The effectiveness of the lesson largely depends on the load, the proportion of intensive work and rest during class. Determined lesson density in general and in parts. The total time spent on the lesson (or part of it) is taken as 100%. Percentages are calculated relative to the total lesson time.
There are general (pedagogical) and motor (motor) density of the lesson.
Overall lesson density should approach 100% depending on lesson types. On the decline overall density The lesson is influenced by the following reasons:
1) unjustified downtime in the lesson (late start, untimely preparation of places for classes and inventory, waiting in line before doing exercises);
- unpreparedness of the teacher for the lesson; ill-conceived organization and content of the lesson, leading to pauses;
- excessive and ineffective verbal information for students in the lesson;
- unsatisfactory discipline of students, which leads to wasted time due to the repeated repetition of commands and orders, comments to students, repetition of explanations, etc.
motor density lesson is the ratio of time spent by students directly on motor activity to overall density lesson.
For calculation motor density it is necessary to track the time of students' performance exercise(tact), multiply by 100% and divide by the total lesson time (t total).
Overall lesson density- this is the ratio of pedagogically justified (rational) time spending to the total duration of the lesson. V.F. Novoselsky suggests including the following pedagogically appropriate activities:
1) organizing students, checking homework, setting learning objectives;
2) communication and consolidation of theoretical information;
3) conducting general developmental exercises;
4) instruction, regulation, correction (error correction), assistance, insurance;
5) preparation and cleaning of shells, the necessary movement of students in the lesson, etc.;
6) study of the technique of physical exercises, education of physical qualities;
7) methodological training students, the formation of skills to engage independently, as well as organizational skills;
8) motivation of students;
9) use of visual aids, technical means, demonstration of exercises;
10) pedagogical control;
11) summing up, doing relaxation exercises, setting homework assignments;
12) educational work in the classroom.
For determining total lesson density or its parts are timed and summarized indicators of the time spent on all types of pedagogically justified work in the lesson. This time is multiplied by 100% and divided by the total lesson time.
motor density lesson in the process is constantly changing and depends on the differences in the exercises used, the place of their use and the methods of application. The indicators of motor density also change depending on the type of lesson. With the improvement of the technique of physical exercises and the development of physical qualities, the density of the lesson can reach 70-80%, and when studying new motor actions, the motor density can be 50%.
When dosing loads in order to increase the functionality of the cardiovascular system, their value in terms of heart rate (HR) should not be lower than 130 beats / min (in this case, the maximum stroke volume of the heart is observed, it corresponds to the threshold of the training load).
For health purposes, the optimal range of loads in the classroom is within the heart rate from 130 to 170 bpm.
1. Requirements for solving health problems:
Monitor the sanitary and hygienic condition of classes before the start of the lesson and during its conduct.
Check the costumes of the students, their neatness, compliance with the content of the classes, the conditions for its conduct.
Observe safety rules when performing physical exercises.
Choose exercises according to the abilities of those involved.
Outline the appropriate sequence of physical exercises in the lesson.
Determine the dosage of physical exercises depending on the gender, age, physical fitness and capabilities of those involved.
Apply differentiated and individual approaches to students.
Use methods of alternating load and rest. Special pauses for rest and their frequency, duration and correspondence to the previous load during exercise.
Pay attention to the issues of self-assessment of loads by students, taking into account well-being, developing deep rhythmic breathing, forming correct posture, and preventing flat feet.
Select information and messages on the basics of knowledge and the hygienic purpose of individual physical exercises, on the regulation of loads during the lesson.
To accustom students to hygiene procedures after the end of the lesson (rubbing, washing hands, etc.).
The systematic and purposeful use of methods of pedagogical control over the state of health of students in the educational process significantly increases the effectiveness of each lesson. physical education and sports.
2. Requirements for the education of physical qualities in students:
— to plan educational material for the development of motor qualities in the annual schedule and lesson notes. Work out the material, determine the dosage, distribute it in parts of the lesson;
- to prepare the necessary methodological aids (cards, cinematographs, educational films, film loops, video recordings, etc.) and educational equipment;
- to form students' interest in educational material, set tasks for hard work;
- the means used (exercises, complexes, relay races, outdoor games, etc.) and their effectiveness in solving the problems of the lesson;
- apply methods (uniform, variable, repeated, interval, circular, conjugated-forced impact, dissected exercise, etc.) when learning and performing various exercises and evaluate the results achieved;
- use a differentiated approach to students in the education of motor qualities, taking into account the state of health, physical development, motor fitness. Determine methods of load differentiation;
- to know and take into account the critical areas of education of basic motor qualities in students of different age groups;
- to determine during the lesson and take into account external signs fatigue in students (sharp redness or blanching of the face, sweating, increased breathing, the appearance of uncoordinated movements, swaying, slow execution of commands, complaints of fatigue, pain in the legs and heart, shortness of breath, nausea);
- to teach students the skills of self-control over the reaction of the body to the load and their use in the process of the lesson and self-study;
- to issue assignments for independent studies of students after school hours. Their verification and evaluation. Grading in a diary, journal. When summing up the results of the lessons, one should characterize the effectiveness of each of the means and methods used in the lesson, give advice and specific proposals for eliminating shortcomings.
3. Formation of the foundations of knowledge among students:
Materials for the section "Knowledge Basics" should be planned in the annual schedule and lesson outline; selection of material for the lesson; clarification of its scope and list;
Prepare the necessary teaching aids - tables, cards, technical means;
Outline at what point in the lesson knowledge will be communicated, taking into account the specifics of the material;
Be able to personally and economically present educational material, select facts, clearly state the main concepts and leading ideas. To be able to focus the attention of students on the main thing;
Use the knowledge of students obtained in the lessons of physics, mathematics, physiology, general biology (intersubject communications);
Create conditions for the formation of skills and abilities to apply the acquired knowledge in practical activities (rules for compiling sets of exercises UGG; teach how to determine the functional load by heart rate; prepare places for classes; refereeing games);
Develop students' cognitive abilities. Propose problem situations and questions to students;
Check the assimilation of the lesson material, determine the forms of verification (fluent, selective, total survey; assessment of a fragment of a filmstrip, a card devoted to the corresponding problem, for example: put the exercises in the right order, find an error in the rules, etc.);
Provide students with a list of references for self-consolidation of the material covered in the lesson, deepening and expanding knowledge.
4. Requirements for the application of practical training methods for motor actions, the ability to select them effectively to use in the educational process:
1) separate learning of the constituent parts of the movement with their subsequent integration into a single whole. The expediency of dismemberment, compliance with the measure in the work on the constituent parts; the timeliness of the transition to a holistic exercise; attention to the process of performing elements and the relationship between them.
Lead-up exercises for the assimilation of a motor act:
2) holistic learning of a motor action:
a) initial learning in a simplified form;
b) learning in light conditions;
c) holistic learning in the main variant;
3) the feasibility of the chosen option, the availability of the necessary prerequisites for full-fledged training;
4) the ability to focus students' attention on the main mechanism of movement technique;
5) the ability to timely detect and correct common and individual mistakes made by students;
7) the use of games and competitions to improve motor activity;
8) the ability of the teacher to focus the attention of students on the quality of actions and deeds, to achieve timely understanding and correction of shortcomings and errors, to correct emotional manifestations.
General and motor density of a physical education lesson. When determining the overall density of the lesson, all the useful activities of students and teachers are taken into account. The motor density of the lesson includes only the time spent on physical exercises, i.e. direct physical activity.
The ways to increase the motor density of the lesson are the use of non-standard, universal sports equipment and circuit training. The motor density of a lesson is the total time of motor activity of one particular student during the entire lesson, expressed as a percentage. Motor density is determined by the formula:
MPA \u003d VDA (student): VU x 100%
where MPU is the motor density of the lesson;
VTA – the time of the student's physical activity in minutes;
VU - lesson time in minutes (35 - 45 minutes).
The method for determining the value of the MPA is that before the start of the lesson, any student (student) is selected from the class, who is monitored throughout the lesson. Moreover, neither the student nor the teacher conducting the lesson should know about it. The observer holds a stopwatch in his hand and turns it on at the moment of the start of any student's motor actions: combat exercises, walking, running, general developmental and special exercises, games, etc. At the end of the exercise, the stopwatch is turned off for a rest period before the start of the next exercise. Thus, the stopwatch sums up the time of performing physical exercises and does not take into account the time of rest, waiting for the execution queue, listening to the teacher's explanations, etc.
When analyzing a lesson, it should be taken into account that many factors influence the value of LPA (for example, the age of students, their number in a class, the number of boys and girls, the level of preparedness of students, the literacy of using equipment and inventory, etc.). At the same time, the value of MPA depends more on the type of lesson. Naturally, in the lessons of familiarization with new material and learning it, MPA will be low. However, this cannot serve as a criterion for the teacher's poor performance. On the other hand, if the methodology for organizing classes is not thought out during the lesson for improving the studied material and students spend a lot of time waiting for the opportunity to complete the exercise, then LPA should be one of the main criteria for the methodological literacy of the teacher.
Approximate values of MPU of physical education (Table No. 1)
According to my calculations, students can be in useful movement depending on the topic and objectives of the lessons for 25-35 minutes. (this includes various modifications). 5-10 min. go to explain and demonstrate the exercises. 1-2 min. - for the distribution and collection of equipment, the removal and cleaning of mats (although it is better to plan lessons so that heavy equipment is not removed, but used throughout the working day). Two minutes before the end of classes, the children have to go to the locker room, otherwise they will not have time to put themselves in order for the next lesson.
So, in a useful movement, the students are 25-35 minutes. Why such a big discrepancy in time? In the first lessons of a new topic, you have to explain and demonstrate more than in subsequent ones; at sports games in a small hall, teams are forced to wait for their turn to enter the site; Inevitable downtime occurs when running long jumps.
Of course, even 35 minutes is not enough for full-fledged classes, but if more is not given, they should be used with maximum benefit. The teacher is obliged to play in the mind or directly in the gym the external form of the lesson, checking with a stopwatch not only the time for all its parts, but also the individual components within them.
According to my observations, all teachers whose lessons are characterized by high density have one thing in common: demanding of students. For some, this exactingness is ensured by strict guidance, while others follow a more difficult path - the tireless conviction of students in the usefulness of classes. I think that the second way is still preferable. When students themselves strive to complete assignments, not only is there no problem of discipline, but there is no need for vigilant control of the class. The teacher can work individually with those who need help, without worrying that behind him someone will sit down on a bench to chat with a friend. A conscious attitude to the lessons allows those who wish to perform exercises more difficult than those provided for in the program: forward somersaults from a running start, long somersaults forward through a chair or over a “goat”, jumping from a bridge over an elastic band at a height of two meters, climbing a rope with a load, etc. If the guys see that the teacher is sincerely interested in their advancement, if the lessons are emotional and without downtime, then the attitude towards the teacher is more than respectful. Then the students themselves will straighten up the violator of discipline and look askance at those who work at half strength. Such an attitude does not develop immediately and only if the teacher transfers his knowledge and skills to his students, if he tries to turn each lesson into a small holiday for them.
According to the method of circular training in elementary grades
I managed to achieve a high density of the lesson, the growth of children's interest in classes (I consider it my main task to interest the child in motor action) thanks to the exercises by the in-line method on the principle of circular training.
During the movement of students during the circuit training, I monitor the distance, the quality of the exercises, which I correct along the way, helping, prompting, and securing.
Here are some sets of circuit training exercises used in grades I-IV.
I class
- Crawling in a plastunsky way. Guidelines. Distance -1 mat in length, follow the work of the knees and elbows.
- Getting up from a supine position. Head on the mat, knees bent, hands behind the head. The number of times is determined by the teacher.
- Pulling up with both hands at the same time on the gymnastic bench on the stomach. Keep distance as instructed by the teacher.
- Roll to the side in a group. The head is pressed to the knees. Keep your distance.
- Extension of the arms in an emphasis lying, with socks clinging to the rail of the gymnastic wall. I.p. - lying on the stomach, hands under the shoulders, fingers forward. The number of times is determined by the teacher.
- Repulsion with legs forward on the stomach on the gymnastic bench. Legs are straight. Keep your distance.
- Roll to the side stretched out ("log"). Movement by swinging the legs.
- Walking along the gymnastic wall with a vertical flip. The height is determined by the teacher. Insurance - mats under the wall.
- "Top" - rotation in gray hair on the buttocks with advancement on the gymnastic bench. Perform with hands. Feet touch the floor on one side of the bench when moving.
- "Reverse" on all fours. When moving, keep your distance. Fours - low (half-fours), medium or high (in a semi-squat) - the teacher determines.
- Hanging movement on the gymnastic wall facing it. Do your best, without stress. Girls move with side steps.
- Leg swings over the gymnastic bench moving forward. I.p. - stand on the side of the bench, emphasis on hands. Keep a distance of 2 m.
- Jumping on the mats moving forward, pushing off with both feet. Distance 4 m.
- "Cuttlefish" - movement in an emphasis on the back on all fours. Movement around mats and gymnastic benches face and feet forward.
- Running with alternation with walking of various types (broad step, back forward, side gallop, etc.). Keep your distance. Breathe evenly, do not hold your breath.
- Walking with exercises for the development of arm muscles and balance. Breathing exercises. Active inhalation and exhalation. Stop on signal.
II class
- Crawling in a plastunski feet forward. Keep your distance. Use a taut elastic band (crawling under the elastic band).
- Rising from a supine position at the gymnastic wall. Knees bent, head on the mat, hands behind the head. The number of times is determined by the teacher.
- Pulling up on the gymnastic bench on the back with both hands alternately, pushing off the bench with the heels. Keep your distance.
- Moving on high all fours on mats sideways (side steps), on the palms, feet. Keep your distance.
- Climbing behind the crossbar ("firefighters"). The exercise is performed if the children are ready for it, with great care and safety net of the teacher; mats must be placed under the gymnastic wall.
- "Cuttlefish" - movement in support from behind on all fours facing forward. You can move along the mats, ahead of each other, but without colliding.
- Horizontal movement along the gymnastic wall with an apparatus in hand. The height is indicated by the teacher. At the gymnastic wall mats.
- "Tugboat" together. Pull-ups on the gymnastic bench on the stomach. Ankle grip. Keep your distance.
- "Spider" - movement in support from behind on all fours, with the back of the head forward. Don't collide. Promotion along the mats.
- Moving along the gymnastic wall with your back to it. Movement along the wall. The height is indicated by the teacher. Put mats against the wall.
- Movement on the gymnastic bench, sitting sideways, without the help of hands. Perform at a fast pace.
- "Caterpillar" on medium all fours in pairs. In the future, you can move in teams. Ankle grip from the inside.
- "Bridges - bridges" - bending and arching the back in emphasis on gymnastic benches. Emphasis on both sides of the bench. Palms on the bench, standing on the floor on toes, stretched out. The head is raised.
- "Cosmonauts" - rolls to the side, in pairs, holding hands. Use two lanes of 3 mats. Distance -1 mat in length.
- The game "Cowboys and Amazons" - a stand on a gymnastic bench (one hand in front, the other behind, legs on the sides of the "horse" bench). Performed at the command of the teacher. I.p. - sitting on horseback one after another, the children "jump", knocking their feet on the floor. At the command "ravine!" - take your feet off the floor, handstand.
- Running around the perimeter of the gym with 360° turns on a signal. The transition to walking with exercises to develop the muscles of the arms and legs.
- Keep your distance. The run is rhythmic and even. Do not hold your breath, breathe evenly.
- Circle exercises are calming breathing exercises. Active inhalation and exhalation without holding the breath.
III class
- Crawling in a plastunsky way with an object (ball) sandwiched between the legs. Promotion with the help of hands (elbows), on the stomach.
- Promotion from one span of the gymnastic wall to another diagonally, in the hand an object (ball). Keep your distance. Place mats at the gymnastic wall.
- Snake climbing into the spans of the gymnastic bench. Keep your distance. Keep the ball in front of your head. Overcome at least 6 spans. Then stand up, straighten up, pass the ball with a throw from the chest to the teacher.
- Moving on low all fours sideways with side steps (under a stretched elastic band).
- Moving along the 3rd rail of the gymnastic wall with your back to it, overcome all 5 spans. Place mats at the gymnastic wall.
- Squatting on two parallel gymnastic benches (“spider”). Benches must be stationary.
- Climbing on the gymnastic wall with the help of a rope fixed above the wall (“rock climbers”). Climb with a rope, descent along the gymnastic wall. Put mats against the wall.
- Train game. The transition from the prone position to the wrestling "bridge". All participants take an emphasis lying over the mats. At the signal of the teacher, the first participant crawls in the "tunnel" under the "bridges". At the next signal, the children perform a coup towards the "train" in the position of the wrestling "bridge". The game continues until all participants have been in the role of a train. If there are many participants, they can be divided into two teams and use two lanes of mats.
- The game "Cowboys and Amazons" on the gymnastic benches.
- Walking of various types (backward, on toes, on heels, squatting, with turns at the signal of the teacher). Keep your distance.
- Running with jumping on a stack of mats. Walking combined with breathing exercises.
IV class
In the 4th grade, I conduct exercises according to the method of circular training in the form of relay races.
Methodical instructions. All relay elements must be worked out in previous lessons. The clarity in the replacement of equipment between relay races should be debugged. It is necessary to prepare a board, chalk, a stopwatch in advance, appoint judges from students released from classes, explain to them the rules for scoring and recording them. Prepare an item for transfer in the relay race.
After building the students in one line, perform the calculation for the first or second. Commands sound: “Second numbers, step forward! Ranks, close to the right! Then the participants sit on the gymnastic benches at the far wall of the gym; team captains (commanders) sit in the center of the bench.
1st relay(Fig. 2). Lay 2 mats in parallel along the gym, fasten thin ropes on the gymnastic wall for lifting with their help. At the ropes to carry out insurance of participants.
Roll in a group along the hall, run to the gymnastic wall, climb it with a rope, go down the rails of the wall, run to the bench, pass the baton from hand to hand of the next participant who has prepared.
2nd relay(Fig. 3). Install 3 gymnastic benches along the hall.
Crawl into the spans of the gymnastic benches with a snake, run to the gymnastic wall, touch the rail with the object, crawl back along the same benches on the stomach, pass the object to the next participant.
3rd relay(Fig. 4). Lay 6 mats (3 + 3) tightly side by side in the middle of the hall, install gymnastic benches along them on both sides.
Perform rolls in a chain of 3 people. I.p. - lying on the stomach along the mats, hands gripping the shins in front of the lying participant. Those who have completed the roll sit astride the gymnastic benches.
Note. While the first three are performing the roll, they are preparing to take the SP. three of the other team. For breaking the chain, 1 penalty point is awarded. Grip the shins from the inside.
4th relay. Team members sit on gymnastic benches installed along the hall. The first numbers have a volleyball in their hands.
The first numbers pass the ball to the left (right) behind the seated participant. The last player in the row, having received the ball, runs forward and. sitting on the bench, passes the ball from behind to the person sitting, etc.
Note. The relay race starts as soon as the last player of the team has completed the previous stage.
5th relay(Fig. 5). Prepare 2 large - "group" jump ropes, 2 cubes.
Team members sit on gymnastic benches along the walls of the hall, gradually moving towards its back wall during the relay race. The first numbers have a cube in their hands. On a signal, they, with a cube in their hands, jump over the rope, running out from under it, put the cube on the floor, jumping on one leg, carry out the cube to the end of the hall, touching the gymnastic wall, get on all fours (emphasis from behind), put the cube on stomach, run "cuttlefish" to the last seated player of the team, sit down next to him and pass the cube hand-to-hand forward. The person sitting first takes the cube and runs with it under the rotating rope, etc.
Note. At the end of the relay races, the points are counted and the winning team is announced.
Development of jumping ability according to the principle of circular training
When developing jumping ability in children, in addition to the jumping exercises themselves, it is advisable to use exercises to develop flexibility and dexterity, since these qualities directly affect jumping ability. In this regard, for the development of jumping ability, I propose sets of exercises in which the development of flexibility and agility is directly related to jumping training. The complexes are designed for the circular method of training.
Complexes of exercises for the development of jumping ability
1st complex:
1st station - jumping rope;
2nd station - toss the ball, sit down, catch the ball;
3rd station - from the position lying on the stomach, arms to the sides, bend the right leg back and touch it with the left hand;
4th station - high jump over an obstacle;
5th station - jumping back and forth with a jump length of 20-30 cm;
6th station - from a sitting position, bend the right leg at the knee and take the right foot back. Bend the left knee, grab the left foot with the hands of both hands and lift the leg up vertically. Fully extend the left leg, keeping the back straight.
2nd complex:
1st station - jumping on a small hill;
2nd station - forward somersault, 360° jump turn, backward somersault;
3rd station - from a standing position with your back to the wall, bend forward with touches of the floor with your hands;
4th station - "kangaroo" (jumping through parallel stretched rubber bandages);
5th station - jump over a stuffed ball with a turn in the air;
6th station - stand in a wide stance with legs apart, hands behind your head. Bending the right leg, make a deep lunge to the right and tilt to the right leg, touch the right toe with the elbow of the left hand. With a turn of the torso to the right, with the elbow of the right hand, touch the floor at the toe from the outside. Push your right leg back to the starting position. The same with the other leg.
3rd complex:
1st station - long jump;
2nd station - jumping with reaching a highly suspended object;
3rd station - kneeling, raise your hands up, tilt back, trying to touch the floor with your hands;
4th station - jumping over the barrier;
5th station - jumping from knees to feet (perform on a gymnastic mat). From a kneeling position, jumping up (without the help of hands), take a “squatting” position, then jump back to a kneeling position, etc .;
6th station - from the leg stance, lean forward together, clasp your legs with your hands. Pull the head to the knees with springy movements, do not bend the knees.
The dosage of exercises is selected individually, taking into account the age and preparedness of the students.
The result of jumping training can be a jumping competition.
Jumping competition "More, higher, further!"
Two or more teams can participate in these competitions. The number of participants in each team must be equal (from 6 to 12 people).
Stations are placed in a circle in the gym. Each of them must have at least two judges.
After building and presenting the teams, they disperse to the stations (the order of passing through the stations for each team is determined in advance). A team that has completed a task at one station moves to another until it visits each of them.
Station "Intellectual". The judge reads out the question, after which the team deliberates for 5-10 seconds. and gives his answer. Each correct answer earns the team 50 points.
sample questions:
- "jumping" insect (grasshopper);
- frisky running horse of a thoroughbred breed (horse);
- and gymnastic equipment, and animals (horse, goat);
- the sport to which jumping belongs (athletics);
- rope for jumping (jump rope);
- a rubber ball that bounces after falling (ball);
- high jump stick (pole);
- riding horse competitions (races),
Station "skapalochnaya""(competitions in jumping rope). You need to perform as many jump ropes as possible. Each team member has one attempt. The number of jumps performed by an individual team member is summed up and converted into points earned by the team at that station (1 jump equals 1 point).
Station "Kangaroo"(competitions in jumping through rubber bandages). Between parallel gymnastic benches, 6-8 rubber bandages are pulled every 30 cm. At the signal of the judge, the participant within 30 seconds. performs jumps through each rubber bandage, moving forward. You need to jump with a simultaneous push of both legs. After the student jumps over each rubber band, he turns around and starts jumping in the opposite direction. If a participant makes a mistake (he touches a rubber bandage with his feet, performs a jump not by simultaneously pushing both legs, but in a different way), the judge gives the command “Stop!”, And only previous successfully completed jumps are counted to this student. For each jump correctly performed, the participant brings his team 5 points.
Station "High"(competition in high jump). A rubber bandage is pulled between two posts at a height of 50-60 cm (depending on the age of the competitors). Behind the rubber bandage, in the landing zone, are gymnastic mats. Each participant, after a short run-up, performs a high jump in any way. Participants who take this height bring 10 points to their team and get the right to perform the next jump to a height increased by 5 cm. If a participant touches a rubber bandage with any part of the body during a jump, he is eliminated from participation in competitions at this station.
Station "Long"(competitions in long jumps). Each participant is given one attempt. The result of each jump corresponds to a certain number of points.
Long jump results table(Table No. 2)
After each team has passed all the stations, the judges count the total number of points scored by the teams.
Teams are building. The judges announce and award the winners.
The control of the time spent on various elements of the educational work of those involved in order to determine the density of the lesson, as an indirect indicator of its usefulness, is carried out with the help of timekeeping. For convenience, all the actions of those involved are combined but on similar grounds in independent species:
1) mental predominantly actions (listening to the teacher, observation, comprehension of what is perceived, designing upcoming actions, mutual control, mutual evaluation, discussion of issues, etc.):
2) motor predominantly actions (performing physical exercises, moving and installing shells, distributing and collecting teaching aids, preparing places for classes, mutual assistance, etc.);
3) rest- Expedient and inappropriate time expenditures are taken into account and evaluated.
The summation of the obtained data allows us to determine percentage time spent on all the activities of those involved and the density of the lesson. There are general and motor (motor) density.
The overall density of the lesson is a generalized indicator of the rational use of time. It is determined by the ratio of the sum of all the necessary time spent (for mental and physical actions, as well as justified pauses in work) to the entire duration of the lesson, and is expressed as a percentage. For example, if this amount was 41 minutes in a school lesson), then the total density of the lesson will be 91.1% (the sum of rational time spent on all activities is multiplied by 100% and divided by 45 ").
Motor density is determined by the ratio of the sum of indicators of time used for predominantly physical actions of students to the total duration of the lesson. For example, if 29 minutes were spent on physical activities in a school lesson, then the motor density of the lesson will be 64.5% (29 "* 100% / 45" = 64.5%). When analyzing and evaluating the materials received, it should be borne in mind that the total density of a full-fledged lesson should approach 100%.
As for the motor density, depending on the type of lesson, its indicator can change and reach a high level, especially in the senior classes. So, in the lessons of improving the technique of movements and physical qualities, it can reach 70-80%. In a lesson with an educational focus, where learning a complex motor action and solving relevant tasks (for example, teaching knowledge) that require a significant amount of time for the mental activity of those involved, the motor density can be in the range of 50% or less.
The analysis of chronometric data should contribute to the correct assessment of the ability to organize educational work and to spend the lesson time productively.
To achieve objectivity of judgments and recommendations, it is necessary to take into account the type of lesson, tasks, specifics of the educational material, the state and performance of students, material and technical capabilities and other conditions that determine the characteristics of the lesson. Based on the analysis, in the end, conclusions should be formulated and specific proposals for improving the teaching and upbringing process in the classroom should be summarized.
That is why the student must prepare in advance for this important task:
1) study the summary of the lesson, which is supposed to be timed:
2) determine the type of lesson;
3) study the relevant literature (textbook material, teaching aids;
4) timely prepare a clock (with a second hand) or a stopwatch, which is turned on by a call and does not turn off until the end of the lesson;
5) outline the object of observation - it should be an "average" student who is not warned about the upcoming observation:
6) prepare a protocol for drafting the relevant information. An example of how to complete this task, i.e. the content and order of the timing records, as well as an exemplary analysis, is given below.
In the column "actions of students" the content of each action is concisely and consistently recorded, for example: "listening to the tasks of the lesson", "walking", "running", "exercises in motion", "thinking about the task", "participation in the installation of shells" "passive rest " etc.
In the next column, the end time of the actions of those involved is recorded. If different actions of the same type of activity follow one another, then the end time of the last one is recorded by the sliding stopwatch. For example, "walking", "running, walking, exercises in motion" - they all refer to physical, mainly, work. Therefore, it makes no sense to complicate the entries and subsequent calculations by determining the time of each of them. But, if, after walking, the students listened to the explanation or preliminary instructions of the teacher regarding the upcoming run, then the end time of the walk is recorded, then the teacher’s listening (this is mental work), etc.
Further calculations and records of the duration of activities by activity, as well as processing of timing data, should be made after the end of the lesson.
By subtracting the previous time indicator from the next, the duration of the action is determined and entered in the appropriate column. For example (see sample), the formation and report lasted 2 "45", we write this time in the column "physical, mainly work". And listening to the tasks of the lesson ended at 3 "05". From this time we subtract the previous 2 "45", the resulting 20 "we write in the column" mental, for the most part, work ".
Depending on the activity of the teacher, the mental and motor actions of students, as well as pauses in their rest, can be expedient and inexpedient, effective and ineffective. For example, using simple exercises well known to students in the lesson, the teacher repeatedly showed them. Naturally, the students did not expediently spend a certain amount of time observing what they could do right away. Or - to perform mixed hangs on uneven bars, the teacher called one student at a time) instead of using the available opportunities to perform three at once. In the second case, the rest pause and waiting in line would be significantly reduced. Since the exercise in mixed hanging is not accompanied by significant loads, rest pauses should be minimal, the rest of the time is considered inappropriate.
All inappropriate time spent on mental and motor work, as well as on rest, are determined immediately, in the course of timing and are recorded in the column with a "-" sign.
To calculate the total density, the indicators of rational time expenditure ("+") for all types of activities are summarized. The resulting amount should be multiplied by 100, and the resulting work divided by the time of the lesson.
To calculate motor density, the indicators of the time spent on motor actions ("+", "-") are summed up. The resulting amount must be multiplied by 100 and divided by the time of the lesson.
Passing entries in the column "Notes" allow you to comprehend and evaluate the observed more comprehensively. They will concern those actions of students that deviate from the general actions of the class. Changes in the density of the lesson, depending on such deviations, will concern only this student and should be specified specifically when analyzing the density of the lesson as a whole.
Similar information.
On the basis of the tasks to be solved, the following are distinguished lesson types: 1) Introductory lessons are held before the start of a new independent section of the program. They provide for the solution of general tasks of the educational process, the clarification of methodological or organizational issues. They are characterized by the widespread use of verbal and visual methods, low "motor" density; 2) Basic lessons depending on the predominant orientation of one of the aspects of the process of physical education in them, they can focus on teaching motor actions or educating motor abilities. In the first case, they are designated as lessons of study, repetition or consolidation. educational material, in the second - as lessons in the development or maintenance of motor abilities. Lessons for consolidating and improving educational material; 3) Control (accounting, test) lessons are designed to determine the level of preparedness of those involved, to check their assimilation of knowledge, skills and abilities, to measure various morphological and functional indicators, the state of fitness. 4) Mixed (complex) lessons combine tasks characteristic of the above types of lessons. They are aimed at the joint solution of the problems of teaching the technique of movements, educating physical qualities, controlling the level of physical fitness of those involved, etc. This type of lesson is most widely used in physical culture practice. One of the indicators of the effectiveness of the lesson is its density. Distinguish between general (pedagogical) and motor (motor) density of the lesson. The total density is the ratio of pedagogically justified time to the duration of the lesson and is determined by the formula: total density \u003d (to: ty) x 100%, where tо is the pedagogically justified time, except for downtime ty is the duration of the entire lesson. The total density should be 100%.
Motor (motor) density it is customary to consider the ratio of the time used directly for any motor activity of those involved during the lesson to its total duration and is calculated by the formula: motor density \u003d (tp: ty) x 100%, where tp is the time for performing physical exercises, ty is the duration of the entire lesson .
Before making a conclusion: good or bad motor density of the lesson, you need to know what problem was solved in the lesson. If the technique is taught…, then 50% is considered as a good indicator, and if the technique is improved…, then 50% is considered as an unimportant indicator, and 70-80% is considered to be good. Dependence of motor density: on age, sex, physical degree on the preparedness of students, on the material and technical base of the school, on the number of students in the class, on the preparation of the teacher for the lesson, on the task solved in the lesson, on the type of lesson, on the way students are organized in the lesson. In order to assess the time spent and simultaneously determine the general and motor density of the lesson, the activities of those involved are observed and timed. The subject of observation is the so-called average student, who is quite active and disciplined. Processing of timing data is carried out after the end of the lesson. After receiving the data of the general and motor density of the lesson, it is necessary to analyze them in accordance with the tasks set for the lessons, the characteristics of the students and the conditions of the lesson. The assessment should be accompanied by your own recommendations on the means and ways to increase the overall and motor density of this lesson.
At physical education lessons, as a control over the intensity of physical exercises, depending on the gender, age and preparedness of students during the lesson, the heart rate (HR) is used, which is a direct indicator of the load.
The advantages of the heart rate intensity indicator include:
a) comparative simplicity of measuring heart rate in those who do not require instruments and devices;
b) sufficient information about the internal changes in the student's body in the process of performing physical exercises;
c) the impossibility of selecting and using other load indicators, since physical education lessons use different means in structure - dynamic, static, situational exercises.
"Physiological Curve" It is customary to call the change in heart rate in the process of performing physical exercises throughout the lesson. In this regard, when analyzing the applied physical exercises, the intensity distinguishes between the average heart rate per lesson and the nature of its change in all parts of the lesson: introductory, main and final.
The average heart rate in a lesson is in a certain dependence on the type and type of lesson. In gymnastics lessons, using standard equipment, the average heart rate is significantly lower than in athletics, ski training or sports games. Depending on the type of lessons, heart rate is low at introductory lessons and control lessons reaches 110-120 bpm, high - at improvement and training lessons (160-170 bpm). Intermediate values of heart rate (150 bpm) are observed in combined physical education lessons. It should be emphasized that one of the requirements for the selection of physical exercises in terms of intensity in the lesson is the average heart rate in the range of at least 130 and not more than 170 bpm, i.e. work is in the moderate power zone. In the introductory part of the lesson, the duration of which is 12-15 minutes, the heart rate rises and can reach up to 170-180 bpm, i.e. the average heart rate in this part of the lesson is within 160 bpm. In the main part, depending on the tasks, there is a decrease in heart rate by 10-20 beats/min, but at the end of the lesson, heart rate should not exceed the initial level by more than 20 beats/min. Thus, in the lesson of physical culture, two peaks of heart rate rise are distinguished near the “physiological curve” - in the introductory part of the lesson and at the end of the main part of the lesson during the development of motor quality. Throughout the main part of the lesson, the "physiological curve" has a plateau, i.e. steady state, with slight fluctuations in heart rate during exercise and rest. "Physiological curve" allows you to evaluate the correctness of the selection of physical exercises, depending on the level of preparedness of students and the distribution of the intensity of physical exercises in parts of the lesson.
The student scheduled for observation must be warned in advance, informing him of the purpose, content and procedure of the upcoming procedure. The pulse is counted before performing exercises or a series of exercises and immediately after their implementation. To do this, the timekeeper must approach the student in a timely manner so as not to distract him and avoid a pause after the work has been completed, and it is desirable to make all measurements when the students are in the same free main stance.
After the end of the lesson, the received ten-second pulse indicators are converted into minute ones, according to which a graphical representation of the dynamics of the pulse during the lesson is drawn up - its “curve”.
When analyzing the data obtained, the type of lesson and the content planned in the abstract are taken into account. The actual load curve is estimated against the overall health deployment requirements.
According to the height of the “curve”, one can conditionally judge the intensity of the load, and by the size of the area of the “curve” and projections from the initial pulse, about its volume. The notes in the note provide answers to questions that have arisen.
In order for the analysis of the obtained data to be sufficiently convincing, it is necessary to study the special literature on the functional features of the cardiac activity of students of the corresponding age.
The analysis of the data obtained and the graphical representation of the dynamics of the pulse indicators indicate a significant volume and intensity of the load in the lesson.
Fundamentals of safety in physical education lessons at school. Receptions and methods of insurance. Medical, psychological and pedagogical methods of first aid in case of injury.
The problem of observing safety precautions at physical education lessons, undoubtedly, is given one of the important places in the system of organizing the educational process of schoolchildren. Following generally accepted norms and standards, a physical education teacher must always clearly know the safety instructions. General requirements on safety related directly to the physical education teacher include the following required components: Physical education teachers in their practical activities in physical education should be guided by safety instructions, state acts and documents on labor protection developed by the Ministry of Education of the Russian Federation, and monitor students' compliance with rules and instructions on labor protection. A physical education teacher or another person conducting physical culture and sports classes is responsible for the safety of life and health of students. A physical education teacher must: take courses (at least once every 5 years) on labor protection; take part in the testing of gymnastic apparatus and equipment; make suggestions to improve the conditions for the educational process; organize the study by students of the rules on labor protection in everyday life, etc. The physical education teacher should know: preparedness and functionality each student; the medical group to which the students are assigned based on the results of the medical examination; students released by the doctor from physical exercises after illness, and mark students who are absent from the lesson. Observe the principles of accessibility, consistency in teaching students and compliance with the exercises and loads given to the curriculum; warm up and increase the time allotted for it, with a strong wind, low temperature and high humidity; Reduce workload or increase rest time when students show signs of fatigue; provide insurance when students perform complex technical elements; Monitor the implementation by students of instructions, rules of conduct in a physical education lesson and make a decision on the removal of students from participation in the educational process for a gross violation; Organize students to clean sports equipment and equipment in their storage places; Get students out of the classroom in an organized manner; Conduct a thorough inspection of the venue, turn off the lights, lock all utility rooms and the gym with a key; To bring to the attention of the person responsible for the gym and the sports ground a message about all the shortcomings in the provision of the educational process; If you complain of malaise or feeling unwell, immediately refer the student to a doctor; Promptly notify management of any accident. In the event of a fire in the gym, open emergency exits and take students in an organized manner according to the evacuation plan to a safe place, report the fire to the fire department and begin to eliminate the source of ignition.
LESSON DENSITY AND WAYS TO INCREASE ITS EFFICIENCY. LESSON TIMING.
Having set the goal of conducting quality lessons, a physical education teacher should strive to provide in each of them the greatest possible amount of workload, in which downtime and unjustified expenditure of study time in the lesson would be minimized. This increasesdensity lesson, i.e. the ratio of the time spent on the execution of movements to the total duration of the lesson.
In pedagogical practice, two types of lesson density are distinguished: general density and motor (or motor) lesson density. The total density of the lesson is calledattitude time used pedagogically justified,to all durationlesson.
The pedagogically justified use of time includes the following types of activities, or components of the lesson: students' perception of explanations, demonstrations, teacher's instructions, analysis of the actions of their comrades, exercises, necessary rest, installation of shells, loosening sand in jump pits, etc.
Unjustified expenses of study time include: being late for a lesson, prematurely ending it, downtime in classes caused by violations of discipline, equipment breakdown, etc.
Time spent doing exercisesassociated with the concept motordensity, T.e.attitudethistime for the duration of the lesson.
The motor density of the lesson is calculated as follows: 45 minutes allotted for the lesson are taken as 100%. In relation to this time, the general and motor density of the lesson is calculated. For example, if it took 20 minutes to complete the movements, then the calculation is made according to the formula:
20*100
P= 45 = 44,4%
Consequently, the motor density of the lesson in our example is 44.4%.
In a properly organized lesson, its total density fluctuates within 100%. The limits of the motor density of the lesson should reach:
I- IIIclasses -30-40%
IV- VIIIclasses - 70%
IX - XIclasses - 80%
By sports, the motor density of the lesson is as follows:
gymnastics
IV- VIclasses -45%
VII- Xclasses -60%
Athletics
IV- Vclasses -50%
VI- VIIclasses -60%
VIII- Xclasses -75%
There are many factors that influence the increase in the density of the lesson. And above all, when conducting a lesson, long pauses for explanations between exercises should be avoided, although the explanation is as important as the direct execution of the movements.
The increase in the density of the lesson is influenced by a clear planning of the process of education and upbringing, a sufficient amount of sports equipment, its location in the hall, the choice of places for classes, all kinds of rearrangements, the use of additional tasks during the lesson, explanation and demonstration, the availability of visual aids, etc.
Based on the data of pedagogical observations, the teacher is obliged to conduct a pedagogical analysis of the lesson. The analysis of each lesson will be the deeper and more complete, the wider and more rationally the methods of observation are used.
Physical education teacher
MKOU SOSH with. Kardzhin O.A. Bogazov
Rice. 1. Graphical recording of timing results
One of the most objective methods of pedagogicalcwhom observation is timekeeping. The information obtained as a result of timekeeping significantly clarifies and deepens the pedagogical analysis of the lesson, as it shows the degree of rational use of time for different kinds activities.
When conducting lesson timing, the teacher draws up the following timekeeping materials:
1) timing protocol,
2) calculation of the general and motor density of the lesson (in percent),
3) timing chart,
4) text analysis of lesson density.
The essence of the timing of a lesson of physical exercises is to measure the specific actions in the lesson in time to determine its density. The recording of the results of the footage is made different ways. The common ones are digital and graphic (in the form of a circle with sectors, columns, curves, etc.). Thus, the data on the density of the lesson are presented visually. (See fig.1).
Watching and recording time with a stopwatch requires a lot of attention. Therefore, the timing protocol is carried out by two people: one monitors the progress of the lesson and notes the time spent on a certain type of activity using a stopwatch, the other records the timing data from the words of the first.
Prior to the start of the lesson, the teacher should note in the timesheet the tasks and the estimated time to complete the various sections or parts of the observed lesson. To do this, the teacher must draw up a summary of the teacher conducting the lesson.
Digital recording of the timing results is carried out according to the table below.
The subsequent processing of the data consists in summing up the indicators of the time spent on certain types activities. Finally, the general and motor density of the lesson is calculated.
The table below shows that it took 8 minutes to organize the students. 10 sec; explanation and demonstration took 12 minutes. 50 sec. lesson time. The motor density of the lesson in our example (with 20 minutes of performing movements) reached 44.4%, and the total density (with 4 minutes of unreasonably lost lesson time) was 91.1%.
The overall density of the lesson deserves an assessment if all 45 minutes. were used rationally, without loss.
Evaluation of the motor density of the lesson according to the quantitative indicators of the stopwatch is a well-known difficulty.
The optimal (higher or lower) motor density depends on a number of factors (age of students, lesson objectives, material conditions for physical education). For example, in a lesson in which the task was to acquaint students with the technique of a movement that was new to them, it would be advisable to provide a detailed explanation of how to perform the movement, show the movement as a whole and its individual elements, and, possibly, a computer demonstration. Naturally, in such a lesson, the motor density will be lower than in the lessons of “learning” or “improving” movements. Nevertheless, the expediency of such a lesson is indisputable, and when analyzing its density, all the features of the pedagogical process should be taken into account and noted in the textual analysis of the density of thislesson.
Rational general and motor density of a physical culture lesson should be considered in terms of compliance with all the tasks set. So, for solving health problems, the total volume of students' motor activity, the intensity of the load, the alternation of load and rest, the time necessary to ensure the development, etc. are important. To solve educational problems, it is advisable to evaluate the number of repetitions of motor actions and analysis of students' activities.
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