exercise along the diagonal or side line. Higher degreeclass organization - setting a complex task: 3 circles clockwise, 1 circle with a left side step, 3 counterclockwise circles, 1 circle with a right side step, 3 circles in a figure eight using the volleyball court, 1 circle with your back forward. While performing a task, the majority of students, as a rule, think about the correctness of their actions, prompt the guide, i.e. actively participates in the warm-up.

Another way to make a monotonous exercise more interesting. The class is calculated as first or second and runs in a column one by one at a distance of 1 - 1.5 m from each other. At the whistle, the second numbers accelerate and overtake their first number on the left side, stand in front of him and continue moving. At the second whistle, the second numbers do the same.

When dividing the class into groups while running, the last student accelerates along the column and becomes the first. The run ends when the guide goes first. Statement of a complicated problem: the last one runs like a snake, the class works with strict adherence to distance so that there are no collisions.

After explaining the objectives of the lesson, the class will form into two columns for physical training. The first column of physically trained students runs clockwise, the second column runs counterclockwise. Dividing into groups allows the first column to run at a higher pace, the second column to choose the optimal pace and keep up in the ranks while completing tasks. Students in the preparatory group perform half of the given load, then move to the inner circle and continue walking.

Students are lined up separately, boys and girls, the formation begins with the students of the preparatory group and ends with the most physically prepared student (based on the results of the 500m or 1000m run). Each student, running 2 laps, continues walking.

There are many options, the main thing is less drilling and more meaningfulness in actions.

Warm-up

A short (5-7 minute), emotional and unexpected in content warm-up with exercises that require all the effort, quickly brings the student into working condition. From an organizational point of view, the transition from the running part to the warm-up is very important. Higher organization of children in the lesson - independent restructuring. After warming up, if relay races are not planned, then after receiving sports equipment, children take an empty seat, facing the teacher. Usually children immediately complete the task correctly.

It is more difficult with general developmental exercises without objects, as they are less interesting. However, by constantly changing the form of doing the exercises, you can intensify the actions of students. For example, a class is divided into girls and boys and is lined up on the front line of the volleyball court; after completing two exercises, the groups turn to the right and change places. Then each student takes his place and performs two more exercises, then jogging again. At the end of the warm-up - push-ups: 5 push-ups and a run, then 4 push-ups, etc. A prerequisite is that the class runs strictly in a column, one at a time and in full force. The number of exercises is varied by the teacher depending on the preparedness of the class.

Warm-ups in pairs are very interesting. For example,standing facing each other, feet in a middle stance, hands on the partner’s shoulders. Springy forward bends. Standing facing each other, feet in a middle stance, hands on your partner’s shoulders. Simultaneously swing your right (left) leg back. Stand with your backs to each other, hands up. Turn to face each other. Standing facing each other, feet in a middle stance, hands on your partner’s shoulders. Simultaneous pistol squats on one leg. Sitting with your back to each other, legs together, hands clasped. Stand up quickly on command. Sitting with your back to each other, legs together, hands clasped at the top. Bends forward and backward. Lying on your back with your head facing each other, hold hands. Raise your legs and “say hello” with your legs. Stand with your back to each other, legs together, hands clasped. On command, move with an additional step to the right (left). Jumping.

To eliminate mechanical exercises and constantly maintain students’ attention, the warm-up can include tasks that require not only physical, but also mental stress. For example, the exercises are explained once without demonstration: 1 – crouching, 2 – lying down, 3 – legs apart, 4 – legs together, 5 – legs apart, 6 – legs together, 7 – crouching, 8 – standing. Squat: 1 – squat with your arms forward, 2 – starting position, 3 – squat with your arms to your shoulders, 4 – starting position, 5 – squat with your arms up, 6 – starting position. 1 - crouching emphasis, 2 - lying emphasis, 3 - crouching emphasis, 4 - standing emphasis, 5 - crouching emphasis, 6 - straightening up.

The warm-up is enlivened by “trap” exercises that force students to quickly react to the situation, for example, from the starting position - crouching, quickly straightening their legs without lifting their arms and legs from the floor. The correct position is standing, bent over.

The main thing in warming up is to avoid unnecessary changes in formation, long explanations, long exercises and long pauses between them.

After warming up, you need to devote 5 minutes to developing physical qualities (strength training). Girls and boys practice in different places in the room to avoid ridicule. For example, girls, having completed exercises on the back muscles, then, one by one, in a column, taking a prone position, overcome the length of the hall. At this time, the boys perform exercises on the abdominal muscles on the gymnastic wall, then, one at a time, perform jumps over the bench in a column for 3 approaches. At the next lesson, the groups switch places.

You can include many exercises in strength training, but the main thing is to leave the order of strength training unchanged: classes in groups at different ends of the room. In game sports it is convenient to carry out a power group according to the following scheme:

1. Boys play, girls train, and vice versa.

2. Two teams are playing, the rest are training.

The main condition for successful strength training is systematicity, i.e. carried out in every lesson. Thus, the teacher practically shows the importance of physical training, gradually captivating them with a constant increase in results.

Main part of the lesson

For development, a child constantly needs not only intellectual information, but also motor information. And the more motor skills a student masters, the faster he develops physically and mentally. Teaching a motor skill follows a well-known scheme: demonstration and brief explanation of the basics of movement technique - first trial attempts - correction of errors - repetition and improvement. Teach the desired skill as a whole, without breaking it down into its component parts, so that the student can grasp the movement immediately, gradually discarding the unnecessary, incorrect ones. A variety of methods are used for training: continuous, frontal, group, but the most effective is independent. After the show, the guys train on their own, and the teacher corrects and prompts the students. After 5 minutes of independent study, he asks some students to show the movement they are studying. You need to call both those who are succeeding and those for whom things are not going well. The teacher points out mistakes, celebrates those who distinguished themselves, and encourages the losers. After 2–3 training lessons, a test on movement technique is taken.

The main principle of learning: did not know how - learned - applied. It is very important for a teacher to notice each student in the lesson, especially at the moment of improving movement technique, to prompt, correct, and note the slightest shifts towards improvement. Students should feel the teacher’s interest in the results of their work, then the impact in the lesson will immediately be felt. For the learning process to take place, two conditions are necessary: ​​1) that the student wants, 2) that the teacher knows how. The main part of the lesson must include a game: a sports game, if the class is sufficiently prepared, an outdoor game at primary school age. In gymnastics lessons, this could be a demonstration of exercises, competitions between departments. A lesson without play turns into tedious work that students cannot do for long.

When teaching children, the teacher learns himself, gradually discarding the unnecessary, making the lesson dynamic and interesting.

The final part of the lesson

The lesson should end in an orderly manner. Having lined up the children, the teacher sums up the results, praises the class or individual students, and identifies reserves for improvement. If collective work is based on the principles of forced average students, there is a pace, then to compensate for the knowledge gaps of the strong and weak, independent work according to individual plans.

Literature:

Lesson notes for a physical education teacher: 5th – 9th grade: Physical education lesson: Sports games, ski training, outdoor games. – M.: Gubeckons. Ed. VLADOS, 2003. – 144 p.: ill.

State budgetary educational institution

GYMNASIUM No. 628

Krasnogvardeisky district of St. Petersburg

"ALEXANDRINSKAYA GYMNASIUM"

Problems of a physical education lesson

through the eyes of students

Ivanova Anna Gennadievna

Physical education teacher GBOU No. 628

Saint Petersburg

2016

Leading a healthy lifestyle, physical education and sports have always been important in our country, and over the past 5-6 years they have taken the leading positions in importance. Suffice it to recall the introduction of the third lesson into the physical education program at school, the revival of the GTO complex. A huge impetus for this was the holding of the Winter Olympic Games in Sochi. But, despite this, a strange trend is observed: interest in physical education lessons at school is falling.

The purpose of the work is to reveal the essence of the issue related to the motives and interest of schoolchildren in the physical education lesson.

THE IMPORTANCE OF THE SUBJECT PHYSICAL EDUCATION AT SCHOOL

HOW SHOULD A PHYSICAL EDUCATION LESSON BE TAKEN?

In the main part of the work, we want to find out what place physical education occupies in school in general and in our gymnasium in particular in order to understand whether interest in physical education lessons is fading or not.

Today there is a lot of literature on this issue. In our work we used teaching aids and textbooks on physical education.

Having studied the available literature, we received the following information: physical education is part of the general culture of society, which is aimed at strengthening health, developing a person’s physical abilities, and is also crucial for the education of a full-fledged, holistic personality of a schoolchild. That is, without physical education the educational process is impossible.

How should physical education take place at school? Physical education at school takes place either in a specially equipped gym, or on the street, also on a specially equipped site, if available. Both in the gym and on the playground, certain conditions must be created, in accordance with the standards. In the gym, standards regulate how many schoolchildren can exercise in a given area, what the ceiling height, ventilation and heating should be, how many locker rooms there should be, how many shower rooms, what sports equipment should be present. On the court, regulations govern how soccer goals, basketball hoops, and volleyball nets should be positioned.

The lesson is the main form of organizing physical education classes at school. The distinctive features of the lesson are the following: a constant composition of students, compliance of the educational material with the approved program and work plan, an accurate schedule of classes, the use of various teaching methods, and the leadership role of the teacher.

Each lesson consists of three parts: introductory, main and final. The introductory part, or warm-up, prepares the body for the load. The main part of the lesson provides theoretical information, teaches movement techniques, and develops physical abilities - strength, speed, endurance, agility, flexibility.

The final part is designed to ensure that the body returns to normal in the correct way, breathing and pulse improve. At the end of the lesson, special exercises are carried out to help reduce the functioning of all body systems to the original level, removing the increased emotionality of students

WHAT PROBLEMS DOES PHYSICAL CULTURE SOLVES?

Physical education at school also solves the problem of not only preserving and strengthening health, but also increasing the level of sociability and social activity of children.

But the social activity of modern children is now realized mainly through social networks, sitting at the computer, and the lack of physical activity among schoolchildren inevitably leads to irreparable losses in physical development, weakening of the body’s defenses and serious health problems.

Motor abilities and skills acquired at school age, as well as physical, intellectual, volitional and other qualities, become the basis for the rapid and complete mastery of professional, military and other special motor actions, and further physical improvement in adulthood. Of no less importance is the contribution of school physical education to the development of the personality of young people, the formation of their worldview and life position, moral character, intellectual and aesthetic culture, and strong-willed aspiration.

HOW PHYSICAL EDUCATION IS DONE IN OUR GYMNASIUM

In our gymnasium, physical education takes place three times a week, each lesson lasts 45 minutes, regardless of the age of the students. Once during school, children have the opportunity to study in the pool for one lesson a week throughout the school year, usually this is a parallel to the third grade. During the school year, in physical education lessons we engage in athletics, gymnastics, sports and outdoor games, and cross-country training. The gymnasium has two gyms measuring 24x12 meters with appropriate markings. The halls have equipment for gymnastics, athletics, and sports games. For gymnastics there are equipment: gymnastic horse, gymnastic goat, gymnastic beam, parallel bars, Swedish walls, gymnastic ropes, benches with holds for passing obstacle courses. There is also a variety of equipment for gymnastics: gymnastic mats for acrobatic exercises, hoops, jump ropes, medicine balls (weighted balls), gymnastic mats. For outdoor and sports games (in our case, basketball, volleyball and pioneer ball), the halls are equipped with basketball backboards (4 pieces each) and volleyball nets. There are also basketball and volleyball balls, the exact quantity of which we do not know, but they are usually enough for all children involved, that is, approximately 25-30 balls of each type. Athletics classes take place in the fall and spring, in the first and fourth quarters. It is most convenient to practice athletics outdoors. Short- and long-distance running, long-distance throwing, and running long jumps cannot be done in the gym. But the gymnasium does not have a stadium, and weather conditions in St. Petersburg do not always allow you to go outside. In the gym you can only practice the technique of individual elements: the correct starting position for long and short runs, starting positions for jumping and throwing, passing the relay baton. But there are also standards and exercises in athletics that can be practiced in the gym: standing long jump, accuracy throwing, shuttle running, circular relay. For this purpose, there is equipment in the form of tennis balls (they are suitable for throwing in the hall), relay batons, various cones (with their help you can mark the distance for shuttle running), there is also a special stationary marking for long jumps, targets for throwing for accuracy, stands and bar for high jumps, starting blocks.

When we compete at regional competitions for our gymnasium, we visit other schools and can compare. Very many schools were initially designed in such a way that they only have one gym; very few schools have gymnastic equipment, namely apparatus; even the number of basketball backboards more than two in the hall is rare.

WHAT INFLUENCES STUDENTS’ INTEREST IN PHYSICAL EDUCATION LESSONS IN OUR GYMNASIUM

But, despite the excellent opportunities of our gymnasium, we observe a decline in interest in the lesson during physical education lessons in our class. The information that physical education teachers gave us about the situation in other classes of our gymnasium suggests that children began to engage in physical education less willingly than before. And the older the children are, the less desire they have for activities. It was then that we became interested in finding out the reasons for these changes. In order to understand the reasons, we decided to interview children of different ages using a questionnaire. Children from 1A, 3B, 5A, 5B, 7B and 8A classes, totaling 164 people, took part in the survey. The questionnaire included the following questions:

• do you like physical education class?
• What do you like most about the lesson and why?
• what don't you like and why?
• what would you like to add to the lesson?
• Do you do physical education and sports anywhere else besides the gymnasium, where do you like the classes more and why?

Below we present the results of the work done.

1. RESULTS OF THE SURVEY

Diagram 1. Do you like the physical education lesson?

Diagram 2. Do you like the physical education lesson? Class distribution

Diagram 3. What do you like most about the lesson?

Diagram 4. What do you dislike most about the lesson?

Diagram 5. What would you like to add to the lesson?

Diagram 6. Do you engage in physical education and sports anywhere else besides the gymnasium?

Diagram 7. Distribution by class of those studying and not studying outside the gymnasium

CONCLUSIONS

After we conducted a survey of children on a topic that interested us, we can draw the following conclusions:

• In our gymnasium, the attitude towards the physical education lesson is generally positive. According to general statistics, 86% of students like the physical education lesson. According to statistics, grades 1 and 5 approve of the physical education lesson more than other classes surveyed. Children enjoy playing sports (115 votes). The personality of the physical education teacher also plays an important role; in our case, many children like the physical education teacher (93 votes).
• As students grow older, interest fades from class to class for the following reasons: what children of all ages don’t like most is cross-country training (127 people voted) and theory classes (40 people voted), a differentiated approach to students in the classroom is not sufficiently implemented, which leads to inadequacy of physical activity in classes (25%); The interests of schoolchildren are not taken into account when choosing physical exercises that are included in the FC program at school (22-32%)
• The following factors may influence the formation of increased interest in a physical education lesson:

• Individual selection of exercises.
• Differentiated physical activity.
• Increasing the amount of time allocated to sports games.
• Increasing the number of activities conducted outdoors.
• Increasing the number of lessons per week.

Physical education classes at school are very important because... the survey showed that 66% of students do not participate in sports clubs after school.

CONCLUSION

In conclusion, I would like to say that the problem of loss of interest in a physical education lesson is really relevant for a modern school. This is confirmed by the studies we have studied, conducted among students of city schools, and by a survey conducted among students of our school. In order to maintain students’ interest in the physical education lesson, and as a result, in leading a healthy lifestyle, we offer the following ways and methods of solving the problem:

1. Increasing the time allocated for sports games, as well as introducing additional sports games into the lesson, such as football.
2. Differentiate the approach to physical activity and meeting standards, taking into account the physical characteristics of a particular student.
3. The great desire of all students at our school to have the opportunity to exercise in a swimming pool and on a specially equipped outdoor playground would also greatly influence the increase in interest in physical education lessons.

The goals we set at the beginning of the work, namely to identify students’ attitudes towards physical education lessons at school, what a physical education lesson is, and what significance it has, were achieved in the course of the work. We found out that the attitude towards the lesson is generally positive, but there are a number of problems that we can solve together. Both teachers and students should pay especially close attention to this.

BIBLIOGRAPHY

Anishchenko V.S. Physical culture: Methodological and practical classes for students: Textbook. - M.: RUDN University, 1999

Evseev Yu.I. Physical Culture. Rostov - n/a: Phoenix, 2003

Bogdanov G.P. Management of physical education of schoolchildren.- M.: Education, 1972.-

Volkov L.V. Methods for developing the physical abilities of schoolchildren. – K.: Glad. school, 1980.

Bezverkhnyaya G.V. Age dynamics of schoolchildren’s motivational priorities for physical education and sports. – M.: Logos, 2004.

Shutkin S.N. Pedagogical conditions for teaching the basics of personality self-organization in a physical education lesson. – Lipetsk: Leningrad State University, 2003.

Saikina E.G. Fitness technologies at school. Publishing house of the Herzen State Pedagogical University, St. Petersburg, 2013

Kuzmina S.V., Chernyaev E.A. Factors in the formation of interest in physical education lessons among schoolchildren. Collection of materials of the All-Russian scientific and practical conference physical culture and sports in the Russian education system: innovations and development prospects, St. Petersburg, 2015.

It has long been proven that physical education in schools plays a huge and decisive role in the formation and education of a child’s full-fledged personality. This subject solves the problems of not only strengthening and preserving the future health of schoolchildren, but also social adaptation, activity and sociability.

Where are school physical education lessons held?

Physical education lessons in schools can be held in gyms, available in almost every school, on a specially equipped site for classes, or on the street. Conditions for exercise must be created in the gym and on the playground in accordance with established standards. They determine how many schoolchildren can study at the same time in the allotted area, what the height of the ceilings in the room should be, and the standards also establish the mandatory presence of ventilation and heating, the necessary lighting, the number of utility rooms and locker rooms, showers and sports equipment. Sports games are held on the grounds: football, basketball and volleyball. For them, the standards establish the location of football goals, basketball baskets and volleyball nets.

What does a physical education lesson consist of?

Physical education lessons at school, as a rule, consist of three parts: introductory, main and final.

The introductory part, or warm-up, helps prepare the child’s body for the upcoming load. In the main part, children learn new physical exercises, run, jump, throw, climb a rope, play outdoor games, and conduct relay races. And in the final part, schoolchildren are invited to rest so that the heartbeat and pulse return to normal, and the body has time to rest.

It has been noted that physical education lessons in schools are usually tiring for children if they are structured strictly according to the program. Therefore, during such lessons, children are often offered independent physical activity. The teacher conducts such lessons either in the gym or on the street, with or without sports equipment. It is also very useful to carry out a certain system of exercises to music; this relieves stress in schoolchildren, helps to develop their sense of rhythm, coordination and attention.

Physical education minutes

The concept of “physical education in schools” also includes warm-ups or physical education minutes, which can be carried out in other lessons. If the teacher sees that the children are tired and are not learning the material well, you can give them the opportunity to do simple exercises, squats and bends for a couple of minutes, this helps relieve mental stress. In recent years, physical education classes have been held mainly in primary and, less often, middle classes, and, unfortunately, they have completely forgotten about high school students. But in vain. By spending a few minutes to warm up, teachers could achieve better results in their work as well as good academic performance.

The importance of medical examinations

All schools conduct mandatory routine medical examinations of schoolchildren, the purpose of which is to assess the health status of each student and the level of his physical fitness. Based on medical examination data, the doctor recommends the optimal types of physical exercises and the amount of load. During medical examinations, students are identified who, due to their physical and mental disabilities, are indicated for physical therapy; such children are exempted from physical education classes in schools. But this is wrong, since it is these children who most need the beneficial effects of physical exercise on their weakened body. Depending on their health status, schoolchildren are divided into 3 physical education groups: basic, preparatory and special medical. Classes for each group are set by the school.

Physical education: program in elementary school

A lesson in elementary school is aimed primarily at the general health and physical development of students, as well as the development of independent and creative thinking among elementary school students. Physical education in grades 1-3 is necessary for children, as it helps develop endurance, helps develop agility, flexibility, coordination of movements, and initial skills in team games.

Physical education class in elementary school is very important. The task of a physical education teacher in primary school is to convey to primary schoolchildren the physical education knowledge, motor skills and abilities available for their age, as well as the ability to apply the acquired knowledge in everyday life.

Physical education in elementary school helps children keep their bodies in good physical shape from an early age, develops a respectful attitude towards their health and the health of others, and cultivates collectivism, willingness to help, courage, responsiveness, and diligence in future citizens.

What exactly do primary school children do in physical education lessons? Physical education lessons in primary school are devoted mainly to sports games, various relay races and competitions. Theoretical classes usually take 3-5 minutes at the beginning of the lesson - the teacher tells the children the topic of the current lesson. In addition to games and relay races, much attention is paid to drill exercises, running, walking, jumping, climbing and throwing, and acrobatic movements. In northern latitudes, physical education lessons also include skiing. All this is aimed at developing movement and coordination.

Currently, a physical education lesson in primary school is held for 3 hours a week. The program allows the replacement of one lesson per week with a rhythm or choreography lesson.

Physical education lesson in middle school

Physical education classes at school, in middle grades, help teach children the following skills:

• Alternating walking and running.
• Running with obstacles.
• Proper breathing during movements.
• Running long jump.
• Running high jumps.
• Throwing a ball at a target from various distances.
• Catching the ball with one or both hands.
• Exercises on the gymnastic wall.
• Swimming and skiing.

In addition to the above skills, physical education classes in middle classes teach children how to conduct hardening, massage, mental regulation and self-control - all this is part of the education process.

Physical education lessons in high school

Physical education in high school serves to form the habit of the younger generation to engage in physical education and sports after graduating from school; it should guide young people towards leading a healthy lifestyle, set them up for independent sports in the future, teach them to understand the enormous value of maintaining a healthy lifestyle and giving up bad habits .

Injuries to children during physical education lessons at school

According to statistics, children aged 12-14 years are most susceptible to various injuries during school physical education lessons. Sad figures indicate that teachers, coaches, lecturers, medical workers and parents should work to prevent injuries to students in physical education lessons. All these categories should be aware of the degree of injury risk of each sport included in the school physical education program, and also keep under constant control the causes that can lead to disastrous consequences.

Among all the numerous reasons leading to injuries in physical education lessons, the most important are:

• Insufficient control by medical workers over the health status of students.
• Violation of discipline during lessons.
• Faulty equipment or its discrepancy with anthropometric data.
• Lack of sportswear and shoes for students.
• Adverse weather conditions.
• Low qualifications of the teacher or trainer.

Statistics show that the largest number of injuries children receive during physical education classes at school occurs in gymnastics.

Organization of physical education lessons in schools in accordance with Federal State Educational Standards (Federal State Educational Standards)

Forms of organizing the process of physical education at school (FSES) are directly physical education lessons, sports competitions and holidays, healthy warm-ups during the day, participation in sports clubs and sections, physical education and sports at home outside of school. In turn, all physical education lessons are divided into 3 types:

1. Educational and training orientation. During the lessons, students are introduced to practical material and educational knowledge of the subject (name and description of exercises, methods and techniques of implementation, etc.). In such lessons, training takes place with the gradual formation of children's motor activity - initial study, in-depth training, consolidation of material and improvement of acquired skills.
2. Educational and cognitive orientation. During the lessons, children get acquainted with the basics of independently organizing physical education classes, learn to directly plan and carry out activities for general physical health. In the learning process, they actively use textbooks and teaching aids.
3. Educational and training orientation. It is carried out directly in physical education lessons to develop children’s physical abilities and their activity.

Teaching practice

Future teachers and physical education teachers undergo mandatory practice in physical education schools during their training. During the internship, students are asked to complete a number of tasks:

1. Familiarization with the student intern's instructions and the program. The necessary information is presented in the trainee's diary. The program includes visiting the school at an agreed time to get acquainted, conduct physical education lessons in elementary, middle or high school. Each student trainee must teach 6 lessons independently and 6 lessons as a teaching assistant. The total internship load is twelve hours per week.
2. Attend 3 physical education lessons from a fellow student. The purpose of such visits is to conduct a complete pedagogical analysis of the lessons.
3. Develop an independent plan for teaching some motor action for the period of practice.
4. Write a holiday script for students, develop it and hold the event.

Why is ski training provided at school? We talk about the requirements for the educational process, the types of ski training lessons and give the structure of a ski lesson.

Almost throughout the entire territory of our country, winter is associated with winter sports, such as skiing, sledding, and skating. Ski training at school is a mandatory element of a child’s physical development program. Classes strengthen children's immunity and pump up all muscle groups. Ski training is carried out from 1st to 11th grade. The program allocates 16 teaching hours to this area.

Goals and objectives of ski training at school

Currently, there is a sharp decline in interest in ski training at school. One of the main reasons for this phenomenon is the monotony of classes. During the entire lesson time, schoolchildren run several circles in a row, then run the standard in the same circles, after which, tired and sweaty, they go to other classes. Few people will like it. In addition, the equipment is quite burdensome: a large number of changes of clothes, skis that you have to carry to school and back, plus the lack of a shower. As a result, children develop a strong antipathy to ski training at school.

A person loves what he is good at and what he is good at. Children need to be taught technique - proper movement on skis - and then they will love this wonderful sport. It is worth noting that the technique of such movements remains in a person for the rest of his life, and endurance is lost over time (and quite quickly). This means that there is no point in spending a lot of time developing endurance. Working on technique, in turn, increases endurance. This leads to the main goal of ski training at school: students must master different ways of skiing. The teacher's task is to teach them this.

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Objectives of ski training at school:

1. Teach schoolchildren the basic techniques of skiing: descents, ascents, ski moves, turns, braking
2. Instill in children a healthy lifestyle (health improvement and hardening, the benefits of being in the fresh air)
3. Instill a sustainable interest in systematic skiing (using skiing games)
4. Develop endurance, strength, agility - the main physical qualities
5. To cultivate moral and volitional qualities in children (fearlessness, perseverance, composure, organization)
6. To develop in students the skills and abilities necessary for independent study.

Requirements for the educational process of ski training at school

There are a number of requirements for the entire educational process of ski training at school and for each lesson separately.

1. At each lesson, tasks are solved: educational, educational and health problems. Educational objectives are necessarily planned and are precisely formulated for each lesson. Educational and health tasks, as a rule, are not planned for each lesson. They are carried out by the entire system of ski training classes, the use of exercises, and a system of extracurricular activities.
2. Each lesson is inseparably linked with the previous and subsequent lessons. A unified system of lessons emerges. At the same time, each lesson is a completely independent and integral part of the educational work.
3. The key requirement for a winter physical education lesson is the leadership role of the teacher. A teacher, conducting a physical education lesson on skis, must have organizational skills in preparation for the lesson, must lead students, directing them and showing high demands. Its task is to motivate students to solve assigned problems.
4. The content, load, teaching methods and development of physical qualities in the lesson must invariably correspond to the program material, the age of the students and their gender, and the assigned tasks.
5. The methodology and content of the lesson should always stimulate students to be active, consciously learn new material, and safety precautions. To make skiing physical education lessons more emotional, it is recommended to include elements of games, competitions, and game tasks.
6. In lessons, it is necessary to optimally combine collective and individual work of students. In the beginning, when students learn a new method of skiing, collective learning is used. However, due to the fact that the degree of preparedness of students is different (some are behind, while others, on the contrary, are ahead of their classmates), they are divided into subgroups taking into account the level of preparation. This way, students can master the technique without interfering with each other. Students who perform worse move around the inner ski circle, closer to the teacher.
7. Active activity of students during the winter exercise lesson. The use of various exercises (imitation, leading, basic) in skiing in various combinations (alternating practice on a training slope and on a training ground, on a ski track) with varying degrees of intensity allows not only to switch the attention of students, but also to maintain their performance throughout classes.

In addition to those listed, there are a number of requirements for the ski training process at school. They depend on the age of the students, their physical fitness and other factors.

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Types of ski lessons at school

Depending on the objectives, the following types of ski training lessons at school can be determined:

• introductory
• educational
• training
• mixed
• control

Each of these lessons has its own characteristic features, differing in structure, methods of organization, and activation of students.

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Introductory lessons are held at the beginning of the school year in all classes, without exception. At them, the teacher introduces students to the content and requirements of the ski training section at school, provided for by the program specifically in this class. It also provides theoretical information about this sport, introduces schoolchildren to safety precautions and at the same time reveals the characteristic features of the class, the physical readiness of schoolchildren to master new material.

Educational lessons are conducted mainly in primary classes. The purpose of such lessons is to learn new material. In addition to new knowledge, such lessons improve the knowledge already acquired. The lesson program includes exercises to develop physical qualities, and the methods of skiing previously learned are improved.

Training lessons are most often held in high schools. In elementary schools, such lessons are not taught at all; in middle classes, they are extremely rare. In the program for grades IX-XI, very little new educational material is included in the ski training section at school. In this regard, training lessons have the main goal - the development of physical qualities of students through skiing. Training lessons are widely used in extracurricular activities in skiing, when classes are held in school sections.

Blended ski lessons at school are common across all grade levels. In such lessons, all kinds of learning problems are solved. Schoolchildren improve their skiing techniques, develop endurance, strength and agility. Current monitoring of students' mastery of academic material is carried out.

Control lessons on ski training at school are held to sum up the results and take into account the progress of students. First of all, in such lessons, schoolchildren pass distance standards. Grades are given for the technique of performing specific methods of skiing. The grade can be given by the teacher both during the test lesson and during other classes (current recording of progress). At the end of each quarter, after taking academic standards, a final grade is given.

The structure of a ski training lesson at school

The structure of a ski training lesson at school has not changed for a long time and corresponds to the generally accepted one in the domestic system of physical education. A skiing physical education lesson at school consists of three interconnected parts:

• introductory and preparatory;
• basic;
• final

The introductory-preparatory part of the lesson solves the issues of initial organization of students, familiarizing them with the upcoming work, and safety precautions for skiing. In addition, schoolchildren are psychologically prepared to master cross-country skiing techniques. At this stage, the students’ bodies are gradually prepared for subsequent loads in the main part of the lesson. The duration of the introductory and preparatory part is on average 8-12 minutes.

The main part of the lesson solves the main task - educational. Schoolchildren learn new ways of cross-country skiing, developing in the process physical qualities: strength, will, endurance. The main part of the ski training lesson at school is structured according to the following scheme: first, the material already covered is repeated (3-5 minutes), after which students begin to master new ways of skiing, provided for by the lesson plan and program material for this class. The main part of the lesson takes 25-35 minutes. The duration depends on many factors: content, tasks, methods, etc.

In the final part of the lesson, the results are summed up, the students’ bodies are brought into an optimal functional state for attending the remaining lessons. After finishing a ski lesson at school, the teacher can assign homework to the children. The duration of this segment of the lesson is 4-5 minutes.

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