Athletics: education

• Classification and general characteristics of athletics exercises
• Stages of development of athletics
• Athletics exercise technique
• Jumping (athletics)
• Throwing (athletics)
• Development of motor abilities by means of athletics
• Wellness orientation track and field exercises

Articles are written in accordance with the requirements of the Federal State Educational Standard of Higher Professional Education (FSES VPO) in the direction of preparation 03400.62 "Physical culture". The discipline "Theory and Methods of Teaching Basic Sports" is included in the list of disciplines of the basic part of the professional cycle of the main educational program.

Speaking about the fact that the new education standards are competence-oriented, it should be noted that in the Federal State Educational Standard of Higher Professional Education the requirements for learning outcomes are formulated in the form of competencies as the ability to apply knowledge, skills and personal qualities for successful performance in solving professional problems. Thus, it is the declared competencies that are the goal-setting factor in the development of the content of the discipline (module), the selection of educational technologies and types of control.

The study of athletics as a basic sport is aimed at mastering by students the competencies in the field of pedagogical and recreational activities, namely the ability to: independently conduct physical education classes; develop curricula and programs for specific classes; use athletics means for the development of motor qualities and for recreational purposes in accordance with the condition of those involved and their needs; organize and conduct athletics competitions in educational institutions, children's health camps, clubs at the place of residence; consciously use track and field exercises as a means of restoring and strengthening health, introducing a healthy lifestyle.

Based on the diversity of athletics disciplines, taking into account the tasks set, the authors of this textbook focused on those sports that are recommended for mastering at the levels of general education. These are the components of the natural ways of human movement - running and jumping, as well as throwing and throwing, since they are available for study and can be used for self-study of various directions: training, health, recreation, correction.

The training course as a whole consists of a lecture part, seminars and practical exercises. Practical lessons involve mastering the technique of performing track and field exercises; mastering the methodology of training and compiling complexes, athletics exercises are presented for the development of speed-strength qualities and endurance, the methodology for using health-improving running.

The textbook presents the classification of track and field exercises, explains the features of the technique and the methodology for teaching the implementation of their individual types. It shows methods for developing conditioning abilities, offers options for conducting recreational jogging classes. The authors pay special attention to the biomechanical foundations of the technique of running, jumping and throwing. For each sport, the rules for conducting and refereeing competitions are given. Useful for students will be the material on the possibilities of using athletics exercises in general education programs, taking into account the requirements of the Federal State Educational Standard both within the subject "Physical Education", and in the organization of extracurricular sports and recreational activities in order to develop the personality of students, to form a culture of a healthy lifestyle .

The textbook was prepared by the staff of the Department of Theory and Methods of Athletics of the National State University physical education, sports and health them. P. F. Lesgaft (St. Petersburg) in accordance with the Federal State Educational Standard in the direction of training "Physical Education" (qualification "Bachelor").

In sports training, the term "method" should be understood as the method of using the main means of training and a set of techniques and rules for the activities of an athlete and coach.

In the process of sports training, two large groups of methods are used: general pedagogical, including verbal and visual methods, and practical, including methods of strictly regulated exercises, game and competitive.

All these methods are used in various combinations. Each method is not used in a standard way, but is constantly adapted to specific requirements due to the peculiarities of sports practice. When choosing methods, it is necessary to ensure that they strictly comply with the tasks set, general didactic principles, as well as special principles of sports training, age and gender characteristics of athletes, their qualifications and preparedness.

The verbal methods used in sports training include storytelling, explanation, conversation, analysis and discussion, etc. These forms are most often used in a laconic form, especially in the preparation of qualified athletes, which is facilitated by special terminology, a combination of verbal and visual methods. Efficiency training process largely depends on the skillful use of instructions and commands, comments, verbal assessments and explanations.

Visual methods used in sports practice are diverse and largely determine the effectiveness of the training process. First of all, they should include the methodologically correct demonstration of individual exercises and their elements, which is usually carried out by a coach or a qualified athlete. IN last years Auxiliary means of demonstration are widely used - educational films, videotape recordings, layouts of playgrounds and fields for demonstrating tactical schemes, electronic games. Orientation methods are also widely used. Here one should distinguish both the simplest landmarks that limit the direction of movement, the distance covered, etc., and more complex ones - light, sound and mechanical leading devices, including those with program control and feedback. These devices allow the athlete to obtain information about the tempo-rhythm, spatial and dynamic characteristics of movements, and sometimes provide not only information about the movements and their results, but also forced correction.

Methods of sports training based on the motor activity of an athlete can be divided into methods of strictly regulated exercise, competitive and game methods.

Methods of strictly regulated exercise. The main feature of these methods is the strict ordering of the actions of the performer of the exercise and a fairly clear regulation of the influencing factors.

In sports practice, a number of varieties of methods of strictly regulated exercise are distinguished. First of all, they include two main groups: methods, mainly aimed at mastering sports equipment, and methods, mainly aimed at developing motor qualities.

Among the methods aimed primarily at the development of sports equipment, it is necessary to single out the methods of learning exercises as a whole (integral-constructive) and in parts (dissected-constructive). Learning the movement as a whole is carried out when mastering relatively simple exercises, as well as complex movements, the division of which into parts is impossible. However, when mastering a holistic movement, the attention of those involved is consistently focused on the rational implementation of individual elements of a holistic motor act.

When learning more or less complex movements that can be divided into relatively independent parts, the development of sports equipment is carried out in parts. In the future, the integral implementation of motor actions will lead to the integration into a single whole of the previously mastered components of a complex exercise.

When applying these two methods of mastering movements, a large role is given to leading and imitation exercises.

Methods aimed primarily at improving motor qualities. The structure of practical training methods is determined by whether the exercise during a single use of this method is continuous or given at intervals for rest, performed in a uniform (standard) or variable (variable) mode.

In the process of sports training, exercises are used within the framework of two main groups of methods - continuous and interval. Continuous methods are characterized by a single continuous execution of training work. Interval methods provide for the performance of exercises with both regulated pauses and arbitrary rest pauses.

When using both methods, exercises can be performed both in a uniform (standard) and in a variable (variable) mode. Depending on the selection of exercises and the peculiarities of their use, training can be complex (integral) and selective (primary) in nature. With a complex impact, parallel improvement of various qualities is carried out, which determine the level of preparedness of an athlete, and with a selective one - the predominant development of individual qualities. With a uniform mode of using any of the methods, the intensity of work is constant, with a variable - varying. The intensity of work from exercise to exercise can increase (progressive variant) or change repeatedly (variable variant).

Continuous training methods used in conditions of uniform and variable work are mainly used to increase aerobic capacity, develop special endurance for work of medium and long duration.

The possibilities of continuous training methods in conditions of variable work are much more diverse. Depending on the duration of the parts of the exercises performed with greater or lesser intensity, the features of their combination, the intensity of work when performing individual parts, it is possible to achieve a predominant effect on the athlete's body in the direction of increasing speed capabilities, developing various components of endurance, improving particular abilities that determine the level sports achievements V various types sports.

In the case of a varying variant, parts of the exercise can be alternated, performed at different intensities or with different intensities and varying durations.

Interval training methods (including repeated and combined) are widely used in the practice of sports training. Performing a series of exercises of the same and different duration with constant and variable intensity and strictly regulated arbitrary pauses is typical for these methods. In one complex, progressive and descending variants can also be combined.

Exercises using interval methods can be performed in one (for example, 10x800 m - in running, 6x5 km in skiing, etc.) or several series of 6x (4x50m) in swimming, etc.

In the modes of continuous and interval work in sports training, a circular method is also used, aimed at selective or complex improvement of physical qualities.

The gaming method is most often embodied in the form of generally accepted outdoor and sports games, however, it cannot be implemented with any particular game. In principle, it can be used on the material of a wide variety of motor actions, provided that they can be organized in accordance with the requirements of the game method.

The game method is characterized, first of all, by the "plot" organization: the activities of the players are organized on the basis of a figurative or conditional "plot" (concept, game plan), which outlines a common line of behavior, but does not predetermine rigidly specific actions and ways to achieve the game goal (winning ). Within the framework of the "plot" and the rules of the game, various paths and goals are allowed, and the choice of a specific path and the implementation of the game plan occur in conditions of a gradual, more often random, change in the situation. From this it is clear that the game method allows you to program the actions of those involved only with a greater degree of probability. At the same time, it provides the widest opportunities for the creative solution of motor problems and, to this extent, contributes to the manifestation of independence, initiative, and resourcefulness.

One of the essential features of the game method is that it simulates active interpersonal and intergroup relationships, which are built both according to the type of cooperation (between players of the same team) and the type of rivalry (between opponents in pair and team games), when opposing interests collide, game conflicts arise and are resolved. This creates emotional intensity and contributes to the vivid identification of the moral qualities of the individual.

However, the dosage accuracy in the game method is always significantly less than in the methods of a strictly regulated exercise.

The gaming method, due to all its inherent features, is used in the process of sports training not only for primary education movements or selective influence on individual abilities, how much for the complex improvement of motor activity in complicated conditions. To the greatest extent, it allows you to improve such qualities and abilities as dexterity, resourcefulness, quick orientation, independence, and initiative. In the hands of a skilled teacher, it also serves as a very effective method of instilling collectivism, camaraderie, conscious discipline, and other moral qualities of the individual.

No less important is its role as a means of active recreation and switching those involved in a different type of motor activity in order to accelerate and increase the efficiency of adaptation and recovery processes, maintain the previously achieved level of preparedness.

The competitive method involves a specially organized competitive activity, which in this case acts as the best way to increase the effectiveness of the training process. The use of this method is associated with high requirements for the technical-tactical, physical and mental capabilities of an athlete, causes profound changes in the activity of the most important systems of the body and thereby stimulates adaptation processes, provides an integral improvement of various aspects of the athlete's preparedness.

When using the competitive method, the conditions for conducting competitions should be widely varied in order to bring them as close as possible to those requirements that are most conducive to solving the tasks set.

Competitions can be held in complicated or easier conditions compared to the official ones.

As examples of complicating the conditions of the competition, the following can be made:

Competitions in mid-mountain conditions, in hot climates, in bad weather conditions (strong headwind - in cycling, "heavy" skiing - in skiing, etc.);

Competitions in sports games on fields and grounds of smaller sizes, with a larger number of players in the opposing team;

Carrying out a series of bouts (in wrestling) or fights (in boxing) with relatively short pauses against several opponents;

Competitions in games and martial arts with "uncomfortable" opponents who use unusual technical and tactical schemes of wrestling.

Facilitation of competition conditions can be ensured by: planning competitions at shorter distances in cyclic types; a decrease in the duration of fights, fights - in martial arts; simplification of the competitive program - in complex coordination types; the use of lightweight projectiles - in throwing; decreasing the height of the net - in volleyball; masses of balls - introductory polo and football; the use of a "handicap", in which a weaker participant is given a certain advantage - he starts a little earlier (in cyclical events), gains an advantage in goals or balls (in sports games), etc.

According to the features of load regulation and other regulatory aspects, the competitive method occupies, as it were, an intermediate position between the game method and the methods of a strictly regulated exercise. The competition is rather strictly regulated by certain rules (official and unofficial), but this regulation affects only some aspects and conditions of the competition (the subject of the competition, the order of performance, equipment conditions, etc.). The same applies to the specific nature of the activity and is determined to a decisive extent by the logic of competitive struggle.

It must be remembered that it is necessary to spend a certain amount of time and repetitions on the study of one or another element, in no case should one spend too much time on any element, which can lead to new errors. For example, paying special attention to the repulsion and adduction of the hips in race walking can form a flight phase, which is prohibited.

In the learning process, there are both positive and negative transfers in the technique of movements, i.e. some movements can help in mastering the technique, while others will slow down or even block the study of a particular element. Exercises similar in structure will help in the study of technique, i.e. they carry positive transfer, such as hurdling and long jump. If the structure of movements is not similar, for example, long jumps and high jumps, they will interfere with the development of the technique of movements, will suppress the formation of a motor skill, i.e. they carry a negative transfer. In the process of training, it is necessary to select means in such a way as to completely eliminate the negative transfer and use the positive transfer of exercises as efficiently as possible.

In athletics, there are many types with a simple (running) and complex (pole) technique for performing a competitive exercise. There is a certain sequence in teaching the technique of athletics.

In running events, the following training sequence is observed:

1) running for medium and long distances;

2) sprint run;

3) relay race;

4) hurdling;

5) running 3000 m with obstacles.

The first training in running for medium and long distances speaks for itself, here the amplitude of movements, the degree of effort, the coordination and mental complexity of the technique are relatively low, and the structure of movements is not complicated.

In sprinting, there is a maximum implementation of all parameters - amplitude, effort, etc., which must be performed in a short time. Coordination and mental complexity of movements in sprinting increase.

Having studied the technique of sprinting, they begin to study the technique of relay running, where the complexity of the technique lies in passing the baton over a short distance at high running speed. The combination of the running speeds of the transmitting and receiving increases the coordination and mental complexity of this species.

After studying the technique of smooth running, they begin to study hurdling. According to its structure, hurdling is classified as mixed, i.e. there are both a cyclic structure (running) and an acyclic structure (overcoming a barrier). High speed running with overcoming obstacles makes the technique of hurdle running rather complicated, both the coordination and mental complexity of the exercise increase.

The 3000m hurdles run is similar in structure to hurdling, but mental tension increases (heavy hurdles, a pit with water) plus prolonged activity that forces you to perform movements against the background of developing fatigue put this type in first place in terms of the complexity of training and performing competitive exercises.

There are four types in athletics jumps, but there are several varieties in high and long jumps, so we give a sequence of training, including these jumping methods:

1) height - "stepping over";

2) length - "bending legs";

3) length - "bending";

4) length - "scissors";

5) height - "cross over";

6) height - "fosbury flop";

7) length - triple jump;

8) pole vault.

Since jumps have almost the same requirements for the implementation of motor qualities, the sequence of training will be influenced by the technical complexity and mental tension of the type.

Throwing in its structure is an acyclic exercise, but they will differ in technical complexity and mental tension of the type.

The learning sequence is as follows:

1) throwing a small ball;

2) throwing a grenade;

3) javelin throwing;

4) shot put from a jump;

5) discus throwing;

6) shot put from a turn;

7) hammer throw.

Naturally, the sequence of training in the types of athletics depends not only on the technique of the sport, its mental tension, but also on the individual's ability to learn, his anthropometric data, level physical fitness

Athletics as a means physical education contributes to a comprehensive physical development and improve student health. Track and field exercises, along with gymnastic exercises, are leading in physical education.

Introduction

The aim of the work is the system of training athletes. The relevance of the chosen topic lies in the fact that the training of an athlete is a multifaceted and complex pedagogical process, consisting of three interrelated components: education, training and education, the purpose of which is to ensure the development and improvement of knowledge, skills, motor skills and qualities necessary for mastering the technique of athletics exercises and the achievement of the results provided for by the plan and program.

The preparatory period has the following tasks: increasing the overall physical fitness; development of motor qualities for the chosen sport; mastery of technology; mastering the elements of tactics; education of moral and volitional qualities; increasing the level of theoretical preparedness.

Based on the goal, the tasks of the course work are formed:

1. Means and methods of training in athletics;

2. Basic principles of athlete training;

3. Types of training for an athlete;

4. Tasks of the preparatory period;

5. Methods of pre-competitive preparation for runners;

6. Methods of running for medium, long and short distances;

7. Organization of trainings;

8. Planning training sessions before the competition.

The sources of information for solving the above problems are collections of scientific papers, monographs, periodicals.

Means and methods of training in athletics

In the process of many years of training, an athlete, like any other athlete, undergoes technical, physical, tactical, theoretical and moral-volitional training.

At the first stage of preparation, the main attention is paid to teaching the technique of athletics exercises. On the second - along with training (approximately equally) great place is given to training, the development of physical (motor) qualities: strength, speed, endurance, flexibility, dexterity. At the third stage, the main task is the development of motor qualities.

The main means of teaching and training an athlete are various physical exercises, auxiliary ones are a word and a show. Five types of exercises are widely used in practice. Basic exercises are exercises that are subject to study or in which this or that athlete specializes. Summing up - contributing to a more effective mastery of the technique of basic exercises. General developmental - through which the harmonious development of all organs and systems of the athlete is achieved. Special - exercises aimed primarily at the development and improvement of motor qualities and skills (techniques) specific to a particular type of athletics. And, finally, auxiliary - not having, it would seem, a direct relationship to the main athletics exercises, but playing important role They contribute to versatile physical training, more rational rest, primarily of the nervous system, more effective relaxation, etc. These include various sports: gymnastics, skiing, swimming, sports games, as well as those types of athletics in which this the athlete is not specialized.

The use of the same means can be carried out in different ways. Depending on this, they talk about one or another method of training or training method.

In the process of preparing an athlete, all the main methods are practically used, but the nature of their application is sequence, volume, intensity, etc. -- varies depending on the stage, whether the focus is on learning or training.

Since the preparation of an athlete begins with training, the method of explaining the technique of exercises is used first. The explanation should be short, descriptive and touch on the essence of the exercise being studied.

The explanation is accompanied by a demonstration of the exercise by a teacher (trainer) or one of the most prepared students, a demonstration of visual aids - photographs, films, drawings. It is useful to use film loops and short films. Moreover, a special effect is achieved in cases where film materials are shown in slow motion, with the tape delaying in the right places, with the return and re-showing of individual frames that capture the most important and difficult to digest elements of movements.

Determining what means and methods of preparation should be used in a school lesson or sectional classes with children of different ages, the teacher must proceed primarily from the age characteristics of his students. For primary school students, the display method is more suitable - visibility. That is why the physical education teacher is required to be able to exemplarily demonstrate the technique of certain types of athletics, general developmental and special exercises. For high school students, the method of explanation is of great importance. The younger and less technically trained the students, the shorter, simpler, more figurative the explanation should be and the more frequent and clear the demonstration.

When teaching the technique of athletics exercises (and in the future when it is improved), holistic and dissected methods are used.

The holistic method is to perform the entire exercise or its main part. Such exercises as smooth running, long jumps and high jumps with a running start, especially in the simplest ways, are studied, as a rule, as a whole. It is simply impossible to study them in parts (by a dismembered method). “Running” hand movements while standing still are not running, just like a run without repulsion is not a jump. The technique of throwing a small ball, grenades, spears and shot put is also studied in a holistic way. However, first the main part of the listed exercises is performed - throwing or pushing the projectile from its place.

Technically complex athletics, such as the hammer throw and pole vault, are taught from the very beginning in a dismembered way. It is possible to try to spin and release the hammer, but it is technically impossible for a beginner to do this correctly. The same applies to teaching the technique of pole vault, hurdling. Training in parts is widely used in other types of athletics, but in the subsequent stages of training.

In the training of an athlete, a uniform method is widely used, which is characterized by performing exercises with relatively the same intensity throughout the entire lesson (lesson) and is usually used in teaching and training in cyclic athletics - walking and running.

The variable method is characterized by alternating effort intensity. In some cases, the exercises are performed easily, without significant stress, in others - with increased speed, with great physical effort. At the same time, there is no clear, strictly established order in the alternation of efforts.

Methods in which a certain order of alternation of effort and rest is planned in advance are called interval and repeated. They are close to each other, but, as a rule, at the second and third stages of training, especially with the repeated method, the rest intervals are long, ensuring the restoration of strength of those involved to a level close to the initial one.

The control and competitive methods serve to check the results achieved as a result of training, to show the maximum possible achievements in the conditions of sports struggle with rivals.

In addition to methods of teaching and training, there are methods for organizing the work of students. At physical education lessons, a teacher, dealing with a large number of children, uses mainly frontal (all at the same time), group (successively, in groups) and in-line (one after another) teaching methods. This increases the density of the lesson, and hence its intensity. These methods play a particularly important role in the early stages of learning. In the future, an individual method can also be used, which acquires special significance at the stage of sports improvement.

The choice of one method or another depends on the nature and content of the lesson. Naturally, when performing lead-up exercises in the introductory lesson, the main method will be the frontal method, in the lessons dedicated to improving in certain types of athletics, the group and individual method, and in the control lesson, the competitive method.

Basic concepts

Movement training is a purposeful pedagogical process of forming the necessary knowledge, motor skills and abilities.

Technique exercise- a way to solve a specific motor task, which is characterized by efficiency, rationality and takes into account the real conditions for performing movements.

Motor skill is the degree of possession of a motor action, which is characterized by conscious control of movement, instability to the action of confounding factors and instability of the results.

A motor skill is an optimal degree of mastering the technique of action, characterized by automated (i.e., with minimal control from the mind) control of movements, high strength and reliability of execution.

When mastering the technique of any motor action, the ability to perform it first arises. Then, as the action improves, the motor skill gradually turns into a skill. In the future, the ability to use the acquired skill in various conditions is developed.

Athletics is one of the main and most popular sports, which combines exercises in walking, running, jumping and throwing, as well as in all-around.

Methods of training in athletics

Reaching high sports results in athletics is largely due to the rational technical training of athletes. In the process of learning the technique of track and field exercises, its level changes from the elementary technique of a beginner to the perfect technique of a master of sports.

In the process of teaching the technique of athletics, it is necessary to solve several problems.

General pedagogical tasks aimed at the formation of moral consciousness and behavior, strong-willed qualities, diligence, self-education, aesthetic and emotional development of the individual.

Wellness tasks aimed at improving health, preventing injuries, promoting proper physical development.

Applied tasks are aimed at the formation of the necessary ideas, knowledge, motor skills and abilities.

Specific educational objectives are aimed at the formation of knowledge, skills and abilities to control relatively simple movements necessary to master the basics of the technique of the track and field event being studied, to acquire the skills of teaching track and field athletics by university students.

Given the structural complexity of the technique of athletics, the leading methods for mastering them are learning exercises in parts with their consistent reduction into a whole.

With the growth of the physical and motor abilities of those involved, the method of a holistic exercise can be used to improve individual elements, create the necessary rhythm.

For younger schoolchildren, with a relatively small understanding of their feelings, the visual method is suitable. The application of this method requires the teacher to be able to exemplify the details of the technique and lead-up exercises. In extreme cases, you can show a training film or video. For high school students and students, due to the ability to concentrate their attention for a long time, the explanation method is preferable. All the teaching methods under consideration are closely related to each other, but at certain stages one of them becomes predominant.

To facilitate learning, a difficult exercise, i.e. a holistic action, divided into phases, highlighting the main phase in the chain of movements, to which all the others are subordinate. The main phase in walking, running and jumping is the repulsion phase, in throwing - the final effort and release of the projectile. With the training of these basic movements, the mastery of the technique of track and field athletics usually begins. After that, one should proceed to the study of the auxiliary phases and details of the technique, gradually complicating the exercise itself and the condition of execution.

When teaching each exercise in various types of athletics, the attention of those involved should be paid to certain aspects of the movement in a certain sequence. Get the right one first starting position, to establish which parts of the body are involved in the performance of movements, to clarify the direction of movements. After that, it is necessary to achieve consistency in movements along the optimal amplitude at low speed. Then you can gradually increase the speed of movements and perform them with increasing strength. Such a consistent mastery of the main aspects of the movement allows you to specifically set particular tasks and use a variety of methodological techniques when teaching the technique of track and field exercises.

In athletics classes, the teacher organizes the performance of exercises by the frontal method (all at the same time), group (successively, in groups), individual (alternately, one after another). For the purpose of initial training, a frontal method should be used, less often a group one. The individual method is applied at the stage of improvement.

Typical scheme of teaching methodology. When teaching the technique of athletics exercises, you can use the general pedagogical provisions in a typical scheme:

1 Task: to create a correct idea of ​​the rational technique of this athletics exercise.

Means: 1. A story about the technique of the exercise, with an explanation of the main patterns and conditions for its implementation. 2. Demonstration of technique (showing or illustrating technique with the help of visual aids) in accordance with the rules of the competition. 3. Testing elements or exercises in general in light conditions.

2 Task: to teach the technique of the main link of the exercise, its phases and the technique of the exercise as a whole, taking into account the individual characteristics of those involved.

Means: 1. Performing special-leading exercises to master the basic elements of the technique of the studied type. 2. Performance of special preparatory exercises for the development of physical qualities in relation to a specific type of athletics. 3. Familiarization with the peculiarities of the exercise by each student in order to determine the main shortcomings and ways to eliminate them.

3 Task: improving the technique of the chosen type of athletics.

Means: 1. Performing the studied exercise in accordance with the rules of the competition. 2. Performing special-leading exercises for the development of physical qualities and technique of movements. 3. Performing the main exercise in difficult conditions.

Mastering athletics exercises should begin with the most accessible types, such as walking and running., which contribute to the development of the physical qualities of an athlete and the necessary skills, on the basis of which it is possible to study more complex types of athletics. It is advisable to start learning with mastery correct technique running step in running for medium and long distances. Then you should move on to studying sprinting, taking into account the peculiarities of running from the start, on a turn, at the finish line, etc. Further, you can study the technique of relay running, running with barriers, obstacles.

Learning the technique of track and field jumps can begin with a high jump, which makes it possible to better master the push in combination with the speed of the run. Then they begin to study the long jump from a running start with active repulsion. More technically difficult types of jumps - a triple running jump and a pole vault require more high level special training for those involved. These types are taught when the long and high jumps are completed.

When teaching the throwing technique, it is necessary to master the throw (push) of the projectile, performed with acceleration from the start of the run to the final phase of the final effort, i.e. with a certain rhythm of movement. Teaching throwing techniques should begin with throwing exercises of a general nature using projectiles of various weights. After that, you can move on to mastering the technique of shot put, throwing a ball, grenade, spear, hammer, disc.

At the initial stage of training, the tasks of mastering the basics of rational sports equipment are solved. At the same time, students develop a general idea about. technique of the studied type, the ability to perform a motor action in an elementary form is formed. At the stage of improvement, sports equipment is brought to a relatively high level. At the same time, a motor action is mastered in detail according to its spatial; temporal and dynamic characteristics. Those involved learn to deeply understand and analyze the patterns of sports equipment.

It should be noted that motor skills and abilities are not always formed in parallel with the development of physical qualities. Therefore, sports equipment should be considered in close relationship with the level of development of the physical qualities of those involved. In the lessons on teaching the technique of athletics, the teacher uses three main methods: explanation, demonstration and direct assistance. In addition, the verbal method, the methods of visualization of exercises, the use of technical teaching aids, urgent information about the parameters of movements, ideomotor and competitive methods are used.

verbal method helps to comprehend the movement, to create an idea about it, about its character, directions, efforts. With the help of the word, all the means, methods and techniques of teaching are combined. The teacher should avoid wordy long explanations, use short and clear formulations, focusing on what needs to be done when solving a given problem, without looking too far ahead. As you master the sports technique, the explanations become deeper and more detailed.

Visualization method in teaching technique, it involves an exemplary demonstration, which allows those involved to form a complete picture of the exercise. The demonstration is usually carried out by a teacher or one of the students, who is well versed in the technique of the type being studied. The demonstration of films, posters, educational films, drawings and photographs is also recommended. When demonstrating the technique of an exercise, the teacher must pay attention to the semantic side of the action, ensuring that the demonstrated exercise is presented as a solution to a specific motor task.

Trainees master sports techniques in different ways, but primarily using complementary methods for performing the exercise as a whole (the method of a holistic exercise) and in parts (the method of a divided exercise). It should be noted that the method of dissected exercise is mainly used to improve and consolidate individual parts and elements of the whole. Moreover, separately learned movements are easily combined with a holistic action only when they correspond to its structure.

To increase the effectiveness of the learning process, you can use techniques that facilitate the conditions for performing the studied movements (reducing running distances, reducing the height of obstacles, reducing the weight of projectiles). However, it should be borne in mind that the use of facilitated conditions should be temporary, since otherwise students may not quite correct movement skills are consolidated.

When solving various problems of teaching the technique of athletics exercises, various simulation exercises, external landmarks of the direction and amplitude of movements, temporary shutdown of one of the analyzers in order to stimulate the work of others, switching the attention of those involved and other techniques are widely used. A more rapid mastery of the perfect technique of running, jumping and throwing is facilitated by special lead-up exercises, which are similar in structure to the basic athletics exercises.

The most important condition for the successful mastering of the technique is the ability of those involved to see their mistakes, analyze and find the reasons for their occurrence. The student himself should be able to assess the correctness of the exercise, this increases his activity in the learning process. But still, the main thing is the pedagogical skill of the teacher, his ability to organize training, apply the most effective means and methods, as early as possible to detect errors and identify the causes of their occurrence.

To effectively correct errors, it is very important to correctly identify the cause of their occurrence. Such reasons may be: a) increased excitability of those involved; b) a state of fatigue; c) poor mobility in the joints; d) insufficient development of motor qualities; e) a vague idea of ​​the exercise being performed; f) incorrect execution of previous actions; g) conscious intervention "in the details of movements that are usually performed automatically, etc. If there are several mistakes made at the same time, it is necessary to establish the main one, with the correction of which the rest can be eliminated.

Learning as a pedagogical process. Methodical principles of teaching.

A typical scheme for teaching the types of athletics.

Means and methods of teaching the technique of athletics. Ways and methods of teaching.

Teaching methodology certain types athletics.

The sequence of studying track and field athletics.

Analysis, errors and assessments of the execution of movement techniques.

Safety in the learning process and injury prevention.

Literature: 1. Textbook "Athletics"

2. Textbook "TiMFV"

3. Popov V.B. "555 special exercises in the preparation of athletes."

1. Learning as a pedagogical process. Methodical principles of teaching.

Education - a specially organized pedagogical process aimed at the formation and improvement of the necessary knowledge, skills and abilities and their mastery.

Education it is a two-way process: teacher and student.

The essence of the learning process- interaction between the teacher and the student in order to transfer knowledge, skills and abilities by the teacher and their acquisition by the student with subsequent improvement.

Methodological principles of teaching:

Consciousness and activity;

systematic;

gradualism;

Availability;

visibility;

Individualization.

1. Typical training scheme.

Learning process has 3 stages: 1) familiarization with the new movement;

2) formation of motor skills; 3) formation and improvement of motor skills.

Positive and Negative Skill Transfer in Learning .

In the learning process, there are both positive and negative transfers in the technique of movements, i.e. some movements can help in mastering the technique, while others will slow down or even block the study of one or another element.

Exercises similar in structure will help in learning technique, i.e. they carry a positive transfer, such as hurdling and long jumps. If the structure of movements is not similar, for example, long jumps and high jumps, they will interfere with the development of the technique of movements, will suppress the formation of a motor skill, i.e. they carry a negative transfer. In the process of training, it is necessary to select means in such a way as to completely eliminate the negative transfer and use the positive transfer of exercises as efficiently as possible.

Typical training scheme :

Istage. Formulation of the problem. To create an idea of ​​​​the modern technique of the type of athletics. Means: Telling, explaining, showing, doing trial runs, running.

IIstage. The main task: to teach the basics of technology, the details of technology. Means: leading exercises, basic exercises, O.R.U.

IIIstage. Task: improvement of the species as a whole or its parts. Means: the same as in stage 2; performing exercises in complicated conditions and in a competitive environment.

Means and methods of teaching the technique of athletics. Ways and methods of teaching.

Means - the main content of the action.

Method - how to perform this action.

Method - it is developed taking into account pedagogical patterns

a system of actions of a teacher (teacher, lecturer, trainer), the purposeful application of which allows organizing in a certain way the theoretical and practical activities of a student, ensuring the development of motor actions aimed at developing physical qualities and forming personality traits.

In the activities of a teacher of physical culture, a sports coach, a teacher-organizer for physical culture and recreational work, in addition to the concept of "method", the term "methodical device" is also used.

Under methodical method understand the ways of implementing a particular method in a particular pedagogical situation.

Methodical reception - this is a method of influence that is feasible only in some specific conditions when solving only particular problems. For example, showing the exercise, standing in profile to the students.

Therefore, if a set of methods (for example, explanation, demonstration and practical learning) can solve the task (suppose to teach a jump), then the systems of methodological techniques act as specific methods for implementing methods in accordance with specific learning conditions (for example, when showing a jump, you will have to use or showing in profile, or full face, but most likely both methodological techniques). Each method can have a variety of methodological techniques. There are so many of them that they are not amenable to strict enumeration. Some of them die off, change, new ones appear in the teacher's work. Often the difference in the level of teaching is explained precisely by the different volume of methodological techniques that teachers use.

Basic training and training tools : physical exercise, natural forces of nature, hygiene factors.

Physical exercise are divided into groups:

BASIC (for a runner - running, for a jumper - jumping, for a thrower - throwing);

O.R.U. (with objects, without objects, on shells, with shells, from other sports);

SPECIAL EXERCISES:

simulation

For types (running, jumping, throwing)

For the development of physical qualities

On simulators and special devices

Ideomotor exercises (mental).

hygiene factors: food, sleep, daily routine, etc., and natural forces of nature: sun, air, water are important means of improving the state of the central nervous system, promoting health and hardening. They increase the vital activity of those involved, allow them to train more and more efficiently, achieve high sports success, and quickly restore their strength after class.

Teaching methods:

Exercise method:

Strictly regulated exercise

Partially regulated exercise

Holistic exercise method

Dissected exercise method

2. Word method:

Story

Description

Explanation

Exercise

indication

Team

Count

3. visual method:

Direct demonstration by the teacher or student;

Demonstration of posters, photographs, cinematographs, chalk drawings on a blackboard, films, video films, subject aids (articulated models), subject and symbolic landmarks (balls on pendants, flags, targets, boards with markings, etc.);

Sound and light demonstration (alarm).

4. game method

5. Competitive method

6. Direct Assistance Method: this is practically, correcting errors from the outside (extraneous intervention of a teacher, trainer, partner and various devices). The teacher can correct the student's posture, in the course of his movement he can help to complete the exercise. Touching certain muscle groups with your hand allows you to enhance kinestatic sensations, to focus on this muscle group.

To study more complex technical elements, various projectiles, simulators and devices are used. For example, movements in flight (long jumps) can be taught with the help of the crossbar (in the hang), bars (in emphasis on the hands), lounges, flybridge, increasing the flight time, etc.

Methods and techniques of training :

Performing all groups of exercises in light conditions;

Slow execution of the movement;

Use of external landmarks;

Exclusion of one or more parsers;

Performing exercises in difficult conditions.