Методичні особливості розвитку рухових якостей учнів основної школи на уроках фізичної культури
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Дата
2023
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Анотація
Стаття присвячена методичним особливостям розвитку рухових якостей учнів основної школи. Одним із головних завдань нашого дослідження є розробка методики розвитку рухових якостей учнів основної школи на уроках фізичної культури з урахуванням рівнів біологічного розвитку. Дослідження індивідуальних вікових особливостей біологічного розвитку дітей, закономірностей процесів росту і розвитку організму,виявлення відмінностей між дітьми одного віку є основою реалізації даної методики. В основу методики розвитку рухових якостей учнів покладено формування здатності організму до накопичувальної адаптації, яка сприяє пристосуванню учнів до характеру та сили впливу фізичних вправ і додаткових засобів, спрямованих на підвищення функціональних можливостей організму. Комплекси вправ для розвитку рухових якостей застосовувалися відповідно до виявлених особливостей біологічного віку учнів.
The analysis of literary sources indicates that the paradigm of theoretical and methodological justification for teaching physical education in secondary education institutions in Ukraine does not correspond to contemporary social challenges and requirements for ensuring the physical health of the younger generation. The main directions for optimizing physical education in schools include: 1. Development of a methodology for pedagogical control of the educational process and the development of motor skills using multidimensional statistics. 2. Development of methodological approaches for rationalizing educational programs. 3. Study of the regularities in the development of motor functions in children and adolescents. 4. Investigation of the patterns of the body's response to various regimes of physical exercises interspersed with rest intervals. This article is dedicated to the methodological aspects of developing motor skills in primary school students. The modern physical education system is primarily based on the principles of age and gender differentiation of students according to their health and motor readiness. Age and gender are generally accepted factors when developing the content of differentiated teaching of motor skills and abilities. However, factors such as the intensity of biological maturation, physical development characteristics (body weight and length), properties of the nervous system and temperament, and constitutional type are not always taken into account by teachers during physical education classes. Different levels of physical fitness, physical and biological development among students of the same chronological age, their varying attitudes toward physical culture means, as well as the generalization of personal experience and experimental study of the peculiarities of children's development at a given age, provide a basis for developing an author's methodology for developing motor skills, taking into account the factors mentioned above. One of the main objectives of our research is to develop a methodology for improving the motor skills of primary school students during physical education classes, taking into account the levels of biological development. Investigating the individual age‐specific features of children’s biological development, the regularities of growth and development processes, and identifying differences among children of the same age form the basis of implementing this methodology. The methodology for developing motor skills in students is based on forming the body's ability for cumulative adaptation, which facilitates the students' adaptation to the nature and intensity of physical exercises and additional means aimed at enhancing the functional capabilities of the body. Sets of exercises for developing motor skills were applied in accordance with the identified biological age characteristics of the students. The methodology for developing the motor skills of elementary school students in physical education classes, taking into account the levels of biological development, is based on the differentiation of physical loads for students. Regulation of physical activity is achieved through: varying the pace of execution; increasing or decreasing the amplitude of movements; complicating or simplifying the performance of exercises; performing exercises with different equipment. The methodology for developing the motor skills of students is based on the formation of the ability of the body to accumulate adaptation, which contributes to the adaptation of students to the nature and intensity of the impact of physical exercises and additional means aimed at increasing the functional capabilities of the body. In working with students in the experimental groups of the 5th grade, educational lessons predominated, accounting for 50‐60% of the total number of classes, in the 6th grade ‐ about 50%, in the 7th grade ‐ 40‐45%. As students' age increased, the proportion of educational lessons in their work decreased, while the proportion of developmental activities increased, reaching 45‐50% in the 7th grade. Therefore, the proposed experimental methodology for developing the motor skills of elementary school students in physical education classes can be considered effective, as its implementation in practice has led to positive changes at a statistically significant level.
The analysis of literary sources indicates that the paradigm of theoretical and methodological justification for teaching physical education in secondary education institutions in Ukraine does not correspond to contemporary social challenges and requirements for ensuring the physical health of the younger generation. The main directions for optimizing physical education in schools include: 1. Development of a methodology for pedagogical control of the educational process and the development of motor skills using multidimensional statistics. 2. Development of methodological approaches for rationalizing educational programs. 3. Study of the regularities in the development of motor functions in children and adolescents. 4. Investigation of the patterns of the body's response to various regimes of physical exercises interspersed with rest intervals. This article is dedicated to the methodological aspects of developing motor skills in primary school students. The modern physical education system is primarily based on the principles of age and gender differentiation of students according to their health and motor readiness. Age and gender are generally accepted factors when developing the content of differentiated teaching of motor skills and abilities. However, factors such as the intensity of biological maturation, physical development characteristics (body weight and length), properties of the nervous system and temperament, and constitutional type are not always taken into account by teachers during physical education classes. Different levels of physical fitness, physical and biological development among students of the same chronological age, their varying attitudes toward physical culture means, as well as the generalization of personal experience and experimental study of the peculiarities of children's development at a given age, provide a basis for developing an author's methodology for developing motor skills, taking into account the factors mentioned above. One of the main objectives of our research is to develop a methodology for improving the motor skills of primary school students during physical education classes, taking into account the levels of biological development. Investigating the individual age‐specific features of children’s biological development, the regularities of growth and development processes, and identifying differences among children of the same age form the basis of implementing this methodology. The methodology for developing motor skills in students is based on forming the body's ability for cumulative adaptation, which facilitates the students' adaptation to the nature and intensity of physical exercises and additional means aimed at enhancing the functional capabilities of the body. Sets of exercises for developing motor skills were applied in accordance with the identified biological age characteristics of the students. The methodology for developing the motor skills of elementary school students in physical education classes, taking into account the levels of biological development, is based on the differentiation of physical loads for students. Regulation of physical activity is achieved through: varying the pace of execution; increasing or decreasing the amplitude of movements; complicating or simplifying the performance of exercises; performing exercises with different equipment. The methodology for developing the motor skills of students is based on the formation of the ability of the body to accumulate adaptation, which contributes to the adaptation of students to the nature and intensity of the impact of physical exercises and additional means aimed at increasing the functional capabilities of the body. In working with students in the experimental groups of the 5th grade, educational lessons predominated, accounting for 50‐60% of the total number of classes, in the 6th grade ‐ about 50%, in the 7th grade ‐ 40‐45%. As students' age increased, the proportion of educational lessons in their work decreased, while the proportion of developmental activities increased, reaching 45‐50% in the 7th grade. Therefore, the proposed experimental methodology for developing the motor skills of elementary school students in physical education classes can be considered effective, as its implementation in practice has led to positive changes at a statistically significant level.
Опис
Ключові слова
учні, рухові якості, ріст і розвиток, методика, учні основної школи, урок фізичної культури, students, motor skills, growth and development, methodology, primary school students, physical education lesson
Бібліографічний опис
Власенко А. Методичні особливості розвитку рухових якостей учнів основної школи на уроках фізичної культури [Текст] / А. Власенко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2023. – № 4 (128). – С. 60–69. – DOI: 10.24139/2312‐5993/2023.04/060‐069