Organization of sports work at school. Organization of sports training. Finance is no less important
Sports mass work at school.
Despite the importance of the lesson, as the basis of the process physical education at school, a leading role in the introduction to daily activities exercise students, of course, belongs to extra-curricular physical culture and health and sports activities. It is the future, because even an individually differentiated approach will not give such a positive result, which is achieved by a properly planned sports - mass work. The main goal is to introduce physical education and sports in the daily life and life of a schoolchild.
The system of actions aimed at the development of personal resources, the formation of positive stress-resistant forms of behavior, attitudes towards a healthy lifestyle among schoolchildren is understood.
Under sports mass workrefers to the involvement of schoolchildren in organized sports employment and participation in mass sports events of various levels.
The main thing is that physical culture and recreation activities, as a rule, should cover all students of each school.
The tasks of the organization of sports and recreation
- comprehensive careon the safety of life and health, physical and mental development of children and adolescents;
- propaganda and approvala healthy lifestyle among children and adolescents, their parents, school teachers;
- organization informative, educational and entertainingleisure of children and teenagers;
- creating conditionsfor the socialization of the personality of a teenager at an early stage of his formation;
- monitoringhealth of children and adolescents and evaluation of the effectiveness of ongoing activities.
Types of organization of sports and recreation
and mass sports work at school:
-monitoring of the state of physical development of the modern generation of children, which is alarming and requires active action by all structures of the legislative and executive authorities;
Promoting a healthy lifestyle through lesson, extra-curricular, leisure, educational and educational activities, organizing sports and recreational and sports activities at school;
Participation in the development and implementation of preventive and educational programs, the Health program, school development;
Expansion of opportunities for the sphere of leisure of students through the preservation and development of a network of sports and recreational sections on the basis of the school, extracurricular and extracurricular activities;
Education of future parents and psychological and pedagogical education of adults in the field of family leisure through participation in sports events;
Formation of a positive parental opinion on the issues of raising children by means of sports;
- formation of the habit of sports leisure and attention to one's health as a family value;
Creation of a school press center and the publication of the newspaper "Healthy - everything is great" to promote sports leisure.
The main role in the organization of sports and recreational activities in the mode of the school and extracurricular days, for the organization of extracurricular and sports activities rightfully belongs to the school council of physical culture. Who has been working in our school for many years. The Council of Physical Culture (KFC) is created by order for the school. Members (SFS) are students in grades 1-11. According to its structure, the team is headed by a council of 7 to 10 people, the work of which is supervised by the chairman. The most active students of the school, who manifest themselves as skillful organizers, are elected to the council.
Under the council (FC), commissions are created: for mass physical culture, for holding sports events, for preparing a sports asset, for propaganda and agitation, economic, for rewarding. Thus, the commission for physical culture and mass work helps the school administration, class teachers and physical education teachers in organizing sports and recreational activities during the school day.
Sports Events Commission- organizes, together with physical education teachers, intra-school competitions, helps organize the work of sports sections, participates in the recruitment of national teams for participation in city, republican competitions, draws up school records, keeps records of students who have fulfilled the standards sports classification.
Commission for the preparation of physical culture asset- helps the teacher of physical culture to prepare public judges for sports, instructors, physical organizers for organizing and conducting sports and recreational and sports events at the school.
Does a lot of workpropaganda commission. She organizes her work through wall printing, a video series with photographs, sports festivals, demonstration performances of athletes, creates a corner of the school's sports glory, places photos of the best athletes, organizes reviews - competitions for the best sports class.
Economic Commission- promotes and actively helps the school administration in the improvement of the educational and sports base, ensures the safety of sports equipment and equipment.
Award committee- encourages not only the best athletes, but also the sports asset of the school. According to the results of the sports year, badges and certificates are awarded to the best athletes.
Extra-curricular sports-mass work at school cannot become full-fledged if it is not accompanied by a system for organizing sports sections.
Sport sections- created for students who want to regularly engage in a particular sport. When creating a sports section, first of all, the conditions are taken into account to ensure their successful work - the availability of a sports base, the specialization of those persons who can conduct classes. In each sports section, students are divided into age groups: junior, middle, senior. Classes in sections are held 2-3 times a week. Before enrolling in the section, students must undergo a medical examination at the school doctor or polyclinic at the place of residence.
Along with sports sections, the school createsgroups for general physical training (GPP).Their task is to increase the general physical fitness of students by using various means of physical culture and sports in their classes, which form the basis of the curriculum in physical culture. Students who are somewhat lagging behind in their physical development or need additional classes as insufficiently prepared to fulfill the requirements of the curriculum are involved in classes in such groups.
Extra-curricular sports and mass work at school cannot become full-fledged if it is not accompanied bysystem of school sports competitions– Spartakiad . They are loved by students, Spartakiads encourage students to systematic, regular sports. Spartakiads are an effective form of promotion of physical culture and sports among students.
Inside school competitions (Spartakiads) are held on different types sports throughout the academic year, depending on climatic conditions and the passage of the educational material of the program in physical education. Intra-school competitions (Spartakiads) are not only an integral part of extra-curricular sports and mass work, but also enrich students with a high interest in the need for systematic physical education and sports after school hours. The main thing is that properly organized competitions within the framework of the Spartakiad contribute to strengthening the health of students, their physical development and physical fitness.
The organizers of school competitions must remember that the participation in sports competitions of any student must be preceded by sports training. Only in this case the competition will be useful for the student.
Conclusion: The raised questions of the organization of out-of-class physical culture and health-improving and mass sports work at school testify to the versatility of the forms and methods of this work.
Of course, this work requires a lot of work of the teaching staff of the school, especially teachers of physical education.
Therefore, the main direction in the conduct of any physical culture, sports and other events should be a lively, interested participation, especially of the schoolchildren themselves. This work on the organization of sports and recreational activities should not be spontaneous, uncontrolled. It should be systematically directed by the administration, teachers of physical education, the entire teaching staff of the school should be involved in this work, however, this work should become more fruitful if it is closely connected and supported by out-of-school forms of physical education of the students themselves.
Rights to educational activities arise as a license is obtained.
A sports school can be reorganized into a sports school by the decision of the founder and in agreement with the government bodies of the FKiS. The status of SDUSHOR is assigned on the condition of direct training in the sports school of student-athletes who have the sports title "Master of Sports" or who took 1-6th place in the championships, championships of Russia, Europe, the World, the Olympic Games.
Financing and material resources of the sports school are its property.
Main goals: the sports school is designed to promote self-improvement, knowledge and creativity, the formation of a healthy lifestyle, professional self-determination, the development of physical, intellectual and moral abilities, and the achievement of high results.
At the stage of initial training, the following tasks are set: the development of mass sports, the involvement of the maximum possible number of children and adolescents in systematic sports, the education of physical, moral, ethical and volitional qualities.
At the training stage of preparation, the following tasks are set: improving health, increasing the level of physical fitness, improving sports results, preventing bad habits and offenses.
At the stages of sports improvement and high speed sports, the following tasks are set: attracting the optimal number of promising athletes to the sport of the highest achievements so that they can achieve high results, allowing them to join the Russian teams.
Stages of long-term preparation:
Sports and recreation - DYKFP (DYUSSH) covers 10-12% of children aged 6-16
Initial training - DYUSSH (DYUSFP, SDYUSHOR)
Educational and training - DYUSSH, SDYUSHOR (DYUKFP)
Sports improvement - SDUSHOR, ShVSM (DYUSSH) 0.2% 16-25 years
Highest sportsmanship - SDUSHOR, SHVSM
Performance evaluation criteria:
Sports and recreation: the stability of the composition of those involved, the attendance of training sessions. The dynamics of the growth of individual indicators of the development of the physical qualities of those involved.
Initial training: stability of the composition of those involved. The dynamics of the growth of individual indicators of the development of the physical qualities of those involved. The level of mastering the basics of sports techniques, hygiene and self-control skills.
Educational and training: the state of health, the level of physical development of those involved. The dynamics of the level of preparedness in accordance with the individual characteristics of those involved. Mastering the volumes of training loads, mastering the theoretical section of the program.
Sports improvement: the level of physical development and functional state of those involved. Athlete's fulfillment of volumes of training and competitive loads. Dynamics of sports and technical indicators. Results of performances in all-Russian competitions.
Highest sportsmanship: stability of performance results in all-Russian and international competitions. The number of athletes trained in the national teams of Russia.
Organization of the educational and training process: the sports school organizes work with students during the calendar year. The main forms of the educational and training process are: group training and theoretical classes, work according to individual plans, medical and rehabilitation activities, testing and medical control, participation in competitions, instructor and referee practice.
Conditions for enrolling in a sports school:
At the initial stage of preparation persons who wish to play sports and do not have medical contraindications at the minimum age established for the sport are accepted.
At the training stage of preparation only practically healthy athletes who have completed at least one year of the necessary training are enrolled on a competitive basis, provided that they fulfill the requirements for physical fitness and special training.
Physical culture and health,
sports and mass work at school
The saving force in our world is sport - the flag of optimism still flies over it, here they follow the rules and respect the enemy, regardless of which side wins. D. Galsworthy
The main form of physical education at school is still a lesson. But one should not underestimate the role of extra-curricular physical culture and health and sports activities. The main goal of this work is the introduction of physical culture and sports into the daily life and life of a schoolchild. Physical culture and recreation activities in the school should cover as many students as possible. To do this, it is necessary to plan all the work, taking into account the level of physical development of children. The load offered to children should correspond to health groups. Only feasible work can bring joy and satisfaction. And with the appearance of positive emotions when playing sports, an interest and a need to engage in this type of activity develop. When organizing physical culture and health improvement work at school, work is planned in the following areas: - mass physical culture - holding sports events, - preparing student sports assets, - promoting healthy lifestyles. The physical education teacher plans work in cooperation with the school administration and in accordance with the educational work plans of the school and class teachers. There is close interaction with out-of-school organizations involved in sports and health work . The organizational structure of this work makes it possible to involve a wide range of children and adolescents in regular sports activities. The school has a student commission for sports activities. Together with physical education teachers, she organizes intra-school competitions, helps organize the work of sports sections, draws up school records, keeps records of students who have fulfilled the standards of sports classification. The correct organization of work most fully ensures the mass character of physical culture and sports, almost all students are covered to some extent by extracurricular physical education and recreational activities. Extra-curricular sports-mass work at school cannot become full-fledged if it is not accompanied by a system for organizing sports sections. Sports sections are created for students who want to regularly engage in a particular sport. When creating a sports section, first of all, the conditions are taken into account to ensure their successful work - the availability of a sports base, the specialization of those persons who can conduct classes. In each sports section, students are divided into age groups: junior, middle, senior. Classes in sections are held 2-3 times a week. Before enrolling in the section, students must undergo a medical examination at the school doctor or polyclinic at the place of residence. Along with sports sections, groups for general physical training are being created at the school. Their task is to increase the general physical fitness of students by using various means of physical culture and sports in their classes, which form the basis of the curriculum in physical culture. Students who are somewhat lagging behind in their physical development or need additional classes as insufficiently prepared to fulfill the requirements of the curriculum are involved in classes in such groups. Work with students assigned to a special medical group for health reasons occupies one of the important places in the implementation of the tasks of physical education of schoolchildren and is carried out in individual work with students of II and III health groups. The task of preparing students for the implementation of educational standards occupies one of the central places in the educational activities in physical culture. The implementation of the task of passing control standards directly depends on the effectiveness of physical education lessons, on the extent to which students have mastered the practical and theoretical material of the curriculum, what level of mastery of skills, abilities, qualities and knowledge a physical education teacher could provide to his students. It must be remembered that preparation for the delivery of educational standards is carried out not only in physical education classes, but also in extracurricular and extracurricular activities. various types sports. Particular attention is required to students with insufficient development of motor qualities and skills. For this group of students, additional extracurricular classes are organized to prepare for the delivery of educational standards. The teacher of physical culture should, for this group of students, select and determine individual tasks of physical exercises, based on the individual, age characteristics of the development of the physical qualities of students. It is also necessary for a physical education teacher to establish direct contact with parents to monitor the physical condition of students, in agreement with the parents, to keep a diary of self-control of their physical condition. Providing schoolchildren with theoretical information on physical education is legitimate and necessary because without the theoretical knowledge of students it is impossible to solve the main tasks of physical education, which is the essence of the general educational subject "Physical culture" Theoretical information in the program of physical culture is formed in the following areas: sports; Rules of hygiene for physical exercises; Familiarization with a set of educational standards; Influence of lifestyle on health; Basic methods of self-study; Olympic Games; Safety rules during physical exercises. Theoretical information related to motor activity, the effect of physical exercises on the body, is recommended to be reported during the passage of practical material. Of particular note is such a form of work as the organization of a summer sports and recreation team in a school camp, which makes it possible to carry out educational and training work with students. Practice shows that one month of training in the camp is as effective as a six-month period of training in the stationary conditions of a sports school. The importance of the sports team of the school camp is great for carrying out educational work, instilling such qualities as hard work, honesty. collectivism, will. Extra-curricular mass sports work at school cannot become full-fledged if it is not accompanied by a system of school sports competitions. Students love them, competitions encourage students to systematic, regular sports. They are an effective form of promotion of physical culture and sports among students. Intra-school competitions are held in various sports throughout the school year. They are not only an integral part of extracurricular sports and mass work, but also enrich students with a high interest in the need for systematic physical education and sports after school hours. The joint action of physical education teachers and the life safety teacher is an excellent factor in strengthening the physical fitness of high school students. In the order of extracurricular work, the life safety teacher, together with the physical education teacher, organizes the preparation and passing of standards for shooting, grenade throwing. Their interactions are actively manifested in the organization of competitions within the school program: "" Zarnitsa "". The program of days of health and sports provides for: outdoor sports games, mass competitions "" Fun starts "", "" Dad, Mom - I'm a sports family! "" etc. For the preparation and holding of health days, the principal of the school involves the entire teaching staff of the school, headed by the organizer of extracurricular and out-of-school activities. It is necessary, within the framework of health days, to involve the parent committee of the school, ensuring the presence of parents at sports events according to the school plan. The creation of a group of research work among students at school allows them to be involved in regular hiking trips, which can not only improve their health, but also have a positive effect on the communication of children and adults, which will positively affect and find a worthy application of the acquired knowledge and skills in the future life of students , improving the level of educational and extracurricular physical culture and health work at school. Of course, this work requires a lot of work of the teaching staff of the school, especially teachers of physical education. Therefore, the main direction in the conduct of any physical culture, sports and other events should be a lively, interested participation, especially of the schoolchildren themselves. This work should not be spontaneous, uncontrolled. It needs to be directed systematically. This work should become more fruitful if it is closely connected and supported by out-of-school forms of physical education of the students themselves.
Systematization of methods and innovative approaches to the organization of the basketball section. An extended and in-depth look at working with novice athletes, the problems of adaptive and restorative psychology of an athlete, the basis for the formation of a team (team) taking into account the individual characteristics of each athlete. Formation of an effective training process with the maximum use of various sports equipment.
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"Organization of the work of the basketball section in educational institutions"
Introduction ………………………………………………………………………..…..…..3
1.1. Basketball in the system of physical education of schoolchildren………………….…6
1.2. A lesson is the main form of organizing basketball lessons…………………15
2.1. Planning the educational and training process of the basketball section at school…………………………………………………………………………………...28
2.2. Organization of classes in the school basketball section…………………………………………………………………………………………………………………………………………………………………………………………………………………………36
Conclusion ………………………………………………………………..………….51
List of used literature…………………………………..….………55
Introduction
In the system of physical education of schoolchildren, one of the directions is extracurricular work. It is based on the organization of the work of the school sports section. Sectional work in an educational institution in sports is an additional physical education and should be carried out on the basis of an appropriate educational program.
IN modern life more and more the use of physical exercises is aimed not at achieving high results, but at increasing their health-improving effect on the general population. To solve such a global problem, the most effective means are, first of all, sports games, including basketball.
Basketball is one of the most popular games in our country. It is characterized by a variety of movements; walking, running, stopping, turning, jumping, catching, throwing and dribbling in single combat with opponents. Such diverse movements contribute to the improvement of metabolism, the activity of all body systems, and form coordination.
Basketball is one of the sections of the school curriculum and is presented as a compulsory sport in the state educational standard. It is one of the leading sports in the organizationsectional work in a general education institution. Nevertheless, in the implementation of such work, it is necessary to focus on the unity of all forms of the system of physical education of schoolchildren: a lesson in physical culture, activities during the school day, sports competitions, sports holidays.
The relevance of our study is due to the fact that modern basketball is in a stage of rapid creative upsurge all over the world and is the most popular among the younger generation. But not every child can attend the sports section of basketball in the Youth Sports School, this is limited by strict medical clearance and sports selection, since the ultimate goal of the training process is the sport of the highest achievements.
The school section is available for all children who love exercises with basketball. A distinctive feature of the basketball section at the school is the systematic nature of classes and the great educational potential that can be realized in training sessions and school sports events. The teacher has the opportunity to determine the goals and objectives of the section, the volume and content of educational material for various types of training, since the ultimate goal of the basketball section at school is to contribute as much as possible to solving the problems of physical education, to involve schoolchildren in physical education and sports, to cultivate the habit of systematic classes exercise and promote a healthy lifestyle.
In this regard, the theme of the final qualifying work was formulated - "A lesson is the main form of organizing sectional basketball lessons at school"
Object of study -basketball in the system of physical education of schoolchildren.
Subject of study -organization of the educational and training process of the basketball section at school.
Purpose of the study -consider the features of the lesson - as the main form of organization of sectional basketball lessons.
Research objectives:
1. Determine the importance of basketball in the system of physical education of schoolchildren.
2. Study the lesson as the main form of organizing sectional basketball lessons.
3. Consider planning the basketball training process in the school section.
4. To identify the features of the organization of the educational and training process in basketball in the school section.
Research methods: theoretical analysis, synthesis and systematization of scientific and methodological literature and practical experience of teachers.
The work consists of an introduction, two chapters, a conclusion, a list of references, including 22 sources. The text of the work is presented on 54 pages.
Chapter I. Characteristics of basketball as a means of physical education of schoolchildren
1.1. Basketball in the system of physical education of schoolchildren
Physical education in general education institutions is an integral part of the educational and pedagogical process, rationally contributing to the education of healthy, physically developed, socially active individuals.
Very popular among students educational institutions enjoys basketball.
An American physical education teacher, a professor at Springfield College, in 1891 came up with a game that could be played indoors in a relatively small space. This game is called "basketball". Dr. James Naismith is world famous as its inventor.
Basketball - one of the most popular games in our country. It is characterized by a variety of movements; walking, running, stopping, turning, jumping, catching, throwing and dribbling in single combat with opponents. Such diverse movements help to improve metabolism, the activity of all body systems, and form coordination.
Basketball, as a means of physical education, has found wide application in various parts of the physical culture movement.
Basketball is an exciting athletic game that is an effective means of physical education. No wonder it is very popular among students. Basketball, as an important means of physical education and health improvement of children, is included in the general educational programs of secondary schools, schools with polytechnical and industrial training, children's sports schools.
Long-term education of children requires taking into account the peculiarities of their age development, and in this regard, a careful set of tools and methods of educational work. Currently, there are many manuals that cover modern basketball techniques in detail. They set out general issues of organizing pedagogical work, as well as specific practical materials that need to be learned at a certain age (T. Zeldovich, S. Keraminas).
One of the most important tasks of a comprehensive school is to educate children in the need for daily physical exercises. The solution of this problem requires perseverance, creativity, a lot of skills and knowledge from the teacher of physical culture, and above all, one must be able to build not only one's own activity, but also the activity of students in the lesson. And so that it has its appropriate continuation in the form of self-study at home for the purpose of physical self-improvement. And for this, first of all, you need to know the real capabilities of your pupils (B.N. Turkulov, 1993).
A variety of technical and tactical actions of playing basketball and the actual game activity have unique properties for the formation of vital skills and abilities of schoolchildren, the comprehensive development of their physical and mental qualities. The mastered motor actions of playing basketball and physical exercises associated with it are effective means of health promotion and recreation and can be used by a person throughout his life in independent forms of physical education (L.B. Kofman, 1998).
Basketball has not only health-improving and hygienic significance, but also propaganda and educational. Basketball helps to form perseverance, courage, determination, honesty, self-confidence, a sense of collectivism. But the effectiveness of education depends, first of all, on how purposefully the relationship between physical and moral education is carried out in the pedagogical process.
The correct organization of basketball lessons is necessary for physical development, gives positive emotions, allows you to develop good habits when playing sports: proper nutrition, observe hygiene requirements, take care of your health. But basketball training alone cannot ensure the comprehensive development of physical qualities: training process need to include elements from other sports such as Athletics, acrobatics, swimming, etc. When classes are properly organized and led by a qualified specialist, this gives a good result. However, special care should be taken in this case, since, for example, when performing exercises to develop strength with heavy objects in junior age groups you can get serious injuries that can adversely affect the development of the physical qualities of young players. If the classes are held without taking into account the physical capabilities of a young athlete and the load turns out to be great for him, it is possible that he will stop training. The constant control of the coach-teacher over the state of health of the young player will help to avoid negative consequences.
Basketball contributes to the development of a system of personal and social values in a young athlete, which is very important in the educational process. It is very important to instill in young players a sense of personal responsibility for the success of the team. For example, a defender must be able to keep one on one against an attacker. He is personally responsible for the result of his actions, which affects the result of the entire team.
When playing basketball, players must not only do what they want, but also follow certain rules: the rules of training and the rules of the game, as well as fulfill their personal duties in the team. Students must learn to work in harmony, all together. And the basketball team is the most the best place to develop these qualities. This is one of the most important educational aspects in team sports, in particular basketball.
Basketball lessons - lovely way learn to respect other people: partners, opponents, coaches, spectators, judges, etc. The daily situations that a basketball player finds himself in help him learn respect for his partners and rivals. Obviously, the game involves fighting with rivals for the sake of victory, which can only go to one team, but at the same time respect must be maintained for them as athletes and just as people. The coach should pay special attention to the behavior of his players towards opponents: they should not insult them, but, on the contrary, you need to help them get up when they fall, talk after the game, congratulate them if they win, etc. The coach must teach his players to understand that opponents are children like them, and also like to play basketball or mini-basketball, they also try to achieve success and that sports rivalry should be mutually friendly.
A coach-educator is always a role model, and he should never forget about it. Therefore, in no case should he insult, ridicule or humiliate his students, the opposing team or the judges. He must set an example of behavior with judges, teach respect for them. A coach working with young players has a huge responsibility for their education, and he must always remember this responsibility.
Life puts us in many competitive situations, and we must be ready for this. Everything mentioned above will help a young player learn to compete, while improving his physical and moral qualities, which are necessary both in sports and in everyday life. To be able to compete and win means to adequately perceive victories and defeats, success and failure, good and bad. Therefore, it is very important that a team of young players gain a variety of competitive experiences during the course of the season, including wins and losses, good and bad games, and that this experience helps to perceive victories with calmness and defeats with hope.
Understandably, players are happier when they win than when they lose. However, winning should not be the main goal. The coach must reward his players for their efforts, whether the team wins or loses. After the game, the coach should discuss with the players the negative and positive game situations that arose during the meeting, without focusing on its result, set new tasks and use his experience to help the athletes further improve them.
Basketball can be an excellent school in which young players learn to find a compromise solution, to remain persistent in the most difficult situations, to be personally responsible for the success of the team, to work smoothly, all together, to respect other people, to perceive victories and defeats as a path to self-improvement.
Basketball is a great educational tool that a coach should be able to use for the benefit of his students. Basketball also helps to educate young players with psychological qualities that are very useful not only in sports, but also in everyday life, the development of which is part of the overall development of a young athlete.
Children's and youth basketball creates numerous situations that contribute to the development of cognitive abilities. Basketball players (including mini-basketball players) must be able to focus on different goals. Sometimes there is only one goal in front of them, at other times there may be several goals at the same time - the main or secondary ones that need to be addressed within a short time. If it is necessary to solve several problems at the same time, players must learn to distinguish the main one among them. Few team sports provide such an opportunity.
At the same time, basketball helps to develop the ability to select and perceive the necessary information, i.e. one that correctly reflects a particular situation, and quickly make the right decisions. Such components of knowledge as the selection, storage of information, its use, as well as making the right decisions, can be improved. The coach can facilitate this by giving the player tasks appropriate to his ability and level of training.
In life, it is very important to be persistent, to make every effort to achieve the goal, and basketball contributes to the development of this quality. In everyday life, too, you can find yourself in a difficult situation in which it is difficult to maintain perseverance. In basketball, this important quality can be developed, but only if the coach, in working with young players, encourages their constant efforts to achieve results, especially when they have to overcome difficulties.
Perception control, ways to increase control and self-control. A person should feel that he controls everything that happens to him. Such control is the basis of our self-confidence and constitutes the most important aspect of psychological stability. The opposite is helplessness. A helpless person feels that he cannot influence what happens to him, and in the end he is convinced that nothing he does will affect the result. Helplessness affects many children and adolescents. They lose faith in their own strength and become weak-willed. The coach, when working with youth, should try to create such situations that the players can control what is happening, so that they gain self-confidence and become psychologically stable.
In basketball practice, negative situations can arise that can lead to feelings of helplessness. If the coach offers exercises that are accessible to the players, and the players understand what they have to do, then they have a sense of control over the situation. On the other hand, if eating obese exercises exceeds their capabilities, then they feel helpless. Unfortunately, this often happens if the players cannot understand and fulfill much of what is required of them. Coaches, especially those who work with young players, should help them feel in control of what is happening to them. To do this, they can use the following methods: plan and conduct sessions in such a way that the players can more easily control various situations; set realistic goals corresponding to the level of training and age of the players; offer exercises of a level of difficulty that the players are able to perform; It is easy to explain what and how to do, and demand high-quality performance of tasks.
For better control over what is happening, young athletes should play against opponents of their age and the same level of training. Even if the opponent is stronger or weaker, the coach must plan enough meetings in which his players would be able to compete and put the good game of his athletes over the result of the meeting.
It is very important for a basketball player to control his own impulsiveness and in general his actions in order to fully show his best. Basketball presents many situations in which players can learn to control themselves. Imagine, for example, an unfavorable decision of the referee, who fixed a player's mistake, which should not be repeated in the future, and his response; the reaction of the player to the wrong actions of the partner; the behavior of a player when he goes to the bench to be substituted.
Self-confidence is closely related to the feeling of being able to control what is happening. Coach confidence is the belief that his players have the ability to get things done. Self-confidence is the inner state of a person when overcoming difficulties in order to achieve a result. A player's confidence increases if he feels he can do whatever is required during a game or practice. For a basketball player, confidence is the key to progress, as it allows them to calmly respond to the stress of the game and expect to achieve the goal.
Self-consciousness determines a person's idea of himself, and self-esteem shows the degree of development of this idea. In both cases, this is a general assessment, not specifically associated with any particular activity, but associated with the ideas of each person about himself. In children and adolescents, self-awareness and self-esteem are not constant and often change depending on success or failure in activities that the child considers important for himself, such as basketball. Many of the ratings that young players give themselves are most often based on their personal experience.
The relationship between a coach and young athletes can have a decisive influence on instilling self-awareness and self-respect in them. Therefore, the coach can have a positive impact on the players by using the following strategy: precise and specific clarification of the goals; help in achieving them and encouragement of the right actions; tactful attitude to the players when analyzing their mistakes and explaining how to correct them.
Basketball provides ample opportunity to understand personal and social values and to improve the psychological capabilities of young players who, playing this sport, gain positive experience that is important for everyone. For children and adolescents, it can be one of the ways to gain life and sports experience. If in the process of training the positive experience prevails over the negative, then it is likely that the player will continue training. Positive experience is regularly acquired if young athletes experience pleasure from training, a sense of pride, feel support from the coach and partners, improve their skills, achieve their goals, and receive recognition from the coach and partners.
1.2. Lesson is the main form of organization of basketball lessons
The dominant position of the lesson of physical culture (as the main form of physical exercise) is determined by the fact that it contains opportunities for solving the strategic tasks of physical culture - the comprehensive, harmonious development of students, their directed and effective preparation for life (for work, military service, etc. .). In relation to all other forms of physical education of students, a physical education lesson has the following advantages:
1) is the most massive form of organization, systematic physical exercise for schoolchildren;
2) is carried out on the basis of a scientifically substantiated program of physical education, designed for a long period of study;
3) is carried out under the guidance of teachers in physical culture and sports, taking into account the age-sex and individual characteristics of schoolchildren;
4) contributes to the directed development and physical training of students, optimization of their physical condition.
Lesson requirements.The lesson of physical culture has features due to the age capabilities of students of different classes, the content of curricula, the complexity of solving pedagogical problems, the place of each lesson in a number of other general education lessons and in the mode of the school day. All this indicates the need to comply with a number of requirements for its organization and conduct. The main ones include the following.
1. Clarity in setting goals and objectives.The lesson solves health-improving, educational and educational tasks. During the organization of educational activities in the classroom, the teacher provides not only the mastery of motor skills and abilities, the development of basic physical qualities, the assimilation of the mandatory minimum knowledge of physical culture, but alsocontributes to the education of personal qualities of students (courage, perseverance, collectivism, etc.). The wording of the tasks of the lesson, as a rule, is extremely specific, concise, takes into account the composition of the students, their age, physical development and preparedness, ensure the continuity of previous lessons with subsequent ones and reflect the planned final results with the greatest possible certainty. The optimal number of tasks to be solved in one lesson is no more than 2-3.
2. Compliance of the composition of the educational material with the curriculum and the nature of the tasks.Extra-curricular material can only be used for the purpose of individualizing learning.
3. Expedient selection of means and methods of teaching, taking into account the didactic purpose and objectives of the lesson.Not a single didactic goal or task can be successfully solved without a premeditated selection of educational material, taking into account the specific features of the topic, on the one hand, and the level of preparedness achieved, the age and gender characteristics of students, on the other.
4. Close connection of lessons with previous and subsequent ones.Each lesson has a successive connection in terms of the direction of pedagogical tasks, the content of educational material, the volume and intensity of loads with subsequent and previous lessons.
5. A combination of frontal, group and individual work.The educational process becomes effective only if the individual characteristics of the students and the educational material are taken into account.
6. Constant modification of the content of the lesson, methods of its organization and conduct.A variety of content, methods and procedural support of the lesson contributes to the formation of students' interest in physical exercises and encourages them to be active.
7. Ensuring lesson safety.The increased injury risk of a physical culture lesson is due to the fact that its specific content is a variety of motor activities on gymnastic equipment, with and without equipment. Improper organization of the educational process can lead to various injuries of students (bruises, dislocations, concussions, fractures, etc.). A well-thought-out organization of the lesson, techniques and methods of assistance and insurance, special attention paid to exercises with increased injury risk (dismounting from gymnastic apparatus, climbing a rope, throwing grenades, etc.) make it possible to avoid injury in the classroom.
8. Constant monitoring of the progress and results of educational activities of students.At each lesson, operational management of students' activities is provided. It is carried out on the basis of analysis and evaluation of the fulfillment of educational tasks and the reaction of the organism to loads, taking into account the subjective feelings of those involved.
The structure of the lesson and the characteristics of its parts.Each lesson of physical culture consists of three functionally related components: preparatory, main, final. The sequence of these parts reflects the patterns of changes in the body's performance under the influence of physical activity. At the beginning of the load, the body overcomes the inertia of rest due to a gradual increase in the functional performance of its organs and systems. This is called the practice phase, which corresponds to the preparatory part of the lesson. Then the achieved level of functional performance is maintained for a certain time with slight fluctuations in the direction of its increase and decrease. This is called the robust performance phase, which corresponds to the main part of the lesson. As the functional reserves of the working organs and systems of the body (cardiovascular, respiratory, muscular, etc.) are used up, the worker's performance gradually decreases. This is called the exhaustion or exhaustion phase, which corresponds to the final part of the lesson.
1. Preparatory part of the lesson.Its main goal is to prepare students to perform the exercises in the main part of the lesson. Based on this, the following methodological tasks are solved in the preparatory part:
Ensuring the initial organization of those involved and their mental attitude to the lesson;
Activating attention and increasing the emotional state of those involved;
Ensuring the overall functional readiness of the body for active muscular activity (performing simple physical exercises);
Ensuring special readiness for the first type of exercises of the main part of the lesson (performing leading and preparatory exercises).
The preparatory part of the lesson includes game tasks (2-3 minutes) to activate the attention and increase the emotional state of the students (“Class, be quiet!”, “Do the opposite”, “We don’t hear”, “We don’t see”, etc.), exercises of moderate intensity, combat exercises, various types of walking, running, exercises in motion; a complex of general developmental exercises in the formation and separate specially preparatory exercises (on the spot in an open formation) without objects, with objects and weights; exercises on the gymnastic wall and benches, etc.
Exercises with high intensity are not included in the preparatory part, as they can reduce the performance of those involved.
The complex of means for warming up includes exercises with alternate effects on the main muscle groups and a gradual increase in load.
When conducting lessons with the same class (group), one should strive to diversify the exercises in the preparatory part, always including elements of novelty in its content. Variety is provided by updating several general developmental exercises in each lesson; changes starting points(standing, sitting, kneeling, lying down); performing exercises mainly with a large amplitude and in different directions and planes, counting and independently without counting - on assignment; the use of exercises with stuffed balls, gymnastic sticks, maces, etc.; application of various constructions.
The following order of general developmental exercises is recommended: walking, running, exercises for arms and shoulders, exercises for the body, exercises for legs, jumping, breathing exercises and relaxation exercises.
The total duration of the preparatory part is 10-20% of the total lesson time and depends on the duration of the lesson, the type of educational material, ambient temperature, etc.
2. The main part of the lesson.The purpose of the main part is to solve the most significant health-improving, educational and educational tasks provided for by the curriculum and the plan of this lesson.
In the main part, new motor actions or their elements are first learned. Consolidation and improvement of previously learned skills is carried out in the middle or at the end of the main part of the lesson. Exercises that require the manifestation of speed, speed-strength qualities, fine coordination of movements are performed at the beginning of the main part of the lesson, and exercises related to strength and endurance are performed at the end. Moreover, the education of special endurance, if it is planned, is carried out earlier than the education of general endurance. The composition of all exercises in the main part of the lesson should be such that they have a versatile effect.
To maintain emotional tone and consolidate the material covered in the lesson, the teacher should complete the main part with outdoor games and game tasks and exercises with the inclusion of movements learned in the lesson.
The duration of the main part of the lesson depends on the duration of the lesson, the volume and intensity of the load, the sex and age of the students, etc. As part of a school physical education lesson, it usually lasts 25-30 minutes.
3. The final part of the lesson.The purpose of the final part of the lesson is a gradual decrease in the functional activity of the organism of those involved and bringing it into a relatively calm state. In accordance with this goal, a number of methodological tasks are solved:
Decreased physiological arousal and excessive tension of individual muscle groups ( slow run, calm walking, deep breathing and relaxation exercises, self-massage);
Regulation of the emotional state (soothing outdoor games, game tasks, attention exercises);
Summing up the lesson with the teacher's assessment of the results of the students' activities (here it is necessary to provide for further stimulation of the students' conscious activity in subsequent lessons);
Message homework for independent physical exercises, for pulling up "weak spots".
The duration of the final part of the lesson is 3-5 minutes.
Setting goals. Before each lesson, specific tasks must be set. In the methodology of physical education, all tasks are usually divided into three groups, based on their orientation: educational, health-improving and educational. Pedagogical tasks need to be formulated, perhaps more specifically, while educational ones - indicating the level of mastery of the technique of movement.
Educational tasksequip students with knowledge of physical culture, skills and abilities to perform physical exercises.
In the theory and practice of the lesson, the following rules for setting and formulating tasks are adopted.
When teaching motor actions, the tasks of the lesson are formulated as follows:
1) when getting acquainted with a motor action: “Introduction to technique...” (and then the exercise or its separate element that is being mastered is indicated);
2) when learning a motor action: "Learning the execution technique...";
3) when improving a motor action: "Improving the technique of performing ...".
The first lesson solves the problem of familiarization with the technique of a particular motor action, the second - learning, the third - improvement.
Wellness tasksprovide for the provision of physical development and physical fitness possible at a certain age, the formation of posture and provision in the classroom best conditions for the health effects of exercise on the body involved.
The health-improving tasks are formulated as follows: “the formation of a correct posture, achieving a free, relaxed position of the body while walking and running”, “the development of general endurance using cross-country running”, etc.
When solving the problems of educating physical qualities, formulations with a brief terminological record are recommended, for example: “Educating the speed of movements in running on short distances”, “Education of speed-strength qualities when performing a long jump from a run”, etc. As can be seen from the examples, the first word in the formulation of the task is “education”, then a specific physical quality is indicated, and then, necessarily, the exercise with which this task is solved.
Educational tasksprovide a positive impact of physical exercises on the education of the properties and qualities of the student's personality.
When solving the problems of educating a personality, the formulations are concretized in accordance with the age characteristics of those involved and the specifics of the content of the educational material, for example: “Education of courage when jumping off a gymnastic goat”, “Education of a sense of endurance in cross-country skiing at a distance of 5 km, etc.
Classification of lessons depending on the tasks to be solved. On the basis of their primary focus on solving educational, health-improving or educational tasks, there are four types of lessons.
1. Combined lessons.All three groups of tasks of physical education are represented in them approximately equally.
2. Lessons with a predominantly recreational focusare held in two versions: the first - developing (shaping) lessons that serve the development of various body systems, the second - restoring (rehabilitation) lessons aimed at restoring strength and working capacity.
3. Lessons with a predominantly educational focusare differentiated depending on the specific tasks of moral or aesthetic education.
4. Lessons with a predominantly educational focusare subdivided into five types according to the identified didactic tasks: introductory lessons, lessons for learning new material, improvement lessons, mixed (complex) lessons, control (test) lessons.
Introductory lessons are held at the beginning of the academic year, quarter, when studying a new section of the curriculum. At these lessons, the teacher introduces students to the main tasks and content of educational work for the coming period, test requirements and educational standards.
Lessons for learning new material (educational). Their main tasks are to familiarize students with new motor actions and their initial development.
Improvement lessons are used for in-depth study and consolidation of educational material.
Mixed (complex) lessons contain tasks and elements typical for the types of lessons listed above. In such lessons, the tasks of training, development of physical qualities, control over the level of physical fitness of those involved, etc. can be jointly solved. This type of lesson is most widely used in the practice of physical education.
Control lessons are aimed at identifying the progress or determining the level of preparedness of those involved, checking their mastery of knowledge, skills and abilities on a topic or section of the program, etc.
Organization and methodological foundations of the physical education lesson
The effectiveness of a physical education lesson largely depends on how the teacher will implement the plan he has planned, apply the most rational methods of organizing the activities of students and methodological techniques, use the available equipment, inventory, teaching aids productively, taking into account the specifics of the place where the lesson is held ( gym or school playground, stadium or park;flat or rough terrain), temperature conditions, readiness of schoolchildren, their age and individual characteristics.
The organizational support of the lesson provides for: 1) the creation of sanitary and hygienic conditions; 2) logistics; 3) the choice of a method (method) of organizing the activities of those involved in the lesson, which will best fulfill the tasks
Sanitary and hygienic provision of conditions for the lessonprovides for the whole range of activities that provide a health-improving effect from physical exercises.
Logistics of the lessonprovides for the provision of the educational process with such a quantity of equipment, inventory and places for performing educational tasks that would guarantee a complete solution of the entire complex of tasks with an optimal lesson density.
Behind last years At the initiative of many physical education teachers, school sports halls and playgrounds are equipped with non-standard (multi-pass) equipment, various devices and simulators. The use of such equipment significantly increases the density of classes, arouses increased interest of students, creates ample opportunities for the use of the most effective organizational and methodological forms of the lesson, and ultimately contributes to the effectiveness of classes.
Methods of organizing the activities of those involved in the lesson.In the practice of physical education, the following methods of organizing students in the classroom are used.
1. Front methodis characterized by the performance by the entire class of the same task, regardless of the forms of construction of students (in columns, several lines, in a circle). This method is widely used in all parts of the lesson, but mainly in the preparatory and final. However, it is necessary to strive to use the frontal method as much as possible and directly on the motor activity of students), which is very important.
The frontal method is successfully used in managing homogeneous activities of those involved that do not require insurance, for example, when learning and improving the technique of performing high and low starts in sprinting, a number of simple acrobatic exercises(somersaults, rolls, etc.), when working out techniques volleyball games in pairs (passing the ball, etc.).
An important requirement is such an arrangement of students so that they do not interfere with each other, everyone sees the teacher, and he, in turn, sees the students.
2. Group methodprovides simultaneous performance in several groups of different tasks of the teacher. The division of students into groups and the definition of the content of tasks are carried out taking into account gender, level of preparedness and other characteristics (for example, according to height and weight indicators in basketball lessons, wrestling). This method is used primarily in middle and high school. But its application requires special training of teacher assistants from among the most prepared students and their advance instruction on the educational material of the upcoming lesson.
3. Individual Methodis that students are offered individual tasks that are performed independently. As a rule, individual tasks are intended for students who differ significantly from the main composition of the class in terms of their preparedness, characteristics and abilities, and sometimes for health reasons. The method is widely used in sports games and mainly in high school.
4. Circle method provides for the consistent performance of a series of tasks (exercises) by students at specially prepared places ("stations"), as a rule, located around the hall or sports ground. Usually, the circle includes from 4 to 10 exercises ("stations"). At each "station" one type of exercise or motor action is performed. Their composition is selected with the expectation of a comprehensive development of physical qualities and an increase in the functional capabilities of the body. The whole circle is passed from 1 to 3 times without an interval or with a certain rest interval between the “stations”. The method is used in middle and high school.
Summarizing the above, we came to the conclusion thatBasketball, as a means of physical education, has found wide application in various parts of the physical culture movement.
Basketball is an exciting athletic game that is an effective means of physical education. No wonder it is very popular among students.
Long-term education of children requires taking into account the peculiarities of their age development, and in this regard, a careful set of tools and methods of educational work. Currently, there are many manuals that cover modern basketball techniques in detail.
The main form of physical exercise at school is a physical education lesson. Compared with other forms of physical education, a physical education lesson has a number of advantages, since it:
a) is the most massive form of organized, systematic and compulsory classes for schoolchildren;
b) is carried out on the basis of a scientifically based state program designed for long periods of study;
c) is carried out under the guidance of a teacher, taking into account the age-sex and individual characteristics of schoolchildren;
d) contributes to the comprehensive and harmonious physical improvement of all students, regardless of their motor abilities, sports results, distribution to medical groups, etc.
Chapter II. Features of the organization of the work of the basketball section in educational institutions
2.1. Planning the educational and training process of the basketball section at school
The school basketball section is an extracurricular form of physical education for students. Pupils who have fallen in love with exercises with a basketball at physical education lessons continue their lessons in the basketball section with pleasure. They are attracted by the opportunity to show their physical abilities in a variety of gaming activities, to achieve success through initiative, determination, courage and other personal qualities. By repeatedly throwing the ball into the basket from different distances and from different positions, students experience pride in their success. This is an incentive for systematic training in the basketball section.
The purpose of basketball lessons is the formation of the physical culture of those involved.
Tasks of the basketball section:
Expansion of motor experience by mastering motor actions from the "basketball" section and using them as a means of strengthening health and forming the foundations of an individual healthy lifestyle;
Improving the functional capabilities of the body;
Formation of a positive psychology of communication and collective interaction;
Formation of skills in the organization and refereeing of the sports game "basketball".
A physical education teacher has the opportunity to develop the interest that arose among students in basketball. To do this, short stories about the best players in world and domestic basketball can be used in the lessons, and viewing of film and video materials can be organized.
Demonstration performances of those involved in the basketball section, dribbling the ball in various ways and competing in throws from a place and on the move, do not leave the audience indifferent, create motivation for improving the skills of basketball players and attract beginners to basketball.
A distinctive feature of the basketball section is the regularity of classes and great educational potential, which can be realized in training sessions and sports events of the section. The teacher has the opportunity to independently determine the goals and objectives of the section, the volume and content of educational material for various types of training. The explanatory note and the curriculum of the section work are compiled depending on the age and gender of the students, the material equipment of the school, the characteristics of the region and other factors. For these reasons, the direction of the work of the section can vary greatly.
The school basketball section can be organized for students of different ages. Classes in the section are preferably carried out 3 times a week. In schools that work on a physical education program for students in grades 1-X1, based on one sport (basketball), a basketball section can be organized even for students elementary school. Students primary school perform exercises with the ball in the classroom, and their interest in the sports section may be formed earlier than among students who study in other physical education programs.
For primary and secondary school students, the main motives for practicing in the basketball section are the emotional side, the desire to participate in interesting and fun games, perform exercises with the ball, and communicate with peers. The teacher has the opportunity to direct these interests to systematic physical education, familiarization with basketball as a sport, to form the physical culture of the individual.
The work of the basketball section at the initial stage has a physical culture and health-improving orientation. Depending on the occupancy, the section may consist of several groups of up to 20-25 people in each. By means of basketball, the tasks of harmonious physical development are solved, the knowledge and skills necessary for performing exercises for the development of speed, agility and strength are formed. For this purpose, in the section of physical culture and health improvement, general developmental and special exercises are used, aimed at strengthening health, comprehensive physical development, familiarization with the techniques of playing basketball.
Depending on the increase in the level of physical fitness and mastering the basics of basketball technique, the goals and objectives of the section change. In the section where students of middle and senior levels are engaged, tasks of a sports and educational orientation, preparing students for competitive activities can be solved. Depending on the occupancy, this section may consist of several groups of up to 15 people each. In accordance with the new tasks, the volume and content of the educational material of the basketball section are being changed. Physical development is aimed at the development of special qualities that provide competitive activity, as well as the formation of special athleticism. The technical and tactical actions of basketball players necessary for successful participation in competitions are studied. The curriculum of the section plans to train a sports asset, instructor and referee practice.
In the work of sections of various orientations with students of different ages, a special place is occupied by moral education and the education of the personal qualities of those involved. Exercises and games with elements of competition cause great emotional stress, rivalry between attackers and defenders. The teacher controls the actions of the students in accordance with the rules and directs them to a fair competition in which the physically fit and technical players win. Assessing the behavior of students in the game, the teacher first of all notes the initiative, courage and determination, the desire to achieve victory in an honest way.
Harmonious physical development is one of the main tasks in the section of physical culture and health improvement. Exercises aimed at developing physical qualities and harmonious physical development can take up to 50% of the time in training sessions. The peculiarity of the exercises is that they are dynamic in nature and correspond to the manifestation of physical qualities in basketball. In the game, dynamic strength, speed of explosive and high-speed nature, speed-strength qualities are implemented in a complex way. By increasing the level of these qualities, basketball players successfully perform movements, stops, accelerations and jumps. The complex development of the listed qualities in the basketball section is in the nature of athletic training.
Sports activity planning is an important element of a coach's work. If he does not plan work with the team in accordance with the tasks set, great difficulties can arise. At the beginning of the season, the players are full of emotions, energy, self-confidence, they want to do everything at once. However, as the season progresses, their energy wanes, their confidence wanes, new ideas don't spring up, and their activities become monotonous and less effective.
When to important match, the coach is again on the rise and offers the players a lot of new training material, trying to eliminate the shortcomings in the previous preparation of the team, but having a limited amount of time for training. He can make a big mistake if he lives only for today, thinking only about the momentary result and forgetting about the planned work for the future, which is necessary for successful development in the future.
The trainer, when drawing up a work plan, must see which tasks are of paramount importance and which are to be solved in the future. At this moment, he will be able to better organize the work of the team, determine the main and intermediate goals and means to achieve them, having a clear idea of what and when to do, what problems the team may encounter, and find ways to solve them.
The coach can make plans for a long or short period (for several years, for a season, for a period of one to several months, from one to several weeks and, of course, for each training session). If he plans to work with the team for several years, it makes sense to draw up a general plan for working with young athletes (mini-basketball stage) and more specific ones for working with young athletes aged 13 years and older. In this case, he will carry out the work, focusing more on the general plan of action and on the solution of the main task. Any coach working with young players, whether he has a long-term work plan or not, must be clear about what his goals are in the future and at the moment.
Usually the coach of a mini-basketball or basketball team works with this squad during a season lasting from 6 to 10 months. Therefore, to implement common tasks, it is necessary to plan just such a period of time, called a macrocycle or simply a cycle. Then, depending on the specifics of working with the team, the coach divides the season into shorter periods called mesocycles, after which he considers one-two-week periods in each mesocycle - microcycles - and, finally, proceeds to planning each individual lesson.
Each period (seasonal macrocycle, mesocycle, microcycle and individual training) must be planned in advance. Obviously, long-term plans should be more general than short-term ones: for example, a work plan for a season is more general than a plan drawn up for any mesocycle, microcycle, or individual lesson.
The specific plan for each training session should be in the structure of the microcycle plan, which in turn should be in the context of the mesocycle plan, consistent with the overall plan for the season.
For a more effective solution of problems, it is necessary to take into account: the relationship between the final tasks and intermediate tasks with the determination of the time for solving each of them; setting the final tasks, as well as intermediate ones, necessary to maintain a high stable motivation; setting intermediate, short-term tasks, which increases the interest of players in achieving results, as they see a real prospect for their solution. Therefore, first of all, it is necessary to set precisely short-term goals, which should be specific and clearly formulated, and not general, based only on ambitions.
The tasks set must correspond to the physical and technical capabilities of the players. Too easy tasks that require little effort, or, conversely, too difficult, requiring too much effort, are not suitable. Young athletes need to feel that they can solve them, and then their self-confidence and desire to work even better to achieve a result will increase, while attractive but unrealistic tasks contribute to psychological problems and significantly reduce interest.
In team sports, both collective and individual tasks must be set for the players. If only collective tasks are set, individual responsibility and motivation are reduced. When working with young players, it is important that each athlete can achieve the best results, so setting individual goals is very important.
After the coach determines the range of tasks, it is necessary to decide which of them are primary (requiring a speedy solution), and which ones are secondary. After determining this sequence, the coach must decide whether these tasks are feasible within the time allotted for this. In many cases, due to lack of time, the coach is forced to abandon a number of secondary tasks and focus on the main ones. To do this, you should use the following criteria: the importance of the task, taking into account the level of preparedness of the team (the overall tasks of the team in this regard usually receive priority); decision time. each task in relation to a specific situation (if the degree of importance of tasks is approximately the same, preference is given to those that are faster and easier to solve at the moment, and in the future will help in solving more complex ones).
The coach often has the opportunity to combine different tasks (example: working on the basics of offense one on one and on the basics of defense one on one). Both at the individual and at the collective level, the issues of attack and defense can be solved simultaneously.
There are a number of incompatible tasks, focusing on the solution of one of which will lead to a poor solution to the other (example: simultaneously working on teaching throwing technique and improving the effectiveness of hitting). Obviously, if their importance is the same, then those tasks, the solution of which is not contradictory, have priority; if the set tasks are approximately equal in importance, complexity of solution, physical and psychological costs, priority is given to the one whose solution requires less effort.
The content of the training and exercises is the specific educational material necessary for solving the set tasks, which the coach determines after setting the tasks. At this stage, he also asks himself questions: Are the players ready for such content physically, technically and tactically? If ready, does it fit the team? Does the team have the necessary time? To solve the tasks and determine the content, the coach must take into account the level of preparation of the players. Individual work, including the definition of specific tasks, the selection of special exercises for each team member, knowledge of the features of their development, the ability of a coach to explain how best to perform a particular task, is the basis for the growth of skills of young athletes. (Examples of individual work: dribbling with a weak hand; shooting technique from a distance; choosing the best position in situations of two on two, three on three, etc.
Tasks in accordance with the content can be divided into three categories: defense, attack and others (see Appendix 2, Table 3). In order to prioritize training content, the coach should adhere to the following criteria: specificity (the coach should only focus on specific content items); attitude to the task (priority is given to the content most necessary for solving the problem); simplicity (more simple content should prevail over more complex); relevance (priority has more relevant content for solving the problem); calculation for the future (content that facilitates work in the future should prevail over neutral content); effort costs (priority has content with less physical and psychological effort).
2.2. Organization of classes in the school basketball section
During training, the task of the coach is to help the players complete the tasks assigned to them. To do this, the behavior of the coach must be constructive and expressed in the following:
Creating a pleasant working atmosphere in training, the exercises of which are interesting to the players;
Objective assessment of the fulfillment of the assigned tasks;
Understanding that players do not have a perfect command of technique and tactics, and therefore may make mistakes; that player errors are an integral part of the training process; that one or even several explanations and practical repetitions are not enough to get the players correct execution tasks. In many cases, showing the players what is required of them is more effective than explaining. Moreover, a certain time is needed before the players finally learn everything and begin to perform correctly; that each young player has his own degree of perception of the proposed educational material. Therefore, they should help each other, not finding fault with those who are slower to absorb the material; awareness by the coach of what the players are able to do and what can be required of them today and in the near future;
Recognition and encouragement of the efforts made by them in teaching and improving technology. If the players try hard and the coach controls the training process, sooner or later progress will be noticeable;
Recognizing successes and emphasizing the achievements of the players to a greater extent than the mistakes;
Restraint, if something does not work out, and moral support for the players;
An objective analysis of mistakes and difficult situations that arise during training to obtain an objective idea of what is happening. Mistakes and difficult situations to a greater extent help the coach understand what needs to be worked on and what needs to be corrected;
Always respectful and friendly attitude towards the players, regardless of their success. This behavior will allow the coach to earn the respect of his students and do his job better.
In general, training should be divided into three phases. The purpose of the first (preparatory) phase is to gradually prepare the players for the main part of the training. The first phase should include warm-up exercises without the ball, such as running, exercises for flexibility, coordination, etc., simple exercises with the ball (with low physical and psychological stress), then exercises that require more concentration and physical effort.
In the second phase (main), the coach works on the main content of the training - the selection of exercises that require great physical and psychological effort, including combined exercises of greater or lesser intensity.
In the third (final) phase, he should gradually reduce the physical and psychological stress. In the beginning, you can do intense exercises that require little concentration, such as running exercises to improve physical fitness, such as "Shuttle", etc., or play a game without a special task. It is possible to perform exercises with a high psychological load and with a low physical load (for example, throwing competitions). It is useful to complete the workout with exercises that require little physical and psychological effort, such as stretching exercises.
The coach must determine the main objectives of the training and select the most appropriate in accordance with them. suitable exercises, taking into account the allotted time, physical and psychological load, which he considers the most suitable for this training. There should be no more than two main tasks. There are two serious mistakes that one should try to avoid when drawing up a training plan: the coach tries to do too much in a single workout or in a single exercise; he does not have a clear idea of what he wants to achieve by training as a whole and by performing each exercise.
Thus, training tasks can be grouped into four main blocks: study (the task of the players is to study new elements or consolidate previously learned ones); work on technique (passing, dribbling, throwing, etc.) or tactics (playing 1x1, 2x2, 3x3, etc.); repetition (the task of this stage is to repeat the learned techniques in order to improve them and confidently perform them, for example, a series of 20 throws or passing the ball in motion, etc.); specific preparation for the game: preparing the team for the game with a specific opponent, creating real game situations, i.e. playing in conditions as close as possible to the upcoming competitions.
For a mini-basketball team, the main tasks should be training and repetition, for a team of 13-14-year-old players, training, repetition and improvement of the performance of individual techniques and their combinations, for 15-17-year-old players - training, repetition, simulation of game actions and special training To upcoming game.
The content of the training sessions should correspond to the objectives of the training. It should be selected based on the criteria mentioned earlier (eg improving one-on-one defensive footwork, repetition of learned passes, etc.). It is possible to combine several tasks in one exercise with an emphasis on one thing (for example, attack and defense in a one-on-one game). In order to solve several problems in one exercise, the coach can use special complex exercises. This is very important to do so that the training session is more effective. Training with well-chosen exercises will help the players more than one in which the exercises are not appropriate for the tasks and level of the players.
First of all, the coach must solve a number of organizational issues, make a decision and familiarize the players with it:
Do the players have to wait until the coach invites them to the court?
The coach sets simple rules, and the players must understand and follow them. The coach must demand discipline: when he is explaining something to the players or talking to them, they should not hit the ball, talk to each other or do anything else that interferes with their communication, but should look at the coach and listen carefully to him. Procedures should also be established with regard to the coach's permission to go out for a short time, training and game uniforms, rest time, water and food intake between exercises.
To organize the exercise, the trainer must do the following:
Explain to the players the meaning of the exercise and its purpose;
In some cases, show what needs to be done so that the players can better understand the task;
Establish working rules for the exercise;
Before starting, make sure that the players understand everything, and if not, then stop the exercise and explain it again;
If the players understood everything, give them the opportunity to perform the exercise for some time without interfering. Then the coach will be able to monitor the quality of performance. Such observation will allow him to assess whether he proposed too many tasks at once, which makes it difficult to concentrate. If the exercise is too difficult, you can adjust it by excluding tasks that can be added in the future, when the players have already learned the main content;
During the exercise, do not interfere with the players with your instructions and comments, but use them only to explain the key aspects of the exercise. One should not be like radio commentators, giving advice to players every minute, but, on the contrary, it is necessary to promote the development of independent thinking in athletes, which allows them to improve the performance of the exercise;
Address players only during breaks (for example, wait until the players complete a fast break, and only then make comments);
If possible, address the players without words (for example, with a look) or use different volumes when talking;
Point out to players their correct and incorrect actions;
If necessary, record the actions of the players;
Support the players, praise them for their efforts.
Before performing each exercise, the coach must briefly and clearly explain to the players the main goals and objectives of this exercise, what elements it consists of, what and how to do it. If these goals are clear and achievable, the players will have more interest in achieving good results, and they will better focus on the task.
Exercises with a simple structure allow you to better understand their content and focus on solving specific problems. When performing exercises with a complex structure, attention is scattered, and this makes it difficult to focus on the main goal.
Example: If the drill is shooting practice, a simple drill will help the players focus better on the primary goal of perfecting throwing technique. The exercise can be complicated by additions in the form of new rules of execution, but not excessively.
Example: The main goal is to work on dribbling with a weak hand. A 3x3 game is offered on half the court. If a player dribbles with the other hand (strong), his team will lose possession of the ball - this is the rule. In this case, the players will improve in dribbling with a weak hand.
Repeated repetition of the same exercises leads to a decrease in motivation and attention. Therefore, it is recommended to vary the exercises with a change in either the structure, or the tasks, or both. If, after completing one exercise, the next one is similar in its task or structure to the previous one, it will be easier for the players to complete it, especially if it is supposed to progressively complicate it.
Example: The trainer may start the tasks with a single task exercise or a limited number of tasks. The exercise is carried out on half the court, two players have one ball. Players move and pass to each other. The player who received the ball must look at the basket, and the player who made the pass must immediately change his position on the court. In the second exercise, the same task, but new defenders are added.
The game is 2x2. An attacker without the ball must be released from the defender's custody in order to receive the pass. If the defender interrupts the pass, then the attackers who made the mistake and the defenders change places. The goal is still to look at the basket when receiving the ball and change position immediately after the pass, but the resistance of the defenders is added.
Players move on to another exercise with the same structure but with the addition of another task. The game is 2x2, but now the ball is added from the pass with a weak hand.
Players perform another exercise with the same task, keeping the same structure and combining the two previous tasks with one more: players must make at least three passes before passing. The rules are as follows: the game is 2x2. The player who received the ball must look at the basket, and the player who made the pass immediately changes place. Players may only throw the ball after a pass with a weak hand. Transfers are carried out with the resistance of the defenders.
The next exercise has a different structure and the same problems with the addition of new ones: the game is played 4x4 on half the court. The player who received the ball must look at the basket, and the player who made the pass changes position. You can only throw the ball from the aisle with a weak hand. You need to complete at least five gears.
Competitive drills are drills in which players compete against themselves to improve their performance, or in groups.
Examples: Divide the team into 4 groups, 2 for each basket. A competition is organized to determine which team will make the most passes with a throw with a weak hand in 3 minutes. Divide players into groups of 3. Each three of the players performs a certain type of pass, moving from one basket to another in a run, completing the movement with a pass and a throw. Each thrown ball is worth 2 points. For the performance of an inaccurate pass or made on a high trajectory, 1 point is deducted. It is necessary to calculate which of the groups scored more points for a certain number of attempts or time.
The second version of this exercise repeats the conditions of the first, but its purpose is to determine which of the teams will improve their result in the next attempt. Two players play one on one until one of them scores the ball three times. Players in pairs perform throws (the thrower picks up the ball and passes it to a partner, etc.). The exercise is done on time. The number of points scored is recorded. Periodically (1 - 2 times a week), the exercise should be repeated and analyzed whether the players improved their performance and who showed the best best result. If competitive exercises are used correctly, setting realistically achievable goals, they will increase the motivation of players in training.
When deciding how long the exercise should last, the coach must take into account such negative aspects as boredom and psychological fatigue that reduce concentration.
Exercises should last as long as it takes for the players to understand everything and complete the task correctly. If the exercise continues for too long, the concentration of the players decreases, and therefore the productivity of the work. More interesting exercises can be done longer, while less exciting, more monotonous ones can be shorter.
Different exercises require different degrees of concentration. When planning the implementation of exercises that require great physical effort and high concentration of attention, the coach must take into account that with severe fatigue, the concentration of attention decreases. Therefore, during training, it is important to plan rest periods or use exercises that do not require much effort.
The coach should try to select such exercises so that all players actively participate in their implementation. Even if the players' possibilities are limited (for example, one ball and one basket), the coach must look for such forms to keep all the players interested in them with such training intensity as he considers necessary in this case. The lack of funds is not the reason for the failure of the tasks by the players.
This problem should be addressed by the coach as effectively as possible. For example, it's a good idea to divide the players into small groups and assign specific tasks to each. If there are not enough balls or baskets, the coach must determine the order of the task. At the same time, some groups can perform exercises without the ball and baskets (movements in a protective stance, feints without the ball, etc.), while other players work with the ball. Then the players switch roles. Players should not be idle, except for short rest breaks after intensive work.
After each training session, the coach should give a brief assessment of the session - this is necessary for better control over the work of the team. For analysis, you can use a simple tool that allows you to compare the original training plan with the work actually done - recording data in the form of tables. Thus, as soon as the session ends, in order not to forget, the coach should write down what was done during the session. After the training session, the coach compares the work planned before the training with the actual work done.
Team organization: team composition; the obligations of the players; internal rules; training conditions. Planning of sports activities: periods and terms of planning classes; periodization of the training season. staging sports tasks: tasks for the result and tasks of actions; the benefits of action tasks; improving efficiency; selection of the most suitable tasks; choice of training content.
Before starting to work with a team, the coach-educator should clearly understand what team he is going to coach and ask key questions: Is this a mini-basketball team? Is this a kids team? Is this the school team? Is this a club team? What is this club? What school is this? Is it a team of promising young players? Is it a team of high-class specialists? What organization does this team belong to? What is the skill level of the players? How long have they been playing together? What is their potential?
The answers to these questions will help determine the content of the work, draw up a plan, a calendar of competitions, and also solve many problems that arise at the very beginning.
It is obvious that a coach working with young players must feel responsible for the development of his players both in sports and in human terms. He should not play the role of a mentor if you work as masters, the main goal of which is the high results of meetings.
Taking into account all of the above, the coach must determine the overall goals of the team. If, for example, he works with a school mini-basketball team, then it is quite possible that some children have never played basketball before, some play only a year, i.e. in general, their level of play is low. The main task of the coach here is to ensure their physical development, instill basic sports skills (the ability to work in a team, respectful treatment of people, etc.), interest in basketball, conduct general and special physical training, teaching the basics of the game (dribbling, passing, etc.).
The next step is to organize the team. Here the coach should ask the following questions: How many players are on the team? What are their responsibilities? What internal rules must be observed in the team? What facilities does the team have (location, equipment, inventory)?
When working with young athletes, the coach must provide each player with normal conditions for training. There should be enough people in the group for the sessions to take place, but not too many to make it difficult, and not too few. In the first case, it is necessary to organize one or more groups.
For training and competition, it is desirable that the level of training of the players is approximately the same; it’s good if children or teenagers playing in a mini-basketball team, apart from sports, have something else in common (for example, they study in the same class or the same school, live in the same house, etc.).
One of the main points when working with young athletes is their understanding of their responsibilities. It often happens that the responsibilities are not formulated specifically enough or the players do not want to fulfill them. Sooner or later this will create problems. Therefore, the coach must determine such duties, the nature of which would be appropriate for the age of the players and their physical abilities. hard to create good team if players only work in it when they want to, or just because they have nothing else to do.
It is also impossible to set unattainable goals. The coach should discuss with the players the scope of their responsibilities. If they are accepted by the players, then the team will feel responsible for their implementation. However, the coach must formulate for young athletes the minimum responsibilities that will ensure the normal operation of the team (this applies most of all to teams of 13-14-year-old and 15-17-year-old players). If, for example, he believes that the team should study three days a week instead of the previously planned two, and is convinced that this is possible and necessary, he should offer this option to the guys (and possibly their parents) and explain the reason for such a change.
Example. Training starts at a fixed time. Players must come to the gym an hour before the start of the game, decide among themselves which of them collects balls after practice on which days, etc.
A minimum number of games and a minimum playing time for each member of the mini-basketball team should also be agreed upon.
It is also helpful to set rules for parents. Example: during the game they should not tell the children what to do and how; sit on the bench with the team; loudly discuss the actions and decisions of the judges.
The coach must know everything about the venue, equipment and inventory at his disposal (platforms, balls, rings, etc.) in order to use them most effectively. First of all, the coach must actively apply all available means. For example, if there are four rings, it makes more sense to use all of them than just two.
Often the funds of young players are limited (few balls, lack of time for training, basketball court only available outside, etc.). In this case, the coach must use all his imagination to make up for the shortcoming, by no means resigning himself to difficulties.
There are only a few balls at the disposal of the coach. You can organize circuit exercises to teach different elements of the game by combining exercises with and without the ball and trying to make the exercises without the ball interesting.
If there is a lack of funds, then it is necessary to find ways to compensate for them. Example: A team has the opportunity to practice on the basketball court twice a week, but the coach wants to invite the team to practice one more day. It is possible to have a third workout a week on the court "without rings, doing exercises for which they are not needed. The more limited the possibilities, the more important it is to find a solution. A coach who does not take difficulties for granted and inevitable will never be a good mentor for young people players.
An analysis of the literature on the research problem allows us to draw the following conclusions.
The school basketball section can be organized for students of different ages. Classes in the section are preferably carried out 3 times a week. In schools that work on a physical education program for students in grades 1-X1, based on one sport (basketball), a basketball section can be organized even for elementary school students. Primary school students perform exercises with the ball in the classroom, and their interest in the sports section may be formed earlier than among students who study in other physical education programs.
The work of the basketball section at the initial stage has a physical culture and health-improving orientation. Depending on the occupancy, the section may consist of several groups of up to 20-25 people in each. By means of basketball, the tasks of harmonious physical development are solved, the knowledge and skills necessary for performing exercises for the development of speed, agility and strength are formed. For this purpose, general developmental and special exercises aimed at strengthening health, comprehensive physical development, and familiarization with the techniques of playing basketball are used in the sports and health section.
Depending on the increase in the level of physical fitness and mastering the basics of basketball technique, the goals and objectives of the section change.
Sports activity planning is an important element of a coach's work. The coach can make plans for a long or short period (for several years, for a season, for a period of one to several months, from one to several weeks and, of course, for each training session). For a more effective solution of problems, it is necessary to take into account: the relationship between the final tasks and intermediate tasks with the determination of the time for solving each of them; setting the final tasks, as well as intermediate ones, necessary to maintain a high stable motivation; setting intermediate, short-term tasks, which increases the interest of players in achieving results, as they see a real prospect for their solution. Therefore, first of all, it is necessary to set precisely short-term goals, which should be specific and clearly formulated, and not general, based only on ambitions. The tasks set must correspond to the physical and technical capabilities of the players.
The content of the training and exercises is the specific educational material necessary for solving the set tasks, which the coach determines after setting the tasks. Tasks according to the content can be divided into three categories: defense, attack and others. To prioritize training content, the coach should adhere to the following criteria: specificity, simplicity, relevance, and forward-looking. After drawing up a plan for the whole season, mesocycle and microcycle, the coach must organize a specific training session.
In general, training should be divided into three phases: preparatory, main and final. The total duration of the training may vary depending on the composition of the trainees, training objectives, working methods and other factors. The average duration of a workout is 90-120 minutes.
Conclusion
An analysis of the literature on the research problem allows us to draw the following conclusions:
Basketball is an exciting athletic game that is an effective means of physical education. Basketball, as an important means of physical education and health improvement of children, is included in the general educational programs of secondary schools, schools with polytechnic and industrial training, and children's sports schools.
Long-term training of children in basketball requires taking into account the peculiarities of their age development, and in this regard, a thorough set of tools and methods of educational work, since the anatomical and functional changes that occur at each age have their own characteristics.
With proper organization of work, children already at an early age (8-10 years old) are able to master the motor skills and abilities necessary in basketball, and the classes themselves have a positive effect on their development and health.
The school basketball section can be organized for students of different ages. Classes in the section are preferably carried out 3 times a week. Depending on the occupancy, the section may consist of several groups of up to 20-25 people in each.
In schools that operate a physical education program for students in grades 1-11 based on one sport (basketball), a basketball section can be organized even for elementary school students. Primary school students perform exercises with the ball in the classroom, and their interest in the sports section may be formed earlier than among students who study in other physical education programs.
By means of basketball, the tasks of harmonious physical development are solved, the knowledge and skills necessary for performing exercises for the development of speed, agility and strength are formed. For this purpose, general developmental and special exercises aimed at strengthening health, comprehensive physical development, and familiarization with the techniques of playing basketball are used in the sports and health section.
Sports activity planning is an important element of a coach's work. The coach can make plans for a long or short period (for several years, for a season, for a period of one to several months, from one to several weeks and, of course, for each training session).
After drawing up a plan for the whole season, mesocycle and microcycle, the coach must organize a specific training session.
In general, training should be divided into three phases: preparatory, main and final. The total duration of the training may vary depending on the composition of the trainees, training objectives, working methods and other factors. The average duration of a workout is 90-120 minutes.
The coach must know everything about the venue, equipment and inventory at his disposal (platforms, balls, rings, etc.), for the most effective use of them, the coach must actively use all available means.Often the funds of young players are limited (few balls, lack of time for training, basketball court only available outside, etc.). In this case, the coach must use all his imagination to make up for the shortcoming.
The coach must determine the main objectives of the training and select the most appropriate exercises in accordance with them, taking into account the allotted time, physical and psychological load, which he considers the most suitable for this training. There should be no more than two main tasks.
In addition, the coach must resolve a number of organizational issues, make a decision and familiarize the players with it:
Where should training begin?
Should the coach meet the players in the dressing room before practice?
Do players have to go on the court and train themselves before the start of practice?
Do the players have to wait until the coach invites them to the court?
Who is responsible for the equipment needed for practice and collects the balls after practice?
Who should have the key to the locker room?
What should be done if a player is injured? etc.
The coach sets simple rules, and the players must understand and follow them. The coach must demand discipline: when he is explaining something to the players or talking to them, they should not hit the ball, talk to each other or do anything else that interferes with their communication, but should look at the coach and listen carefully to him. Procedures should also be established regarding the coach's permission to go out for a short time, training and game uniforms, rest time, water and food intake between exercises.
It is also necessary to determine the rules for communication between players during a training session or a game (a ban on negative statements to each other, etc.).
When working with children, the coach must ensure that each player has normal conditions for training. There should be enough people in the group to carry out the sessions, but not so many that it can be difficult.
For training and competition, it is desirable that the level of training of the players is approximately the same; it’s good if children or teenagers playing in a team, besides sports, have something else in common (for example, they study in the same class, live in the same house, etc.). It's hard to build a good team if players only work on it when they want to, or just because they have nothing else to do.
The coach should discuss with the players the scope of their responsibilities. If they are accepted by the players, then the team will feel responsible for their implementation. However, the coach must necessarily formulate for young athletes the minimum responsibilities that will ensure the normal operation of the team (this applies most of all to teams of 13-14-year-old and 15-17-year-old players).
The rules of work, as well as the duties of the players, are a key point in the organization of the team. Obviously, there should not be too many rules. They should be clearly defined and not give rise to doubts, controversial interpretation, so as not to provoke conflicts. The rules must comply with the conditions for conducting training sessions and games, the level of the team, and establish the duties and responsibilities of each player.
It is also useful to set rules for parents, during the game they should not tell the children what to do and how; sit on the bench with the team; loudly discuss the actions and decisions of the judges.
If the players try hard and the coach controls the training process, sooner or later progress will be noticeable.
List of sources used Basketball section at school [Text] / V. B. Semenov. - M.: Chistye Prudy, 2010. - S. 31 - 33.
- Sports games: technique, tactics, teaching methods [Text]: textbook for students of higher pedagogical educational institutions / ed. Yu.D. Zheleznyak, Yu.M. Portnova, V.P. Savina, A.V. Leksakov. - M.: Academy, 2002. - 520 p.
- Teplov, T. In a playful way: improving the elements of basketball [Text] / T. Teplova // Sport at school. - 2013. - No. 3. - S. 24-25.
- Troitsky V.V. Relationship between the effectiveness of individual attacking actions and indicators of functional readiness of young basketball players aged 14-16 [Text] / V.V. Troitsky // Physical culture: upbringing, education, training. - 2011. - No. 1. - P. 31
- Fedorenkov, S. Yu. Mini-basketball [Text] / S. Yu. Fedorenkov // Physical culture at school. - 2011. - No. 4. - S. 55-56.
- Kholodov, Zh.K. Theory and methods of physical education and sports [Text]: textbook. allowance for students of higher educational institutions / Zh.K. Kholodov, V.S. Kuznetsov. - M.: Academy, 2012. - 480 p.
- Chistopolov, V.N. Ball juggling at basketball lessons [Text] / V. N. Chistopolov, S. V. Chistopolov // Physical culture at school. - 2011. - No. 6. - S. 23-27.
Uglov Ivan Vladimirovich
Job title: physical culture teacher
Educational institution: MBOU "OOSH №98"
Locality: city of Novokuznetsk, Kemerovo region
Material name: article
Subject:"Model of physical culture and sports activities at school"
Publication date: 12.01.2018
Chapter: secondary education
Model of physical culture and sports activities at school
physical culture and sports
activities
involves the interaction of all participants in the pedagogical process and
describes
activity
next
directions:
schoolboy,
(educator,
teacher),
specialists
valeologist,
physical
education,
medical
worker,
psychologist),
parents,
Model of physical culture and sports activities at school (Fig. 1).
Let's describe this model.
Goals
Preservation
strengthening
health
students,
upbringing
the need for systematic physical education and sports.
Additional
education
students
physical
culture and sports.
Promotion and introduction to a healthy lifestyle of students.
Upbringing
needs
on one's own
study
physical education,
use
various
sports
organizations
your rest.
Formation of skills and development of motivation of students to choose
healthy lifestyle.
Implementation
physical culture and sports
activities
should be aimed at solving tasks:
Creation
facilitating
conservation
strengthening the physical and mental health of students by means of
physical culture and sports;
security
interactions
educational
extracurricular
processes
physical
education
development
values
physical
culture,
satisfaction
needs
students
classes
physical
exercise, sports
Target: maintaining and strengthening the health of students, raising the need for systematic physical education and sports; promotion and familiarization with a healthy lifestyle of students; education of the need and ability to independently engage in physical education, use various sports games in organizing their recreation; additional education of students in the field of physical culture and sports; formation of skills and development of motivation of students to choose a healthy lifestyle.
Fig.1 Model of physical culture and sports activities at school
formation
physical
culture
personalities
student
taking into account his individual abilities, state of health and motivation;
4) further development of the system of sports sections, associations and
5) carrying out measures to prevent antisocial behavior
students by means of physical culture and sports;
permanent
improvement
organizations
sports-
mass work; equipping the training process with sports
equipment and inventory.
The implementation of the model must be subject to certain functions.
Functions physical culture and sports activities at school are:
Educational - education of respect for health;
Educational - teaching the norms of a healthy lifestyle;
Developing - the development of inclinations and inclinations to various types
sports, formation and improvement of motor skills.
practice-oriented
activities
pedagogical
team
allowed
define
main principles content selection
education
functioning
physical culture and sports
school activities:
consistency
consider
independent
elements
whom
are
interdependence,
health-saving
educational space.
partnerships
provides
becoming
child-adult
community in the educational process, contributing to the solution of goals and
tasks of an educational institution.
additionality
allows
educational
institution
education,
providing
education
preschoolers
schoolchildren
healthy
building a culture of health.
creation
learning,
development,
education
stimulates mutual understanding between teachers, parents and children, which
ensures the unity of school and family.
principles
base
introduce
holistic
health,
culture
health,
implementation
health-saving activities, value attitude to health and
means of human activity to strengthen it, which should become the basis
to implement the model of physical culture and sports activities at school.
Organization of sports sports work includes six
major directions. Let's consider each of them.
Modern
lesson
physical
culture.
quality
conducting physical education lessons at school should implement the decision
the following tasks:
1. Health promotion, posture improvement;
2. Promoting harmonic physical development;
3. Mastering the school of movements;
Development
coordinating
(accuracy
playback
differentiation of spatial, temporal and force parameters
movements, balance, rhythm, speed, accuracy of response to signals,
coordination of movements, orientation in space) and conditional
abilities (speed, speed-strength, endurance and flexibility);
5. Development of ideas about the main sports, equipment and
inventory, compliance with safety regulations during classes;
Communion
independent
classes
physical
exercises, outdoor games, their use in free time on
formation
interests
certain
motor
activity
fulfillment
predispositions
7. Education of discipline, friendly attitude
comrades
honesty
responsiveness
courage
fulfillment
physical exercise;
Assistance
development
mental
processes
(representation,
memory, thinking, etc.) during motor activity.
2) Bulk physical culture and sports work.
the most important
improvement
u h e b n o -
educational
process
is
organization
motor
schoolchildren,
provides
active
satisfies
natural need for movement. Sport competitions must
contribute to attracting people to physical education as much as possible
teenagers
adults.
Increase
dealing with
physical education
Maybe
extension
sports
conducted
competitions,
attraction
competitions
of different ages, as well as parents, and active participation in competitions
fans. Outdoor games are a necessary, vital relaxation,
satisfies the natural need of children for active movement,
thirst for activity, competition.
Sports games are an important means of developing dexterity, speed,
strength, perseverance, the ability to act in the interests of the team, the ability to
navigate
situations.
activity
participants
competition causes the audience to strive to become the same dexterous and
courageous, contributes to the rallying of the team of teachers and students, the transfer
the experience of the older generation to the younger, makes it possible to re-evaluate
their attitude to learning, their mental and physical development.
3) Promotion of healthy lifestyles.
Main
intelligence
health
a jewel for which it is really worth not only to spare no effort,
time, but also to give up bad habits. Every child should
know that a healthy lifestyle is the most reliable means of preserving and
health promotion.
4) Joint work of family and school to raise a healthy
generations.
Let's remember
famous
teacher
V. Sukhomlinsky:
"Most
complete
upbringing,
known
school and family.
necessary
involvement
parents
ensuring
health of students. The relationship between family and school is important for everyone
stages of student life, but they have a special acuteness, special significance in
the first years of the child's stay in the institution. Between school and family
it is necessary to establish friendly, partnership relations. School and family in
interaction
bring up
children, but also take care to create all the conditions for a joyful,
creative and healthy life.
Organization
additional
education
r a m k a x
physical culture and sports activities at school, including:
1. Organization of the work of school sports sections:
Basketball for girls in grades 5-9;
Football for boys grades 5-9;
Tennis for boys grades 7-9;
Volleyball for boys grades 8-9.
2. Organization of work of sports sections:
Volleyball for girls in grades 8-9;
Tourism for students in grades 4-5;
By rhythmic gymnastics for students in grades 1-2.
Educational
Job
at h and shch and m and s i,
aimed at the formation of a healthy lifestyle: lectures, class hours,
consultations
problems
conservation
health,
prevention
bad habits, promotion of a healthy lifestyle, visual agitation,
consultations on all health issues, including such forms
work, as individual, group, collective.
Thus, based on the above, the following can be done
1. The model of physical culture and sports activities of the school allows
systemically
manage
control
physical culture and sports
activity.
Health saving
technologies
are
progressive
tool
improvement
educational
process,
facilitating
raising
efficiency
physical culture and sports
school activities.
3. Most importantly, for the implementation of the model, it is necessary to comply with
four positions of the life of participants in the educational process:
rewarding relationships;
a high degree of participation of teaching staff;
clarity and transparency;
stimulation.
Perfection
mechanism
creation
psychological
pedagogical
social
providing
promotion
quantities
participants
educational
process
conservation
health promotion.
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