Work program for physical education at school. Work program for physical education Requirements for the level of student preparation

Sections: Sports at school and children's health

Introduction

In recent years, the problems of managing physical culture and health work in educational institutions have constantly been in the field of view of scientists, specialists in physical culture and sports, and practicing teachers.
The scientific literature emphasizes that the specific object of management is always an activity or its individual components. Managing physical education and health work necessarily involves determining the goal of the upcoming activity, the best ways and means to achieve it.
The general goal of education in the field of physical education is to develop in schoolchildren sustainable motives and needs to take care of their health, the holistic development of physical and mental qualities, and the creative use of physical education means in organizing a healthy lifestyle. In accordance with this, the basic general education program, with its subject content, is focused on achieving the following practical goals:

• development of basic physical qualities and abilities, strengthening health, expanding the functional capabilities of the body;
• formation of a culture of movements, enrichment of motor experience with physical exercises with a general developmental and corrective orientation; acquisition of skills in physical education and recreational activities;
• mastering knowledge about physical culture and sports, their history and modern development, role in the formation of a healthy lifestyle.

Physical culture most fully realizes its educational and developmental functions in the targeted pedagogical process of physical education and the construction of an individual healthy lifestyle strategy for each student.
Considering the health-improving potential of the physical education system, it is necessary to turn to the analysis of curricula in this discipline.

Main part

Back at the end of the 18th century, N.I. Novikov was the first to introduce the concept of “physical education” in Russia.
The prerequisites for the school system of physical education in Russia were formed in the second half of the 19th century. During this period, national systems of physical education were actively created in European countries. The progressive public, concerned about the physical condition of young people, is actively searching for new forms, means and methods in physical education and sports.
A special contribution to the creation of the domestic system of physical education was made by P. F. Lesgaft. He wrote the fundamental work “Guide to the physical education of school-age children” (1888 – 1901).
Russia, having high rates of development in the economic and cultural aspects, nevertheless, has not created its own system of physical education.
In Russia at the turn of the 19th and 20th centuries, there was no unified system of physical education in schools, nor a unified program for it. There was no physical education in public schools; in educational institutions for the privileged segments of the population, lessons were held if conditions permitted.
In educational institutions of the new type, physical education classes were mandatory, for at least 4–6 hours per week. They implemented advanced physical education programs developed by P. F. Lesgaft, P. N. Bokin, A. K. Anokhin.
The basis of the physical education program of doctor A.K. Anokhin was outdoor games, various types of gymnastics, elements of certain sports, and simple manual labor. Already during the same period, new type programs emphasized the importance of medical and pedagogical control over the process of physical education of students. In this regard, Anokhin A.K. recommended conducting control testing of the physical fitness and health status of children 2 times a year.
Issues of individualization of loads in the process of physical education of children are reflected in the program of doctor V. V. Rudin. In the “School of Proper Physical Development” V. V. Rudin divided students into four anthropometric groups: “well developed”, “moderately developed”, “weak-chested” , "weak". For each of these groups, V.V. Rudin compiled a special program, taking into account the identified deviations in physical development. He suggested that physical education should be assessed by anthropometric changes, and not by “scores in physical exercise subjects.”

Starting from the first years of the existence of the Soviet school, physical education was included in the new curricula. In nine-year schools, 2 hours a week were allocated for physical education lessons.
In addition to academic classes, schoolchildren attended physical education clubs created at schools during extracurricular hours. In the summer, camps and sanatoriums were organized for city schoolchildren.
In the 20s, a group of scientists and doctors (Golovinsky N.V., Ignatiev V.E., Gorinevsky V.V., etc.) began to scientifically substantiate the Soviet system of physical education.
In 1919, the content of physical education classes for children and adolescents was developed. These materials became the basis for the preparation of sample programs by provincial departments of public education. The basis of the programs was gymnastics, in most cases close to Sokol, including: drill and order exercises, a list of military skills, outdoor and some sports games.
The ideas of the proletarian cult formed the basis of the “Schematic program of physical education and labor skills for the ages of 7 to 18 years based on proletarian physical education.” The set of tools had a clearly expressed educational and supportive orientation.

In 1927, the People's Commissariat of Education approved the first compulsory school programs in physical education for schools of the first and second levels. They highlighted the following sections: goals, objectives, means and methods of physical education, indicative educational standards. The number of lessons is at least 2-3 per week. In addition to lesson forms, other forms of physical activity were recommended: gymnastics before classes, mass games and sports entertainment, dancing, excursions. The basis of these programs was the hygienic orientation of the physical education process.
The main principles of the Soviet system of school physical education in the 30s were politicization, militarization and labor orientation. An important factor that predetermined the content and structure of school physical education programs in 1932 was the introduction of the USSR GTO physical education complex. At the beginning of 1934, the BGTO complex became part of the practice of physical education.

In accordance with the structure of the introduced RLD complex, all program material for each school group included physical exercises, theoretical knowledge, physical education, organizational and sanitary-hygienic skills, and educational standards.

In the 1930s, about 90% of students were already enrolled in compulsory physical education classes - school lessons.
The aggravation of the military-political situation in Europe made it necessary to merge the processes of physical education and military training.

In the 1942-43 academic year, in connection with the introduction of military training for schoolchildren of all ages, the “Program of initial and pre-conscription military training for students in grades 5-10 of junior high and secondary schools and technical schools” was adopted. For all schools, gymnastics was compulsory before classes, lasting 10-15 minutes.

At the turn of the 40-50s, the USSR set a course to increase the prestige of Soviet sports in the international arena. In this regard, sportization becomes the basis of the content of physical education curricula.
In the 1954 program, 66 hours per year are allocated for the study of the subject “Physical Education” in all classes. The main objectives are educational, aimed at teaching skills in the main sports. For grades 8-10, separate programs were drawn up for girls and boys.
The main form of classroom work was the lesson, and extracurricular activities were sections on sports. School physical education programs provided for seventh-graders to be BSTO badges, and 10th-graders to be 1st level GTO badges.

The new curricula and the 1960 program emphasized an integrated approach. For each class, the leading learning objectives for sections of the program were indicated. The program consisted of two parts: the first included educational material common to all on physical hygiene, gymnastics, athletics, ski training, outdoor games, basketball; the second is material for in-depth classes on one section of the program chosen by the school. The main emphasis was also placed on solving the educational problems of physical education.

In 1975, a new, improved program was prepared and approved. In grades 9-10 it included the following sports:

• gymnastics,
• Athletics,
• ski training,
• classic wrestling,
• sport games.

For the first time, each section of the program offered specific material in the form of a list of specially selected physical exercises.
The 1983 physical education program for students in grades 4-10 was determined by the need to further increase the mass participation of physical education and sports. The following changes were made: the content of theoretical requirements was included, traditional sections were supplemented with elements of football, speed skating, and swimming. Modern and national dances have been added to the elements of rhythmic gymnastics for high school girls. For the first time, 2 sections were introduced: “Skills and abilities of independent study”, “Interdisciplinary connections”.

The reform of general education and vocational schools in 1984 outlined the need to organize daily physical education classes for schoolchildren. This aspect was the basis of the “Comprehensive program of physical education for students in grades 1-11 of a general education school,” which came into force on September 1, 1985. The content of the program consisted of four parts: 1 – physical education and health activities in school and after-school hours; 2 – program material for physical education lessons; 3 – extracurricular forms of physical education; 4 – school-wide physical education and sports events. The structure of the program material included the basics of knowledge, skills, abilities, development of physical qualities, and educational standards. Particular attention was paid to the independent studies of schoolchildren. The role of the family in introducing the child to systematic physical education was emphasized. For the first time, the program consistently united all forms of school physical education that had developed in recent years into a single physical education and health regime.

In 1992, the school program “Physical education of students in grades 1-11 with the targeted development of motor abilities” was developed and adopted (authors: V.I. Lyakh, G.B. Meikson). For the first time, the programmatic and normative content of the school curriculum is not linked to the RLD complex. A basic (mandatory) and variable (differentiated) component of educational material is introduced. Its ratio in the curriculum is recommended as 60-75% for the basic part, 25-40% for the variable part. The volume of organized physical activity of students should be 7-12 hours per week for boys, 4-9 hours for girls.

Since the mid-90s, the possibilities of introducing original programs into the practice of school physical education have expanded significantly.
“The educational program for students of secondary schools (grades 1-11),” edited by Matveev A.P. (1995), was characterized by an accentuated focus on the formation in schoolchildren of a scientifically based worldview associated with the physical culture of a person, as well as a system of knowledge, skills and skills. In accordance with the purpose of school physical education, the program distinguished three stages of training:

1. “Learn from the teacher”, for primary school students (primary physical education level);
2. “Learn with the teacher” (level of incomplete physical education);
3. “Learn to be a teacher” (full physical education level).

The program is designed to master educational material within the framework of educational and methodological classes and elective classes in the chosen sport. Sections of the program (theoretical and methodological foundations, basic fundamentals of physical education, test requirements) provide for sports specialization, ensure that schoolchildren master exercise techniques, contribute to the development of general and special physical qualities and their mastery of methodological knowledge and the ability to use learned movements in independently realized forms physical culture.

Training sessions, according to this program, are built on the principle of sports training and taking into account the gender and age of those involved.
The comprehensive physical education program for students in grades 1-11 in 1996 provided for the following tasks: health promotion, teaching vital motor skills; development of motor abilities; acquiring the necessary knowledge in the field of physical culture and sports; nurturing independence and consciousness when doing physical exercises; moral education and development of mental qualities and personality traits.
The program contains an integrated approach to assessing the physical fitness of school-age children - an important component of health indicators.
An attempt to solve the problems of physical education of schoolchildren by means of one sport was implemented in the “Physical Education Program for Students in Grades 1-11”, based on one sport (basketball). The authors of the development are Litvinov E. N., Vilensky M. Ya, Turkunov B. I.
The sports orientation of the program conflicts with the implementation of the applied function of school physical education, because the ratio of the basic and variable components of the program is not taken into account.

The physical education program for students in grades 1-11 “Anti-stress plastic gymnastics (APG)” was developed by the authors Popkov A.V., Litvinov E.N. (1996). The program consists of material based on the “Comprehensive Program for Physical Education of Students.” Sections of the program: basic knowledge, elements of APG, motor skills and abilities, games. There are no training standards. Elements of APG are included in the program in the amount of 20 to 50% (depending on the level of classes, the rest of the time basic types are mastered).
In connection with the order of the Ministry of Education of the Russian Federation and the Russian Olympic Committee “On the organization of studying issues of the Olympic movement and the Olympic Games,” methodological recommendations “Fundamentals of Olympic Knowledge” were placed in the 1996 programs.

Currently, there is a physical education program for students in grades 1-11 with the targeted development of motor abilities (A.P. Matveev, T.V. Petrova, 2000), which is advisory in nature. This program states that in accordance with the socio-economic needs of modern society and based on the essence of general and secondary education, the goal of physical education in school is to promote the comprehensive harmonious development of the individual.

In the approximate program for basic general education, motor activity, as an academic subject, is represented by two content lines: physical education and recreational activities and sports and recreational activities. Each of these lines has its own three educational sections (knowledge, physical improvement, methods of activity).

The first content line “Physical and recreational activities” characterized by a focus on strengthening the health of students and creating ideas about a caring attitude towards it, creating the need for regular physical education classes and using them in various forms of active recreation and leisure.

The first section, “Knowledge about physical education and health-improving activities,” provides information about the rules of a healthy lifestyle and various forms of organizing active recreation by means of physical culture, and reveals ideas about modern health-improving systems of physical education and health-improving methods of physical education and health-improving activities.

The second section, “Physical Improvement with a Health Orientation,” provides sets of exercises from modern health systems that specifically promote correction of posture and physique, optimal development of the respiratory and circulatory systems, as well as adaptive physical education exercises addressed to students with health problems (acquired or chronic diseases).

The third section, “Methods of physical culture and health activities,” provides a list of methods for independently organizing and conducting health-improving forms of physical education, methods of monitoring and regulating physical activity, self-massage and hygiene procedures.

The first section “Knowledge about sports and recreational activities” provides information on the history of the development of the Ancient and Modern Olympic Games, reveals the basic concepts of sports training (load, physical qualities, technique of motor actions), provides ideas about general and special physical training and forms of their organization .

The second section, “Physical Improvement with a Sports Orientation,” provides physical exercises and motor actions from basic sports that have a relatively pronounced applied significance and arouse a certain interest among students. The distinctive features of this section are that, by decision of the School Council, students may be offered in-depth mastery of one of the sports with a corresponding increase in the amount of hours (up to 25%) for its mastery. It is provided that the increase in hours is carried out by reducing them in other sections and topics of the section “Sports and recreational activities”.

The third section, “Methods of physical culture and sports activities,” reveals the methods of activity that are necessary and sufficient for organizing and conducting independent sports training classes.

A retrospective analysis of physical education programs showed that each program reflects, first of all, the social order of the time to which it belongs. But at the same time, the content of most programs takes into account the wide possibilities of physical culture and sports in the comprehensive harmonious development of the individual and strengthening the health of the younger generation. Unfortunately, as practice shows, the declared programs were not always fully implemented.

Currently, physical education has acquired particular importance in school. What is physical education in an educational organization? How can you plan for this academic discipline? We will look for answers to these questions in order to understand the essence and specifics of teaching physical education in a modern school.

Role and place in the educational institution

What place does sport occupy in national education? Let's start with the fact that currently one hour of teaching this academic discipline has been added to all classes.

The reason for this decision was a significant deterioration in the physical health of the younger generation, as well as the lack of a positive attitude towards a healthy lifestyle among schoolchildren.

The Federal State Educational Standards for physical education are designed so that teachers place the main emphasis on preserving the health of schoolchildren and developing in them an active desire to play sports.

The structure of the lesson and its features

Lessons are held in the gym or on the street. The program is designed so that each lesson has three sections:

• introductory part;
• main content;
• conclusion.

At the introductory stage, the teacher offers the children exercises in the form of a warm-up. The main block is designed for learning a new game, exercises, throwing, jumping, rope climbing, running, tasks for coordination of movements, outdoor games, team relay races.

In the final part of the lesson, the physical education teacher gives the children time to adjust their pulse and breathing and bring their body into normal functioning.

Important aspects

What does the concept of “physical culture” mean? What is school physical education? Let us note that physical education in a regular school is not limited only to lessons; it can also include small unloading physical exercises, which are conducted not only by physical education teachers, but also by teachers of other academic disciplines.

It is also necessary to include systematic medical examinations conducted annually in educational institutions. They are intended to assess the development, health, and physical fitness of students. Taken together, all this is physical culture. What is a physical education program for a Russian school? Let's look at this issue in more detail.

Program specifics

It has several forms and components:

• base part;
• rehabilitation and health part;
• “background” physical culture.

The first part is the fundamental basis of the subject. It includes systems of educational and educational goals, as well as the selection of techniques and methods of work that contribute to the achievement of set goals and objectives. It is on this part that physical culture is based. What is the wellness part of the program? The teacher is obliged to fully fulfill the social order and create optimal conditions for preserving the physical health of the younger generation.

That is why the regular program for this academic discipline additionally (if necessary) includes sets of exercises that help correct various skills. For example, a teacher does breathing exercises and posture correction exercises with children as part of a physical education lesson.

Primary School Program

It includes elements that involve the development of endurance, agility, coordination of movements, and teamwork skills. In physical education classes, the teacher teaches children the basics of proper breathing, combining it with movements.

The program includes familiarization with the elements of team and sports games, training in swimming, rope climbing, throwing a ball at different distances, and throwing it into a volleyball net.

Features of the physical education program for high school students

At the senior level of education, the teacher uses a variety of working methods to organize lessons. They represent a single set of methodological techniques that allow each student to build their own developmental trajectory and instill in teenagers a positive attitude towards sports and a healthy lifestyle.

Lessons include training in hardening skills, psychoregulation, self-control, and massage. This subject is aimed at developing the habit of playing sports in high school students for the rest of their lives. It is this subject that allows teachers to prevent associative behavior in high school students.

An explanatory note is drawn up, which notes all the basic techniques and methods of work. Relevance and features of physical education.

Next, the teacher describes thematic lesson planning, indicating the number of hours allocated for each game, exercise, running and other activities. According to the requirements of the Federal State Educational Standard, special attention is paid to those universal skills that schoolchildren must master.

2.1. Explanatory note

The teaching of the subject “Physical Education” in the 2014-2015 academic year is carried out in accordance with the regulatory and instructional documents of the Ministry of Education and Science of the Russian Federation, the Ministry of Education and Science of the Chelyabinsk Region:

Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” (as amended on July 23, 2013).

Concept of the Federal Target Program for the Development of Education for 2011–2015" (Order of the Government of the Russian Federation dated 02/07/2011 No. 163-r)

“On approval of the federal component of state standards for primary general, basic general and secondary (complete) general education” (order of the Ministry of Education of the Russian Federation dated March 5, 2004 No. 1089).

“On the development of working curricula for training courses, subjects, disciplines (modules) in educational institutions of the Chelyabinsk region (Letter of the Ministry of Education and Science of the Chelyabinsk Region dated July 31, 2009 No. 103/3404).

Regional basic curriculum (order of the Ministry of Education and Science of the Chelyabinsk Region dated July 1, 2004 No. 02-678), as amended by orders of the Ministry of Education and Science of the Chelyabinsk Region dated May 5, 2005 No. 01-571, dated May 10, 2006 No. 2-510 , dated May 29, 2007 No. 02-567, dated May 5, 2008 No. 04-387, dated May 6, No. 01-269, dated June 10, 2011 No. 04-997.

Curriculum of MKOU Secondary School No. 20 in Plast for the 2014-2015 academic year.

Appendix to the letter of the Ministry of Education and Science of the Chelyabinsk Region “On teaching the subject “Physical Education” in the 2014-2015 academic year” dated June 30, 2014 No. 03-02214959.

“On approval of federal lists of textbooks recommended (approved) for use in educational institutions implementing educational programs of general education for the 2012/2013 academic year.” Order of the Ministry of Education and Science of the Russian Federation dated December 24, 2010 No. 2080

“On approval of federal requirements for educational institutions in terms of the minimum equipment of the educational process and equipment of educational premises” (Order of the Ministry of Education and Science of the Russian Federation dated October 4, 2010 No. 986);

“On approval of the action plan for the modernization of general education in the Chelyabinsk region for 2011–2015, aimed at implementing the national educational initiative “Our New School” (Order of the Ministry of Education and Science of the Chelyabinsk Region dated October 5, 2010 No. 02–600).

Federal component of the state standard (basic general education) in physical education, approved by the Ministry of Education of Russia dated March 5, 2004 No. 1089;

Order of the Ministry of Education and Science of the Chelyabinsk Region dated May 30, 2014 No. 01/1839 “On amendments to the regional basic curriculum for educational organizations of the Chelyabinsk region implementing programs of basic general and secondary general education”

“On the assessment and certification of students assigned for health reasons to a special medical group for physical education” (letter of the Ministry of Education and Science of Russia dated October 31, 2003 No. 13-51-263/123)

“On the introduction of the third hour of physical education” (Letter of the Ministry of Education and Science of the Chelyabinsk Region dated October 22, 2010 No. 01/5139)

Order of the Ministry of Education and Science of the Russian Federation dated 04. 10.2010 No. 986 “On approval of federal requirements for educational institutions regarding the minimum equipment of the educational process and equipment of classrooms”

On approval of SanPIN 2.4.2.2821-10 “Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions” / Resolution of the Chief State Sanitary Doctor of the Russian Federation dated December 29, 2010 No. 02-600 (Registered by the Ministry of Justice of Russia on March 3, 2011 No. 23290)

On the announcement of the Year of Culture in the Russian Federation / Decree of the President of the Russian Federation dated April 22, 2013 No. 375

On consideration of citizens' appeals / Letter from the Ministry of Education and Science of the Russian Federation dated March 12, 2014

On approval of the professional standard “Teacher (pedagogical activity in the field of preschool, primary general, basic general, secondary general education) (educator, teacher)” / Order of the Ministry of Labor of Russia dated 10/18/2013. No. 544n (Registered with the Ministry of Justice of Russia dated December 6, 2013 No. 30550).

On approval of the procedure for organizing and implementing educational activities for basic general education programs of primary general, basic general and secondary education / Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1015 (Registered with the Ministry of Justice of Russia on October 1, 2013 No. 30067).

On approval of the list of organizations that publish textbooks that are allowed for use in the educational process in educational institutions that have state accreditation and implement educational programs of general education / Order of the Ministry of Education and Science of the Russian Federation dated December 14, 2009 No. 729 (Registered by the Ministry of Justice of Russia on January 15. 2010 No. 15987

On amendments to the list of organizations that publish textbooks that are allowed for use in the educational process in educational institutions that have state accreditation and implement educational programs of general education / Order of the Ministry of Education and Science of the Russian Federation dated January 13, 2011, No. 2 (Registered in the Ministry of Justice RF 01/08/2011 No. 197339).

On amendments to the list of organizations that publish textbooks that are allowed for use in the educational process in educational institutions that have state accreditation and implement educational programs of general education / Order of the Ministry of Education and Science of the Russian Federation dated February 16, 2012 No. 2 (Registered in the Ministry of Justice of the Russian Federation 02/08/2011 No. 19739).

On approval of the Concept of the regional system for assessing the quality of education in the Chelyabinsk region /Order of the Ministry of Education and Science of the Chelyabinsk Region dated March 128, 3013. No. 03/961.

On approval of the Concept of career guidance work of educational institutions of the Chelyabinsk region for 2013-2015 / Order of the Ministry of Education and Science of the Chelyabinsk region dated December 5, 2013 No. 01/4591

The work program was developed on the basis of the Program “Comprehensive program of physical education for students in grades 1-11” by V.I. Lyakh, A.A. Zdanevich (M, Prosveshchenie, 2007).

2.2. Justification for choosing a training system

In the program of V.I. Lyakh, A.A. Zdanevich, the program material is divided into two parts - basic and variable. The basic part includes material in accordance with the federal component of the curriculum; cross-country training is replaced by ski training. The basic part fulfills the mandatory minimum of education in the subject “Physical Education”. The variable part includes program material on volleyball. The program material becomes more complex in sections every year by increasing the complexity of elements based on previously completed ones. Time is allocated during lessons to cover theoretical information.

An important feature of the educational process in secondary school is student assessment. Students are assessed both at the end of the section and as they master skills. Upon completion of basic school, the student must show the following level of physical fitness, which corresponds to the mandatory minimum educational content.

The goals and objectives of physical education for students in grades 10-11 are aimed at:

To promote the harmonious development of the individual, developing the ability to use physical exercise, hygiene procedures and environmental conditions to improve health and resist stress;

To expand motor experience through mastering new motor actions and developing the skills to use them in conditions of varying complexity;

For further development of coordination and conditioning abilities;

To develop knowledge about the patterns of physical activity, sports training, the importance of physical education classes for future work;

For an in-depth understanding of the main sports;

To strengthen the need for independent physical exercise and playing your favorite sport in your free time;

To form an adequate assessment of one’s own physical capabilities, promote the development of mental processes and teach mental self-regulation.

2.3. Justification for dividing the program content into separate topics

In accordance with the FBUPP, the academic subject “Physical Education” is taught as a compulsory subject, 102 hours per year (11kl), 105 hours (10kl) are allocated for its teaching.

Sociocultural foundations:

Medical and biological fundamentals:

Self-regulation techniques:

Basketball:

Volleyball:

Athletics:

Ski training.

Cross training.

2.4. Implementation of the national-regional component

RK is included in the program not as separate topics, but as an addition to the main material in the “Athletics” section for the development of physical qualities and the study of the game “Russian Lapta”, which is included in the 1st quarter of 6 lessons and in the 4th quarter in 5 lessons.

Regional component "Lapta" - 10-11 grade.

Basic knowledge of physical culture, skills and abilities.

Sociocultural foundations:

Grade 10. Physical culture of society and man, the concept of physical culture of the individual. Value orientations of individual physical activity: health promotion, physical improvement and the formation of a healthy lifestyle. Modern Olympic and physical culture movements.

Grade 11. Sports and health systems of physical exercises in domestic and foreign culture, their goals and objectives, the basics of content and form of organization.

Psychological and pedagogical foundations:

Grade 10. Methods of individual organization, planning, regulation and control of physical activity during physical exercise. Basic and types of physical exercises.

The concept of physique and characteristics of its main types, methods of compiling sets of physical exercises from modern physical education systems.

Basic technical and tactical actions in the chosen sport.

Grade 11. Fundamentals of organizing and conducting mass sports competitions in various sports. Features of independent preparation for participation in mass sports events. Ways to regulate body weight.

Medical and biological fundamentals:

Grade 10. The role of physical culture and sports in disease prevention and health promotion. Fundamentals of organizing the motor regime, characteristics of exercises and selection of forms of classes depending on the characteristics of individual educational activity, well-being and health indicators.

Grade 11. Features of safety precautions and injury prevention, preventive and recovery measures when organizing and conducting mass sports and individual forms of physical education and sports. Bad habits, their causes and harmful effects on health.

Self-regulation techniques:

10-11 grades. Autogenic training. Psychomuscular and psychoregulatory training. Elements of yoga.

Basketball:

10-11 grades. Basketball terminology. The influence of game exercises on the development of coordination abilities, psychochemical processes; education of moral and volitional qualities. Rules of the game. Safety precautions when playing basketball. Organization and holding of competitions. Self-control and load dosing during basketball practice.

Volleyball:

10-11 grades. Volleyball terminology. The influence of game exercises on the development of coordination abilities, psychochemical processes, education of moral and volitional qualities. Rules of the game. Safety precautions when playing volleyball. Organization and holding of competitions. Self-control and load dosing during volleyball practice.

Gymnastics with elements of acrobatics:

10-11 grades. Fundamentals of biomechanics of gymnastic exercises. The influence of gymnastic exercises on the human physique. Safety precautions when doing gymnastics. Providing first aid during gymnastic exercises. Self-control during gymnastics.

Athletics:

10-11 grades. Fundamentals of biomechanics of athletics exercises. The influence of athletics on the development of motor qualities. Rules of conduct for competitions. Safety precautions during athletics activities. Self-control during athletics.

Ski training.

Rules and organization of cross-country skiing competitions. Safety precautions during competitions and classes. Self-control during ski training.

Cross training.

Rules and organization of cross-country competitions. Safety precautions during competitions and classes. Assistance in refereeing. Self-control during cross-training classes.

3. List of components of the educational and methodological complex

Application

2.3. Educational and thematic plan

in physical education

4. Requirements for the level of student preparation.

At the end of high school, the student takes a differentiated test.

Showcase:

5. Characteristics of control and measuring materials

Assessment of the technique of motor actions and skills is carried out according to the following approximate criteria:

“5” – the motor action is performed correctly (in a given way), exactly at the proper pace, easily and clearly; students, on instructions from the teacher, use it in non-standard conditions;

“4” – the motor action was performed correctly, but not easily and clearly enough, some stiffness of movements is observed;

“3” – the motor action was performed mostly correctly, but one gross or several minor errors were made, leading to uncertain or tense execution.

“2” – the motor action was performed incorrectly, with gross errors, uncertainly, unclearly.

In the late 40s - early 50s. the tasks of the country's physical education organizations were adjusted taking into account the prestige of Soviet sports in the international arena. The peculiarities inherent in the sports orientation in the development of physical culture in the country could not but affect the content of the curriculum of all educational institutions.

Since the 1954/55 academic year, a new physical education program has been introduced for primary, seven-year and secondary schools. It was prepared by the Main Directorate of Schools of the Ministry of Education of the RSFSR and the Institute of Physical Education and School Hygiene of the Academy of Pedagogical Sciences of the RSFSR. The program, in particular, spoke about the need to pay more attention to sports; gymnastics and athletics were separated into independent sections.

The main tasks of school physical education were named educational objectives: in grades 1-4 - “teaching students skills in basic types of gymnastics, sports and games”; in grades 5-7 - “teaching students basic sports, games and gymnastics”; in grades 8-10 - “teaching students gymnastics, games and basic sports.” The solution to educational problems was carried out according to the principle of sequentially, from junior to senior grades, performing simple motor tasks, and then more complex skills in gymnastics, athletics, ski training, etc. To consolidate and improve motor actions, the program included homework.

In the 1954 program, 66 hours per year (2 hours per week) were allocated for the subject “Physical Education” in all classes.

The teaching material in physical education for grades 1-2 consisted of gymnastics and games, for grades 3-4 - gymnastics, games and ski training. In the “Ski training” section, separate training standards for boys and girls were indicated. The program noted that “...Educational work should be facilitated by extracurricular and extracurricular physical education and sports work at school, pioneer homes, children’s parks, pioneer camps, etc.”

The program for grades 5-7 included basic material, which must be fully covered in all schools, and additional material studied depending on geographical, climatic and other local conditions. The main material contained the following disciplines: gymnastics, athletics, outdoor games, ski training. Gymnastics material was differentiated for girls and boys. For girls, hanging and supporting exercises were presented to a lesser extent, more attention was paid to strengthening the abdominal muscles, running and skiing distances were shorter, and some types of jumps were excluded. For each class, the program provided additional material on the main sports: gymnastics, athletics, swimming, skiing and speed skating. The program contained educational standards for schoolchildren, and also stated that “... as a result of physical education classes, students must pass the BGTO standards in the 7th grade.”

For grades 8-10, separate programs were drawn up for girls and boys in the same sections as in grades 5-7. In accordance with the requirements of the program, schoolchildren of the 10th grade were required to fulfill the norms and requirements of the GTO complex of the first stage.

In the late 50's - early 60's. The country's physical education organizations were given new tasks. During these years, it was announced that socialism had won completely and finally in the USSR, and the country had entered the period of developed socialism. It was declared that the continuous growth of the economy and the growth of the well-being of the Soviet people created ample opportunities for the development of a mass physical education movement into a nationwide one, for raising elite sports to a higher level.

In March 1960, the Ministry of Education of the RSFSR approved new curricula and programs for grades 1–8. Compared to the 1954 program, they had no fundamental differences in content. However, in terms of the form of presentation, the program material included a number of innovations. For each class, the leading learning objectives for sections of the program were indicated. For example, for the 6th grade in gymnastics, four tasks were formulated: “1. Teach back somersault. Teach shoulder blade stand after squatting with straight legs. 2. Teach rope climbing in 2 steps. Teach climbing in 3 steps. 3. Teach a vault with legs apart. Teach vault with your legs bent. 4. Teach simple hangs and mixed supports.” Further, the program offered a list of various exercises: drill, general development, dance, acrobatic, climbing, hanging and holding.

For the first time since the 3rd grade, the “Athletics” section has been highlighted; the number of outdoor games includes preparatory games for sports.

The program emphasized the importance comprehensive physical education schoolchildren. The explanatory note stated: “The organization of physical education cannot be limited only to conducting physical education lessons. Study sessions in this subject can give positive results only if they are systematically supported by the correct regime of the school day, including physical education and recreational activities (gymnastics before classes, physical education minutes in lessons, games and physical exercises during breaks, preventive gymnastics at labor lessons). Physical education minutes (as a short-term rest for students from mental stress) are systematically held in the third and fourth lessons in general education subjects in the second half of the lesson (at 25-30 minutes). Their duration is 2-3 minutes. Much attention should also be paid to extracurricular work in physical education (mass physical education festivals and competitions, classes in sports sections, etc.).”

A distinctive feature of the program for grades 5-7 was its construction. It consisted of two parts: the first included educational material common to all on physical hygiene, gymnastics, athletics, ski training, outdoor games and basketball; the second presented the material for in-depth lessons on one section of the program chosen by the school. The explanatory note said: “In addition to Part I of the program, it is mandatory for the school to pass one of the sections of Part II. If a school, for example, chooses gymnastics, in this case the educational material on athletics, ski training, outdoor games and basketball of the first part of the program and the educational material on gymnastics of the second part of the program are studied.” In this regard, the program proposed two schemes for the approximate annual distribution of teaching hours for in-depth classes in gymnastics and volleyball in schools. The program, just like the previous one, emphasized solving the educational problems of physical education.

Since the 1970s. The content of school programs changed in three main directions. Firstly, in the direction of simplifying the tasks associated with learning motor actions: complex motor skills were excluded from the program, approaches to teaching movements are becoming more differentiated in relation to boys and girls. Secondly, the direction of shifting the emphasis on the development of physical qualities by increasing the motor density of lessons, allocating more time for their development and improving the organization and methods of conducting lessons. Thirdly, in the direction of developing the content and substantiation of the need and compulsoryness of independent physical education for schoolchildren.

In fact, since the 70s. The emphasis of school physical education began to shift from solving primarily educational problems, i.e., mastering skills in those sports that were presented in the programs, to setting and solving health-improving problems through the development of basic physical qualities.

In 1975, a new, improved program was prepared and approved. In the 9th and 10th grades it provided for “...to teach new types of movements from the sections of gymnastics, athletics, ski training, classical (Greco-Roman) wrestling, sports games, to improve the ability to use them in conditions of varying complexity, to develop the necessary motor qualities are for this purpose.” For the first time in the post-war period, cross-country running was reintroduced. Among sports games, preference was given to a hand ball, since “... in this game, students can improve in running, jumping and throwing in preparation for passing the standards of the GTO complex.” The improved program paid attention to systematically influencing the development of physical qualities. For the first time, in each section of the program, the teacher was offered specific practical material for this in the form of a list of specially selected physical exercises. In grades 4-8, the program stated, the development of physical qualities should be allocated at least 8-10 minutes, and in grades 9-10 - at least 10-20 minutes of lesson time. “The effectiveness of using exercises for the development of physical qualities is also achieved by the rational organization of students, ensuring a high density of classes (performing exercises frontally, in a row or in small groups at “stations”),” the program said. Since 1970, the active use of the “circular training” method began, the basis of which is the serial repetition of exercises in the process of sequentially changing “stations”.

The program was different for boys and girls in high school. For the first time, the “Classical Wrestling” section was introduced for young men. This innovation was immediately followed by a reaction from physical education teachers and school administrations. If high school boys were interested in wrestling, the material, technical and professional base for this type of motor activity did not meet the basic requirements at all. At the same time, many schoolchildren, due to their low level of physical fitness, experienced significant difficulties in mastering this sport. This example clearly demonstrates that the development of physical qualities (physical training) must precede the development of skills and abilities (technical training).

Traditionally, program material for high school students was linked to military-physical preparation for military service: “...At each physical education lesson, the teacher must impose strict requirements on students for the correct and precise execution of all commands and drill techniques in accordance with the requirements of the drill regulations of the Armed Forces THE USSR". To teach young men the ability to implement motor actions in various complicated conditions, it was recommended to construct a standard obstacle course, that is, an obstacle course from the GTO complex, but supplemented with obstacles from the physical training manual of the USSR Armed Forces.

For the first time for high school girls, the program focuses on nurturing the beauty of movements. In the “Gymnastics” section, material on rhythmic gymnastics was highlighted. It contained simple exercises with objects: a ribbon and a hoop.

In 1977, the program was partially changed, mainly towards simplifying the sections “Gymnastics” and “Classical wrestling”.

In 1983, the next school program in physical education for students in grades 4–10 was again prepared and approved. The explanatory note stated that its appearance was determined by the need to further increase the mass participation of physical culture and sports. The program has not undergone any fundamental changes. However, there were some changes: the program included the content of theoretical requirements, a list of motor skills was provided in traditional sections (gymnastics, athletics, sports games, skiing, cross-country training, speed skating, swimming, wrestling). Football was also included in the sports games section. Elements of rhythmic gymnastics for high school girls were supplemented with modern and national dances.

For the first time, two sections were included in the program - “Skills and abilities of independent study” and “Interdisciplinary connections”. In the first, the program determined the requirements for each class in terms of theoretical knowledge and practical tasks. In the second, the connections between physical culture, on the one hand, and natural history, mathematics, physics, anatomy, and hygiene, on the other, were outlined.

The new program, compared to the previous one, no longer required mastering the elements of various sports in grades 4-8 and the skills of basic sports in grades 9-10. It stated that training in vital motor skills and abilities would be carried out in relation to conditions of varying complexity.

Thus, if in the 1975 program, 10th grade boys were asked to perform “long and high jumps from a running start using the chosen sports method,” i.e., “cross over” (for a high jump), “scissors” or “bending over” ( in the long jump), the 1983 program offered simplified jumping options - “stepping over” and “bending the legs.”

The section “Material for the development of physical qualities” was unreasonably removed from the program, but it said: “... the development of physical qualities is a prerequisite for each lesson and should help improve the motor readiness of students. In this regard, it is necessary, according to the content and objectives of this lesson, to include appropriate exercises.”

The reform of general education and vocational schools proclaimed in 1984, materials published in the press about the health status of the younger generation clearly raised the question of the health-improving orientation of school physical education.

In the early 1980s. in the specialized literature it was noted that the stable, and in recent years, progressive dynamics of deterioration in the health status of schoolchildren does not change. Thus, the journal “Hygiene and Sanitation” in 1982 published the results of studies that recorded a depressing picture of the health, physical development and preparedness of schoolchildren: about 43% of students suffer from various chronic diseases, 50% of children and adolescents have musculoskeletal disorders device, 63% had poor posture, 33% of school graduates have health limitations. A connection was revealed between the incidence and the level of physical development and training of schoolchildren. Data from VNIIFK and the USSR State Committee for Public Education confirmed these negative phenomena. It became quite obvious that two school physical education lessons per week do not compensate for the deficit in physical activity of schoolchildren. They are unable to form in students either the needs or habits for physical self-improvement and, as a result, cannot solve the tasks that are set for school physical education.

The reform of the general education school provided for the need to organize daily physical education classes in class, after school hours, and in sports sections, but essentially did not solve it. The residual principle of financing public education, the extremely low level of material and technical support, the operation of many city schools in two shifts, the shortage of physical education teachers and other reasons practically nullified the proclaimed goals of the reform.

In the 1985/86 academic year, the “Comprehensive program of physical education for students in grades 1 and 2 of a comprehensive school” was introduced. As before, it was uniform for all schools in the country and was called comprehensive. In fact, it combined various forms of physical activity of schoolchildren, previously included in the practice of schools. The program consisted of four parts: the first part - “Physical education and health activities in the school and extended day mode”, the second - “Physical education lessons”, the third - “Extracurricular forms of physical education and sports”, the fourth - “General school physical education and sports sporting events.” In conclusion, the first proposed approximate volumes of physical activity and a list of exemplary exercises for the development of basic physical qualities used in independent exercises were presented.

Physical education and health activities during school and extended school days consisted of the so-called small forms of physical activity: gymnastics before classes, physical education minutes during general education lessons (for schoolchildren in grades 1-4), physical exercises and outdoor games during extended breaks. , daily physical education classes in after-school groups (for schoolchildren in grades 1 - 8).

The lesson was again recognized as the main form of physical education for schoolchildren. The most important requirements for it were: “... ensuring a differentiated approach to students, taking into account their health, physical development and motor readiness; achieving high motor density, dynamism, emotionality, educational and instructive orientation of training sessions; developing students’ skills and abilities for independent physical education.” The content of the program consisted of the same sections as in the previous ones. The structure of the program material in the lessons was as follows: basic knowledge; skills, abilities, development of physical qualities; educational standards.

The program provided for an increase in the distance in running, cross-country skiing, and cross-country, which was associated with higher requirements for general endurance as a physical quality that best ensures health.

The program included additional material of a military-applied nature: the obstacle course was complicated, and exercises of a military-applied (mainly strength) orientation were included in the “Gymnastics” section. The school curriculum traditionally reminded that “in every lesson in all classes it is necessary to allocate time for the clear and correct execution of drill commands, types of formations and movements in the ranks provided for by the Drill Regulations of the Armed Forces of the USSR.”

The comprehensive program attached special importance to independent studies of schoolchildren as an important additional form of physical activity. The program emphasized the important role of the family in introducing the child to systematic physical education. The program stated that students receive assignments for independent study directly from the physical education teacher in class.

School-wide physical education and sports events (monthly Health and Sports Days, intra-school competitions, tourist trips and rallies, physical education festivals) pursued the goal of introducing schoolchildren to systematic physical education classes and increasing their physical activity. The content of the monthly Health and Sports Days in the program is presented by grade: 1st, 2nd-7th, 8th -11th. Sports competitions were to be held in the types presented in the GTO complex.

The explanatory note noted that a necessary condition for the successful implementation of all forms of physical education in school is the joint actions of the teaching staff of schools, the physical education community of the students themselves and sponsoring organizations.

In 1987, some additions and changes of a non-fundamental nature were made to the comprehensive program. First of all, this affected the second part of the program - “Physical Education Lessons”. In grades 2-4, additional material on cross-country training was included. General developmental exercises, motor skills and abilities in grades 1-4 are described in more detail. This was done because in many schools, lessons in the primary grades are taught by teachers who do not have special physical education education.

In grades 5-8, educational tasks were partially simplified and more attention was paid to the physical training of schoolchildren.

For high school students, a standard obstacle course was proposed for military-applied training; the “Athletics” and “Gymnastics” sections again additionally included military-applied and predominantly strength-oriented exercises. In the 11th grade, the following standards were additionally introduced for boys: cross-country running 1000 m, rope climbing without the help of legs, power lifting on the crossbar and shuttle run 10 x 10 m.

The requirements for students graduating from primary, junior high and secondary schools, i.e. 4th, 9th, 11th grades, have also changed. For example, the requirements for schoolchildren graduating from primary school in the 1987 program are formulated as follows: “... possess the skills of basic cyclic movements: running, skiing; the ability to perform gymnastic exercises without and with apparatus, swim, throw a ball, run long and high jump, play outdoor games. Systematically do morning exercises and homework. Pass the standards of the All-Union Physical Education Complex GTO (in accordance with age).”

“Professional-applied physical training” (for boys and girls in grades 9-11) was allocated as an independent, third, part of the program, where the requirements and means of training are set out for eight groups of professions.