The pre-school period is one of the most crucial periods of a person’s life, in the development of physical health and skills that ensure its improvement, strengthening and preservation in the future. At the same time, the analysis of real practical work in pre-school educational institutions shows that the requirements for the level of physical fitness and the state of health of preschool children are constantly increasing. Physical fitness of children, determined by the level of physical qualities, creates the basis for all motor activity of pre-school students. Development of physical abilities determines the process of improving child’s motor sphere and appears to be the most important component of his health. In the variety of physical education means for pre-school students, rhythmic gymnastics occupies a special place, due to its accessibility, versatility and emotionality. Recently, rhythmic gymnastics is widely used in basic forms of physical education in pre-school institutions. Purposeful rhythmic gymnastics evenly involves in the work of all mus-cle groups, joints, stimulates the activity of the cardiovascular and respiratory systems. To date, a number of studies have been published in which issues of increasing the effectiveness of children’s physical education through the use of rhythmic gymnastics are considered. In the practice of physical education of children of preschool age, rhythmic gymnastics is used quite often. To this day, some organizational and methodic features of the use of rhythmic gymnastics complexes remain open. In a number of publications there are conflicting opinions related to the duration of individual rhythmic gymnastics complexes use. According to many experts, the set of exercises as well as its musical accompaniment, changes as necessary, because one of the criteria is the loss of children’s interest in exercises. The average duration of the use of a separate complex of rhythmic gymnastics with 2 lessons per week, varies, according to literary sources, from one and a half to three and a half months. With reference to the above, there is a need for special studies to solve current problems existing in the practice of physical education of pre-school students.
The relevance of this topic is due to the constantly increasing level of sports achievements in the middle distance race, which puts new qualitative requirements to physical training of athletes. Running at 800 m refers to submaximal power exercises, where work is performed mainly in anaerobic power supply conditions. A sufficiently high running speed, which must be for about two minutes, leads to significant changes in the activity of the runner's body systems, putting him in extremely unfavourable conditions of functioning. Maintaining a high running speed in such conditions depends on the ability to perform work in conditions of high oxygen debt and significant accumulation of lactic acid in working muscles and blood, i.e. on special endurance. On this basis, the training of runners on 800 m is primarily related to the development of speed and special endurance, which are in contradictory relations. Supposedly that organization of training of runners on 800 m on the basis of fulfillment of factors limiting growth of their achievements at different levels of skill, will contribute to improvement of quality of training of athletes. We carried out the pedagogical experiment in the experimental group, analyzed the results in comparison with the results of the control group (the experiment was in the athletics section of Tambov SSOR no. 2).
The Russian school of gymnastics is distinguished by the high performing skills of female athletes, a wide range of styles, the composition integrity, which is achieved with the help of choreographic training. The concept of “choreography” includes everything that relates to the art of classical, folk, historical and everyday, modern dance. Choreographic training in gymnastics is understood as a system of exercises and influence methods aimed at nurturing the motor culture of the gymnasts, at expanding their arsenal of expressive means. In addition, when practicing chore-ography, flexibility and coordination of movements develops, strengthens the musculoskeletal system, increases the density of the workout, which has a positive effect on the cardiovascular and respiratory systems of the body, contributes to the development of special endurance. Along with this, choreography lessons solve technical training problems: mastering various elements and combinations, an individual image in the composition. To create an image, expressiveness is in-dispensable, which is inextricably linked with the beauty of the movements, grace, dancing character, etc. A choreographer in rhythmic gymnastics has to work with a constant shortage of time, since choreographic training is only part of the training process. This time is not enough for the full development of the “rhythmic” gymnasts’ choreography. A characteristic feature of training in jazz gymnastics is the performing of exercises that fully activate the body’s motor system, with the participation of the greatest possible number of muscle groups. Also for those engaged in jazz gymnastics is characteristic dynamism, expression, together with wide and smooth movements. The nature of the movements is expressive. All this contributes to the development of “rhythmic” gymnasts’ choreography. Analysis of scientific literature and practical experience indicates the lack of jazz gymnastics use in the choreographic training of “rhythmic” gymnasts. Our research is related to the development of this particular direction, which determines its relevance.
We consider differentiated development of motor qualities among schoolchildren. Increasing the level of physical fitness of students, is the foundation for overall performance and health, the removal of nervous experiences and negative stress, a noticeable sign of physical improvement of a person. Among the relevant issues of physical education of schoolchildren, the leading place is occupied by the issues associated with the differentiated development of motor qualities among schoolchildren. The analyzed sources about the constant acceleration of physical development in connection with socio-economic conditions are directly related to the schoolchildren of the group we study. The main indicators of physical fitness of the studied group of schoolchildren 7–14 years old coincide with the results of studies by other authors. Constant study of the level of physical fitness of schoolchildren of different classes living in a particular area allows us to objectively assess the content of pedagogical work in the lessons of various directions, effectively monitor the progress of development and the rate of growth of motor qualities in each age period.
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