Work programs for physical culture. Work programs for physical education Program material for sports games
EXPLANATORY NOTE
The work program for physical culture is based on:
1.
Basic curriculum of special (correctional) educational institutions
VIIItype (appendix to the order of the Ministry of Education of the Russian Federation dated April 10, 2002 No. 2e) - 2065-p):
2.
Programs of special (correctional) educational institutions U1P type
Preparatory class. 1-4 grades/edited by Doctor of Pedagogical Sciences V.V. Voronkova. -3rd ed., rev.-M:
Enlightenment, 2010.
3.
Curriculum of the Municipal government special (correctional) educational
institutions for students and pupils with disabilities “Special
(correctional) general education boarding school UTL type No. 13" for the 2015-2016 academic year.
Target: adaptation of students with physical disabilities, developmentphysical qualities: improve skills in various sports. Thisis achieved by solving the following tasks:
Develop physical abilities, improve functionality body,health promotion.
Develop a caring attitude towards your own health,needs for physical education, health and sports activities.
Master the technologies of modern health systems physical education, enriching individual experience in special applied physical exercises andbasic sports.
Master systems of knowledge about physical education, their role and significance information of a healthy lifestyle.
Improve the techniques of motor actions in basic sports.
general characteristics academic subject: An integral part of integrated system educational work in a special (correctional) school of type VIII (for children with intellectual disabilities). It is aimed at solving educational, educational, correctional, compensatory and therapeutic tasks.
Physical education is carried out in close connection with mental, moral, aesthetic education and labor training, and occupies one of the leading places in preparing students with intellectual disabilities for independent life and industrial work.
Physical education contributes to the formation of positive personal qualities and is one of the means of successful social integration of children into society.
A characteristic feature of children with intellectual disabilities is the presence of various mental and physical development disorders, caused by organic damage to the central nervous system of various etiologies, arising at different age stages of individual development. Children often have subtle motor disorders, which may not be noticeable in everyday life, but manifest themselves during significant physical activity and in complicated motor tasks.
Motor insufficiency of students especially increases when performing precisely dosed muscle efforts, cross-coordination of movements, and spatio-temporal organization of the motor act.
It should be noted that among the students of the VIII type special (correctional) school there are children with well-developed motor skills. This necessitates the need to take into account and implement a strictly differentiated and individual approach to training. A physical education teacher can successfully solve the correctional tasks facing him only if he conducts a lesson based on knowledge of the structure of each student’s defect, all his potential capabilities and specific violations. The teacher must be well aware of the medical examination data, work in contact with the school doctor, and know about the current state of health of students.
Specific educational and correctional educational objectives of physical education at school for children with intellectual disabilities are: strengthening health and hardening the body, developing correct posture; formation and improvement of various motor abilities and skills, such as strength, speed, endurance, dexterity, etc.; correction of violations of the general physical development of psychomotor skills, education of a culture of sanitary and hygienic skills, maintaining sustainable physical performance at the achieved level; formation of cognitive, aesthetic, moral interests based on the material of physical culture and sports; nurturing stable moral and volitional qualities: perseverance, courage, and the ability to overcome difficulties.
The physical education program for grades 1-4 structurally consists of the following sections: gymnastics, athletics, ski training, outdoor and sports games..
To section "Gymnastics" physical exercises are included that allow you to correct various parts of the musculoskeletal system and muscle groups. Due to difficulties in spatial-temporal orientation and significant impairments in the accuracy of students’ movements, the program also includes exercises with objects: gymnastic sticks, flags, small and large hoops and jump ropes. In lessons with elements of gymnastics, mentally retarded children must master the skills of climbing and climbing. Climbing and climbing exercises are an effective means of developing strength and agility, improving coordination and balance skills. These exercises have a positive effect on overcoming fears of heights and space, help develop positive self-esteem, and regulate the emotional and behavioral reactions of children.
Chapter "Athletics" traditionally includes walking, running, jumping, throwing. Athletics helps develop vital motor skills such as proper walking, running, jumping and throwing. Teaching the elements of athletics and their improvement should be carried out on the basis of developing speed, agility, flexibility, strength, endurance, and reaction speed in children. It is known that walking and running exercises are widely used in physical education lessons not only for correctional purposes, but also for health-improving and therapeutic purposes. A special place in this section is given to throwing, since when performing throwing exercises, children develop accuracy, dexterity in handling objects, and an eye. Schoolchildren learn to correctly grip the ball (evenly and with sufficient force), the ability to technically correctly perform a throw, distribute attention to gripping the ball, and to measure the flight of the ball with a landmark.
Ski training in the conditions of a special (correctional) school of the VIII type, it is recommended to carry out from the 1st grade, at temperatures up to -15 ° C with a gentle wind (with the permission of the school doctor). Skiing can improve children's health in winter and reduce the number of diseases characteristic of this time of year. In addition, ski training includes the entire necessary complex for the development of movements, posture, breathing, coordination, motor skills, etc.
One of the most important sections of the program is the section"Games". It includes outdoor games aimed at developing children's motor and physical skills. Thanks to games, children develop such mental properties as attention and attentiveness, intelligence, and initiative. Games promote collective action and have a beneficial effect on the emotional relationships of children with each other and between groups of children. In a school for children with intellectual disabilities, the main form of organizing physical education classes is a lesson consisting of four main parts: introductory, preparatory, main and final (all parts of the lesson are interconnected). As in other subject lessons, the teacher uses techniques such as explanation, demonstration, exercise, reinforcement (in the form of training sessions), evaluation (praise, encouragement, blame) taking into account the specific content and goals of the lessons. It is desirable that each lesson include elements of play, entertainment, and competition, which significantly stimulates children’s interest in physical education lessons. The techniques and elements mentioned above are especially necessary for children with a more complex structure of intellectual underdevelopment. What is important here is the example of the teacher himself, his cooperation with the child, skillful communicative interaction of strong and weak students so that all children receive the attention and help of the teacher. It is obligatory for the teacher to monitor the physical development and physical fitness of students, which will allow monitoring the dynamics of the development of mentally retarded students from the moment they enter school until they graduate. For these purposes, a health passport is issued for each school student, starting from the first grade. Control standards are accepted twice a year - in September and May during physical education lessons. Speaking about the socialization of a graduate of a special (correctional) school of the VIII type as a general goal, we must not forget that physical health is one of the main components of his independent life, therefore the entire teaching staff of the school should consider physical education (training) among the priority tasks, create All the necessary conditions to successfully solve this problem
Monitoring the level of physical development and motor activity of students is carried out according to
as you go through the educational material in the form of verification tests (control tests by type
exercises: running 30-60 m: standing long jump; hand strength (right, left), throwing
range, throwing a medicine ball (1 kg) from behind the head with both hands from a sitting position with legs
apart.
Tests are carried out 2 times a year: in September - May (selectively). Data received
processed and compared with indicators of physical development (height, weight, breast volume]
spirometry), are recorded in a special journal of motor activity and physical
development. Based on these data, together with the school doctor, physical education requirements are determined.
groups.
A special approach in teaching and when adopting standards must be used in relation to children
with current conditions and various diseases (epilepsy, schizophrenia, enuresis, hydrocephalus,
congenital heart defects, etc.).
Value guidelines for the physical education course content: the basis of educationalThe process is based on the following values of physical culture: 1.personally-oriented principles, principles of adaptability, principles of development, principles of psychological comfort.2. culturally oriented principles: the principle of integrity of the content of education, system.Z.cognitive principles: use your life experience, knowledge gained in the lesson. 4.communicative principles: communication and cooperation with peers, seniors and juniorseducational, socially useful, educational and research, creative and other typesactivities.
Results of the material studied: during developmentsubject personal student resultsare: the student’s readiness to purposefully use knowledge and skills in everyday life.
nurturing Russian civic identity, patriotism, love and respect for
Fatherland, a sense of pride in one’s homeland, awareness of one’s culture, one’s people, one’s
region, global cultural heritage; assimilation of traditional values
multinational Russian society; fostering a sense of duty to the Motherland;
formation of a responsible attitude towards learning, students’ readiness and ability to
self-development and self-education based on motivation for learning and knowledge, choice
specialized education based on orientation in the world of professions and professional
preferences, conscious construction of an individual educational trajectory, taking into account
stable cognitive interests;
the formation of tolerance as a norm of conscious and benevolent attitude towards
to another person, his opinion, worldview, culture, language, faith, civic position; To
history, culture, religion, traditions, languages, values of the peoples of Russia and the world;
development of moral consciousness and competence in solving moral problems based on
personal choice, the formation of moral feelings and moral behavior,
a conscious and responsible attitude towards one’s own actions;
formation of communicative competence in communication and cooperation with
peers, seniors and juniors in educational, socially useful, educational
research, creative and other activities;
Minimum level:
ideas about physical culture as a means of promoting health, physical development and physical training of a person;
ideas about correct posture; types of stylized walking to music; corrective exercises in the position of the head, shoulders, spinal column, body position (standing, sitting, lying), exercises to strengthen the muscular corset;
ideas about motor actions; knowledge of combat commands; the ability to count when performing general developmental exercises;
ideas about organizing physical education classes with a targeted focus on developing speed, endurance, strength, coordination; an idea of the types of physical activity aimed at the primary development of basic physical qualities in the process of participation in outdoor games and relay races;
ideas about ways to organize and conduct outdoor games and elements of competitions with peers, the implementation of their objective judging;
ideas about the sports traditions of their people and other peoples; understanding the characteristics of famous sports that show a person in various emotional states;
familiarization with the rules and techniques for performing motor actions; ideas about careful handling of inventory and equipment, compliance with safety requirements during participation in physical education and sports events.
Enough level:
knowledge about physical culture as a means of promoting health, physical development and physical improvement of a person;
performing sets of exercises to form correct posture and develop the muscles of the torso, developing basic physical qualities;
participation in health-improving activities during the day (physical education);
knowledge of types of motor activity in the process of physical education; performing motor actions;
the ability to give drill commands and keep count when performing general developmental exercises.
knowledge of the organization of physical education classes with various target orientations: development of speed, endurance, strength, coordination;
knowledge of physical exercises with different target orientations, their implementation with a given load dosage;
knowledge of types of motor activity aimed at the primary development of basic physical qualities in the process of participation in outdoor games and relay races;
knowledge of forms, means and methods of physical improvement;
the ability to provide all possible assistance and moral support to peers in the process of participating in outdoor games and competitions;
carrying out their objective judging; knowledge of the sports traditions of one’s own people and other peoples;
knowledge of some facts from the history of the development of physical culture, understanding of its role and significance in human life;
knowledge of how to use various sports equipment in basic types of physical activity;
knowledge of the rules and techniques for performing motor actions;
knowledge of the rules of careful handling of inventory and equipment; compliance with safety requirements during participation in physical education and sports events.
Weekly workload for grades 1-4: 1st grade: 3 hours per week, total volume during the year 99 hours.
2nd grade. 3 hours per week, total volume during the year is 102 hours. 3 classes: 3 hours per week, total volume ofduring the year 102 hours. 4 classes: 3 hours per week, total volume during the year 102 hours
The work program for extracurricular activities in volleyball for students in grades 5-7 was developed on the basis of the textbook “Extracurricular Activities. Volleyball: a manual for teachers and methodologists”/G.A. Kolodnitsky, B.C. Kuznetsov, M.V. Maslov/,- M.: Prosveshchenie, 2011, in accordance with the Federal State Educational Standards LLC 2010.
The physical education system in our country has many years of experience in its development and is aimed at solving the main socially significant tasks: strengthening the health of the population, physical and motor development and instilling high moral qualities.
Work program of the optional course “General Physical Education - SPECIAL COURSE!” for students in grades 7-11 is compiled in accordance with the Federal Basic Curriculum, the Mandatory Minimum Content of Education for Schoolchildren in the Field of Physical Education, as well as the “Comprehensive Physical Education Program for Students in Grades 1-11” by V.I. Lyakh, A.A. Zdanevich. (M.: Education, 2016). The program is physical education and sports in its content, special in its functional purpose, and extracurricular in its form of organization. The duration of the program is 1 year.
The features of the general education general development program “Volleyball” are that it takes into account the specifics of additional education and covers significantly more people who want to engage in this sport, making feasible demands in the learning process. It gives the opportunity to take up basketball from scratch for those children who have not yet started taking the “volleyball” section at school, as well as attention to the issue of fostering a healthy lifestyle, a comprehensive approach to raising a harmonious person.
Target audience: for 11th grade
The work program of the extracurricular activity course “Favorite Game” is developed on the basis of:
- “Comprehensive program of physical education for students in grades 1-11 of educational institutions”, edited by V.I. Lyakh, A.A Zdanevich (2010), approved by the Ministry of Education and Science Russian Federation.
-Approximate program for physical education, author’s program by T. S. Lisitskaya, L. A. Novikova. (2012) Study guide“Extracurricular activities. Volleyball: a manual for teachers and methodologists”/G.A. Kolodnitsky, V.S. Kuznetsov, M.V. Maslov.- M.: Education, 2011, in accordance with the Federal State Educational Standards LLC 2010.
Target audience: for 5th grade
Chess is not only a game that gives children a lot of joy and pleasure, but also an effective means of their mental development, the formation of an internal plan of action - the ability to act in the mind.
The physical education program for grade 7 was developed in accordance with the requirements of the federal state educational standard of basic general education (Federal state educational standard of basic general education. - M.: Prosveshchenie, 2012);
- with recommendations of the Work Program for Physical Culture
- curriculum“Work program for physical education for 7th grade students” (V.I. Lyakh, A.A. Zdanevich. - M.: Prosveshchenie, 2010);
- with the author’s program “Work program for physical education of students in grades 1-11” (V. I. Lyakh, A. A. Zdanevich. - M.: Prosveshchenie, 2010)
Target audience: for 7th grade
The work program is based on the basic general education program. Physical Culture 5-9 grades. Authors: A.P. Matveev, (collection of Work programs. Physical education. Grades 5 - 9: educational and methodological manual / subject line of textbooks by A. P. Matveev. - M.: Education, 2012. - pp. 23 - 45. (second generation standards
Target audience: for 5th grade
The physical education program for grades 10-11 is developed in accordance with:
- with recommendations of an Approximate program for physical education (Approximate program for physical education. Grades 10-11. - M.: Education, 2011);
- with the author’s program “Comprehensive program of physical education for students in grades 1-11” (V. I. Lyakh, A. A. Zdanevich. - M.: Education, 2010):
- the federal law“On physical culture and sports.”
- Law of the Russian Federation “On Education”, Art. 32 “Competence and responsibility educational institution"(clause 67);
Target audience: for 10th grade
Municipal entity Yeisk district
Municipal budgetary educational organization secondary school No. 1 named after Semyon Sobol of the city of Yeisk, municipal formation Yeisk district.
APPROVED
By decision of the teachers' council dated August 29, 2014, protocol No. 1
Chairman of the Teachers' Council
Volkova T.E.
WORKING PROGRAMM
In physical education
Level of education (grade) - secondary general education, grade 11
Number of hours 102
Basic level
Teacher Eremenko Marina Grigorievna
The program is developed based on:
Programs of general education institutions. Comprehensive physical education program for grades 1-11. Comp. IN AND. Lyakh, A.A. Zdanevich ed., M., Education 2009, 6th edition
EXPLANATORY NOTE
This work program on physical culture for 11th grade compiled by Eremenko Marina Grigorievna, physical education teacher of the municipal budgetary educational organization of secondary school No. 1 named after Semyon Sobol of the city of Yeisk, municipal formation Yeisk district. The work program for physical education is compiled on the basis of the federal component of the state standard of secondary general education, and the author's program of general education institutions. The school curriculum specifies 3 hours per week of studying the subject “Physical Education”, which amounts to 102 teaching hours per year.
“Comprehensive program of physical education for students in grades 1-11” V.I. Lyakha, V.I. Zdanevich, 6th edition, M. “Enlightenment” 2009.
The subject “Physical Education” is included in the educational field “Physical Education”. Studying physical education on basic level secondary general education is aimed at achieving the following
goals:
Development of physical qualities and abilities, strengthening of individual health, improvement of the functional capabilities of the body;
Cultivating a caring attitude towards one’s own health, the need for physical education, health and sports activities
activities;
Mastering the technologies of modern health-improving systems of physical education, enriching individual experience in specially applied activities
physical exercise and basic sports;
Mastering the system of knowledge about physical culture and sports, their role and significance in the formation of a healthy lifestyle and social orientations;
Acquiring competence in physical education, health and sports activities, mastering the skills of creative cooperation in collective
forms of physical exercise.
Objectives of physical education 11th grade students are aimed at:
promoting harmonious development, developing the ability to use physical exercise, hygiene procedures and environmental conditions to improve health and resist stress;
formation of personal and public ideas about the prestige of a high level of health and versatile physiological preparedness;
expansion of motor experience through mastering new motor actions and developing the skills to use them in conditions of varying complexity;
further development of conditioning and coordination abilities;
formation of knowledge about the patterns of physical activity, sports training, the importance of physical education for future work, the performance of the functions of fatherhood and motherhood, preparation for military service;
strengthening the need for regular physical exercise and a chosen sport;
formation of adequate self-esteem of the individual, moral self-awareness, worldview, development of determination, confidence, endurance, self-control;
further development of mental processes and training in the basics of self-regulation.
When solving the problems of physical education, the teacher needs to focus his activities on instilling value orientations towards the physical and spiritual improvement of the individual, developing students’ needs and motives for systematic physical exercise, nurturing moral and volitional qualities, forming humanistic relationships, and acquiring communication experience. Schoolchildren must be taught ways to creatively apply acquired knowledge, skills and abilities to maintain high levels of physical and mental performance, health, and independent studies.
The content of the program material consists of two main parts: basic and variable (differentiated). Mastering the basic principles of physical education is objectively necessary and mandatory for every student. Without the basic component, successful adaptation to life in human society and effective performance of work are impossible. The basic component forms the basis of the national standard of general education training in the field of physical education and does not depend on the regional, national and individual characteristics of the student.
The variable (differentiated) part of physical education is due to the need to take into account the regional characteristics of the work of schools in the Krasnodar region:
Note:
1. Hours from the “Ski Training” section in the amount of 18 hours were transferred to study the “Sports Games” section.
2. From the section “Gymnastics with elements of acrobatics” (18 hours), 6 hours were transferred to the section “Athletics” in connection with the organization of training taking into account the natural and climatic conditions of the Krasnodar Territory.
3. 9 hours of hours from the “Elements of Martial Arts” section were transferred to the “Athletics” section due to the lack of conditions for training.
4. Two hours from variable part 2.2 were transferred to the “Athletics” section.
5. Clock from variable part 2.1. and 2.2 (15 hours) in the amount of 13 were transferred to the “Cross training” section.
The hours of the variable part (18 hours) are distributed as follows: 3 hours - to deepen the study of athletics; 12 hours - to deepen the section “Sports Games”; 3 hours - to deepen cross-country training.
Athletics is studied twice a year, depending on the season. Autumn (1st quarter) - 20 hours, spring (4th quarter) - 18 hours. Sports games distribution is 30 hours, 19 hours are distributed for basketball (2nd quarter), 20 hours for volleyball (3rd quarter). Cross training is studied twice a year, depending on the season. Autumn (1st quarter) - 7 hours, spring (4th quarter) - 6 hours.
Table of thematic distribution of hours
| Type of program material | Number of hours |
||||
| Working programm |
|||||
| 11th grade |
|||||
| Basic part | |||||
| Basic knowledge of physical culture | During the lesson |
||||
| Sport games | |||||
| Basketball | |||||
| Volleyball | |||||
| Gymnastics with elements of acrobatics | |||||
| Athletics | |||||
| Ski training | |||||
| Elements of martial arts | |||||
| Swimming | |||||
| Variable part | |||||
| Associated with regional and national characteristics | |||||
| At the choice of the teacher, students, determined by the school itself, for in-depth study of one or more sports | |||||
| Cross training | |||||
| TOTAL: | |||||
Distribution of teaching time by quarters: 3 hours per week, 102 hours per year, 11th grade.
| № p/p | Type of program material | 1 quarter | 2nd quarter | 3rd quarter | 4th quarter | Total |
| Athletics | ||||||
| Basketball | ||||||
| Volleyball | ||||||
| Gymnastics | ||||||
| Cross training | ||||||
| TOTAL: 102 |
||||||
BASICS OF KNOWLEDGE:
Sociocultural foundations: Physical culture of society and man, the concept of physical culture of the individual. Value orientations of individual physical education activities: comprehensive personality development, strengthening
health, physical improvement and the formation of a healthy lifestyle. Modern Olympic and physical culture movements, their social orientation and forms of organization. Sports and health systems of physical exercises, their goals and objectives.
Psychological and pedagogical foundations: Methods of individual organization, planning, regulation and control of physical activity during physical exercise. Basic forms and types of physical exercises. The concept of physique and characteristics of its main types. Fundamentals of initial military physical training, improvement of basic applied motor actions. Fundamentals of organizing and holding mass sports events by type of sport.
Medical and biological fundamentals: The role of physical culture and sports in disease prevention and health promotion; maintaining human reproductive functions. Fundamentals of the organization of motor mode. Basics of safety precautions and injury prevention. Bad habits, the reasons for their occurrence and the harmful effects on the human body and its health. Basics of preventing bad habits by means of physical culture.
Consolidating hardening skills: air baths, sunbathing, water procedures.
Reinforcing self-control techniques: repetition of self-control techniques.
DEVELOPMENT OF MOTOR QUALITIES:
Speed, speed-strength, endurance, flexibility, agility, strength.
1.1 SPORTS GAMES - 39 hours
BASKETBALL(2nd quarter - 19 hours): Improving the technique of movements, stops, turns, stances. Options for catching and passing the ball without resistance and resistance from a defender (in various formations). Options for dribbling the ball without resistance and with resistance from a defender. Options for throwing the ball without resistance without resistance and with resistance from the defender. Actions against a player without the ball and with the ball (snatching, knocking out, intercepting, covering). Combinations of mastered elements of movement and ball handling techniques. Individual, group and team tactical actions in attack and defense. Play by the rules.
VOLLEYBALL(3 quarter - 20 hours): Improving the technique of movement, stopping, turning and standing. Variants of techniques for receiving and passing the ball. Options for serving the ball, attacking strike through the net. Options for blocking attacking attacks (single, two), insurance. Individual, group and team tactical actions in attack and defense. Play by the rules.
Program material on sports games
| Sections, topics | Quantity |
|
| Sport games | ||
| Basketball | ||
| Mastering the technique of dribbling the ball | ||
| Improving the technique of catching and passing the ball | ||
| Improving throwing technique | ||
| Improving game tactics | ||
| Volleyball | ||
| Improving the technique of receiving and passing the ball | ||
| Improving the technique of serving the ball | ||
| Improving attacking technique | ||
1.2 GYMNASTICS WITH ELEMENTS OF ACROBATICS - 12 hours
DEVELOPMENT EXERCISES: Material covered in previous classes. Turning around while moving. Formation from a column of one at a time into a column of two, four, eight in motion.
VAULT: Jump into a crouching position, jump off, bend over, vault jump with legs apart and legs bent. Jump sideways with a 90* turn. Jump with a running angle at an angle to the projectile and a push with one leg (horse width).
ACROBATICS: Boys: Long somersault over an obstacle at a height of up to 90cm, handstand, back somersault through a handstand with assistance, side flip, depth jumps Combinations of previously mastered elements. Girls: Sitting at an angle, kneeling, bending back, standing on the shoulder blades, bridge from the position, standing with help and independently, turning to the side, deep jumps. Combinations of previously mastered elements.
ROPE CLIMBING: in 2 and 3 steps, without using legs (young men).
Program material on gymnastics with elements of acrobatics
| Sections, topics | Quantity |
|
| Gymnastics | ||
| Acrobatics | ||
| Vault | ||
| Rope climbing | ||
| Athletic gymnastics | ||
1.3 ATHLETICS - 38 hours
SPRINTING: Running from a low and high start, start in a relay race, passing the baton, shuttle run 5x20m, finish of running at various distances, running 30m, 60m, 100m, 400m.
LONG AND HIGH JUMP: Standing and running long jumps (7-9 and 9-11 running steps). High jump using the “stepping over” method. Selection of an individual run.
GRENADE THROWING: Throwing a grenade from a place to a distance, with 4-5 throwing steps from a shortened and full run-up to a distance into the Yum corridor and to a given distance.
LONG RUN: Running at variable speeds, overcoming small vertical and horizontal obstacles, alternating walking and running, running around a turn, overcoming an obstacle course, running at a uniform pace for 20-25 minutes.
| Sections, topics | Quantity |
||
| Athletics | |||
| Sprinting | |||
| Long and high jump | |||
| Throwing a grenade | |||
CROSS TRAINING — 13 hours Walking and running on slightly rough terrain. Overcoming an obstacle course. Relay races up to 100m. Cross-country running with changes in direction. Elements of cross-country competition tactics: distribution of forces, leading, overtaking, finishing. Cross from 2 to 5 km.
Forms of control.
current control (each lesson);
Starting control (once a year); all students are assessed;
Control testing (see Appendix No. 1)
Appendix No. 1
Student physical fitness standards
| № p/p | Control standards | |||||||
| Run 30 m, s. | ||||||||
| 100m run, s. | ||||||||
| Shuttle run 3x10m, p. | ||||||||
| Shuttle run 4x10m, p. | ||||||||
| Shuttle run 3x20m, p. | ||||||||
| Run 1000m, min. With. | ||||||||
| Run 2000m, min.s | ||||||||
| Standing long jump, see | ||||||||
| Running long jump, see | ||||||||
| High jump, cm | ||||||||
| Jumping with a skipping rope, count. once | ||||||||
| Throwing a grenade | ||||||||
| Push-ups, number of times. | ||||||||
| Press in 30 seconds, number of times. | ||||||||
| Squats for 1 min., count. once | ||||||||
| High bar pull-up | ||||||||
| Low bar pull-up | ||||||||
Requirements for the level of student preparation in the subject
LEVEL OF PHYSICAL EDUCATION DEVELOPMENT OF STUDENTS COMPLETING SECONDARY SCHOOL (girls and boys)
Know:
Know the goals and objectives of physical education, have knowledge in the field of physical education necessary to conduct independent classes;
Possess vital applied and sports skills, including athletics, gymnastics, sports games, cross-country training;
Master the techniques of providing first aid to the victim
Carry out self-insurance and belay techniques during physical exercises;
Have the necessary level of development of basic motor qualities;
Ways to organize independent physical exercises with different functional orientations, rules for using sports equipment and equipment;
Rules for personal hygiene, injury prevention and first aid during physical exercise.
Be able to:
Be able to organize and conduct classes, competitions and outdoor games with primary schoolchildren;
Referee in one of the sports;
For young men to possess military-applied skills;
Perform control exercises;
Take care of your physical improvement, lead a healthy lifestyle;
Follow the rules of safety and injury prevention during physical exercises, provide first aid in case of injuries and accidents;
Pass control standards in physical culture.
Comprehensive physical education program for grades 1-11. Comp. IN AND. Lyakh, A.A. Zdanevich ed., M., Education 2009, 6th edition A.A. Zdanevich, Moscow “Enlightenment” 2009.
Handbook for physical education teachers, edited by L.B. Kofman, Moscow, 1998.
Your Olympic textbook. M., “Physical Education and Sports”, 2003.
Physical Culture. Textbook for grades 10 - 11, edited by V.I. Lyakh. - M.: Education 2011. 6th edition.
E. Naimineva “Physical education” Teaching methods. Sport games. Rostov - on Don “Felix”, 2001.
Means of education
Volleyballs, basketballs; jump ropes; hoops; skittles; chips; racks; planks; gymnastic mats; stopwatch; crossbar; barriers; bars; pomegranates (500 grams, 700 grams); medicine balls (4; 5 kg.); roulette, rope
AGREED AGREED
