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Methods for providing visualization in physical education. Visualization methods used in the process of teaching motor actions

In physical education, 2 groups of methods are used:

Specific - characteristic only for the process of physical education;

General pedagogical, which are used in all cases of training and education.

To specific methods of physical education relate:

1) methods of strictly regulated exercise;

2) game method (use of exercises in a game form);

3) competitive (use of exercises in a competitive form);

With the help of these methods, specific tasks related to teaching the technique of performing physical exercises are solved. physical education exercises. qualities.

General pedagogical methods include into yourself:

1) verbal methods;

2) methods of visual influence.

None of the methods can be limited in the method of physical education as the best. Only the optimal combination of the named methods according to the method. Principles can ensure the successful implementation of a complex of tasks of physical education.

Methods of general pedagogy are widely used in physical education. The use of general pedagogical methods in physical education depends on the content of the educational material, didactic goals, functions, training of students, their age, personality traits and teacher training, the availability of material and technical base, and the possibilities of its use.

In physical education, the teacher implements his general pedagogical and specific functions with the help of the word: he sets tasks for students, manages their educational and practical activities in the classroom, communicates knowledge, evaluates the results of mastering educational materials, and has an educational impact on students.

In physical education, the following verbal methods:

1. Didactic story It is a presentation of educational material in a narrative form. Its purpose is to provide a general, fairly broad idea of any motor action or integral motor activity. It is most widely used in the process of physical education of children of primary and secondary school age.

In elementary school (grades 1-2), physical exercises are interesting if they are held in the form of "motor, didactic stories": individual actions - episodes are sequentially deployed according to the teacher's story. These actions are explained by some general plot story, which children accompany with actions that are accessible to their imagination and motor experience. The older the students, the wider the description, explanation of the educational material and the lecture are used instead of the story.

2. Description - it is a way of creating in students an idea of the action. The description provides for a clear, expressive, figurative disclosure of the features and properties of objects, their size, location in space, forms, messages about the nature of the flow of phenomena and events. With the help of the description, students are mainly informed of factual material, it is said what should be done, but it is not indicated why it should be done. It is used mainly when creating an initial representation or when learning relatively simple actions, when students can use their knowledge and motor experience.

3. Explanation. The method is a consistent, logically strict presentation by the teacher of complex issues (rules, concepts, laws). The explanation is characterized by the proof of the statements, the soundness of the put forward provisions, the strict logical sequence of the presentation of facts and messages. In physical education, an explanation is used to familiarize students with what and how they should do when completing a learning task. When explaining, sports terminology, typical for this section of the program, is widely used. For children of primary school age, the explanation should be figurative, vivid comparison and specific.

4. Conversation - it is a question-answer form of mutual exchange of information between the teacher and students.

5. Parsing - a form of conversation conducted by a teacher with students after completing a motor task, participating in competitions, playing activities, etc., in which the analysis and evaluation of the achieved result are carried out and ways for further work to improve what has been achieved are outlined.

6. Lecture is a systematic, consistent coverage of a particular topic.

7. Instruction - an accurate, specific presentation by the teacher of the task proposed by the student.

8. Comments and remarks. The teacher in the course of the task or immediately after it briefly evaluates the quality of its implementation or points out the mistakes made. Comments can apply to all students, to one of the groups, or to one student.

9. Orders, commands, instructions - the main means of operational management of the activities of students in the classroom.

Under order refers to the verbal instruction of the teacher in the classroom, which does not have a specific form. Orders are given to perform some action (“try along the wall”, etc.), exercises, to prepare training areas, equipment for cleaning the gym, etc. The regulations apply primarily to elementary schools.

Team has a certain form, an established order of presentation and precise content, command language is a special form of verbal influence on students in order to encourage them to immediately unconditionally perform or stop certain actions.

indication represents verbal influences in order to make appropriate corrections in case of incorrect performance of motor actions (for example, “faster”, “higher swing”, etc.). Instructions are most often used in elementary school.

10. Counting- the main form of control over the performance of physical exercises.

visual methods. In physical education, methods of providing visualization contribute to the visual, auditory and motor perception of the tasks performed by students.

These include:

- method of direct visualization(showing exercises by the teacher or, on his instructions, by one of the students);

Methods of indirect visualization (demonstration of educational videos, cinematographs, motor actions, drawings, diagrams, etc.);

Methods of directed feeling of motional action;

Methods of urgent information.

direct visualization method. Designed to create in students the correct idea of the technique of performing a motor action (exercises). The direct demonstration of movements by the teacher or one of the students should always be combined with the methods of using the word, which makes it possible to exclude blind, mechanical imitation. When showing, it is necessary to provide convenient conditions for observation: the optimal distance between the demonstrator and the student, the plane of the main movements, the repetition of the demonstration at a different pace and in different planes, clearly reflecting the structure of the action.

Show requirements:

The display must be accompanied by an explanation;

The display must be accurate and taken as a sample;

The demonstration of the exercise can be entrusted to the student in the following cases: if the teacher cannot demonstrate for health reasons; if during the demonstration the teacher is forced to take a position in which it is inconvenient to explain; when it is necessary to convince students that the exercise can be completed;

When showing, the teacher must choose the right place so that all students can see it, and he can control their implementation;

The display must be mirrored;

- "wrong display" is not required.

Methods of mediated visualization. They create additional opportunities for students to perceive motor actions with the help of an objective image.

These include:

Demonstration of visual aids, educational videos and films;

Drawings with a felt-tip pen on a special board;

Sketches performed by students;

The use of various models, etc.

Visual aids allow focusing students' attention on static positions and a consistent change in the phases of movements.

By using video films the demonstrated movement can be slowed down, stopped at any phase and commented, as well as repeated many times.

Drawings felt-tip pen on a special board are an operational method of demonstrating individual elements of the technique of physical exercises and tactical actions in team sports.

Sketches, performed by students in the form of figures, allow you to graphically express your own understanding of the structure of motor actions.

dummies(models of the human body) allow the teacher to demonstrate to students the features of the technique of motor action.

Methods of directed feeling of motional action. They are aimed at organizing the perception of signals from working muscles, ligaments or individual parts of the body.

These include:

Guiding assistance of the teacher when performing a motor action (for example, holding the student's hand by the teacher when teaching the final effort in throwing the ball at a distance);

Performing exercises in slow motion;

Fixing the position of the body and its parts at certain moments of a motor action (for example, fixing the position of the body links before performing the final effort in throwing);

The use of special training devices that allow you to feel the position of the body at various moments of the movement.

Urgent Information Methods. They are intended for the teacher and student to receive urgent information using various technical devices for the purpose of their necessary correction or to save the specified parameters (tempo, rhythm, effort, amplitude, etc.). So, at present, various training devices (bike ergometers, treadmills, rowing machine) equipped with built-in computers that control the load regulation system are widely used in physical education and sports. The computer shows the values of the pulse, speed, time, length of the distance, calorie consumption, etc. The load profile is graphically displayed on the display.

Methods of teaching motor actions(as a whole, in parts, conjugated impact) and their implementation in the lesson of physical culture. The methods of teaching motor actions belong to the methods of a strictly regulated exercise.

Methods of strictly regulated exercise allow you to:

To carry out motor activity of students according to a strictly prescribed program (for the selection of exercises, their connections, combinations, order of execution, etc.);

Strictly regulate the load in terms of volume and intensity, as well as manage its dynamics depending on the psychophysical state of students and the tasks to be solved;

Accurately dose rest intervals between parts of the load;

Selectively educate physical qualities;

Use physical exercises in classes with any age contingent;

Effectively master the technique of physical exercises, etc.

The methods of teaching motor actions include:

Holistic method;

Dissected or piecemeal;

Associated impact.

Holistic Method applied at any stage of learning. Its essence is that the technique of motor action is mastered from the very beginning in its integral structure without being divided into separate parts. The holistic method allows you to learn structurally simple movements (running, simple jumps, switchgear, etc.). With a holistic method, it is possible to master individual details, elements or phases not in isolation, but in the general structure of the movement, by focusing students' attention on the necessary parts of the technique.

The disadvantage of this method is that in uncontrolled phases or details of a motor action, it is possible to fix errors in the technique, therefore, when mastering exercises with a complex structure, its use is undesirable.

Dismembered Method used in the early stages of education. Provides for the division of a holistic motor action into separate phases or elements with alternate learning and subsequent connection into a single whole.

Rules for applying this method:

1. learning to begin with a holistic performance of a motor action, and then, if necessary, to single out elements from it that require more thorough study;

2. divide the exercises in such a way that the selected elements are independent or less interconnected;

3. study the selected elements in a short time and combine them as soon as possible;

4. to study the selected elements in various ways. Then it is easier to construct a holistic movement.

The disadvantage of this method is that it is not always easy to combine elements learned in isolation into a holistic motor action.

In the practice of physical education, holistic and dissected methods are often combined. First, they begin to learn the exercise holistically. Then they master the most difficult selected elements and finally return to the holistic performance.

The method of conjugated influence It is used to improve motor actions, to improve their qualitative basis, that is, their effectiveness. Its essence lies in the fact that the technique of motor action is improved in conditions that require an increase in physical effort. For example, an athlete in training throws a weighted javelin or discus, long jump with a weighted belt, etc. In this case, the technique of movement and physical abilities are improved. When applying the conjugate method, it is necessary to pay attention to the fact that the technique of motor actions is not distorted and their integral structure is not violated.

Methods of education of physical qualities. Methods of education of physical qualities belong to the methods of strictly regulated exercise. Methods of education of physical qualities are different combinations of loads and rest. They are aimed at achieving and consolidating adaptive changes in the body.

uniform method is a continuous muscular activity without a change in intensity.

Its varieties are:

a) uniform exercise (long running, swimming, skiing and other types of cyclic exercises);

b) standard flow exercise (multiple continuous execution of gymnastic exercises).

Repeat method- This repeated exercise, when the same load is repeated many times. There can be different rest intervals between repetitions.

variable method characterized by muscular activity carried out in a mode of varying intensity.

There are variations of this method:

a) variable exercise in cyclic movements (variable running, fartlek, swimming and other types of movements with varying speed);

b) variable flow exercise - serial performance of a complex of gymnastic exercises, different in intensity of loads.

interval method . It is characterized by the presence of various rest intervals between loads.

Varieties of this method:

a) progressive exercise (for example, consecutive single lifting of a barbell weighing 70-80-90-95 kg. and so on with full rest intervals between sets;

b) a varying exercise with variable rest intervals (for example, lifting a barbell, the weight of which fluctuates 60-70-80-70-80-90-50 kg., and the rest intervals range from 3 to 5 minutes);

c) descending exercise (for example, running segments in the following order - 800 + 400 + 200 + 100 m with hard rest intervals between them).

Circle method P It is a consistent performance of specially selected physical exercises that affect various muscle groups and functional systems by the type of continuous or interval work.

For each exercise, a place is determined - a “station”. The circle includes 8-10 "stations". On each of them, students perform one of the exercises and go through the circle from 1 to 3 times. This method is used to educate and improve physical qualities. . It is used in all classes, more often in older ones. The shells are arranged in such a sequence that the physical load on the muscles of the arms and legs alternates.

The organization of this method is as follows:

Stations are being equipped in the gym, i.e. places for performing appropriate motor actions;

At each station, students are given a specific task: exercise, dosage and guidelines for its implementation;

The tasks are carried out in series and alternately. In the first case, the student, having completed the task at the 1st station, moves to another; and in the second, the class is divided into groups according to the number of stations.

Work by stations. The students are divided into groups, each begins work at its own station, the elders in the subgroups receive a task from the teacher in the training card. The job is done for quality. After completing the task, the group moves to the next station. The quality of the work of the department at each station is evaluated. The whole circle is passed from 1 to 3 times without an interval or with a certain rest interval between the “stations”.

« Anthill». Various shells are installed in the hall and a variety of tasks are planned. Participants perform them in any order, which projectile is free. The judges evaluate their work and give each token of a certain color, which corresponds to a certain number of points. Having passed all the shells, the participants hand over the tokens to the panel of judges for scoring and determining the winners.

Essence game method in that the motor activity of students is organized on the basis of the content, conditions and rules of the game.

Methodological features game method:

The game method provides a comprehensive, complex development of physical qualities and improvement of motor skills, since in the process of the game they are manifested in close interaction; if necessary, with the help of the game method, certain physical qualities can be selectively developed;

The presence of elements of rivalry in the game requires significant physical effort from students, which makes it an effective method of educating physical abilities;

A wide choice of various ways to achieve the goal, the improvisational nature of actions in the game contribute to the formation of students' independence, initiative, creativity, purposefulness and other valuable personal qualities;

Compliance with the conditions and rules of the game in the conditions of confrontation enables the teacher to purposefully form moral qualities in students: a sense of mutual assistance and cooperation, conscious discipline, will and collectivism, etc.;

The factor of pleasure, emotionality and attractiveness inherent in the game method contributes to the formation of a stable positive interest and an active motive for physical education among students.

The disadvantage of the method is its limited capabilities when learning new movements, as well as when dosing the load on the body.

Competitive Method- This way of performing exercises in the form of competitions. The essence of the method lies in the use of competitions as a means of improving the level of preparedness of students. A prerequisite for the competitive method is the preparedness of students to perform those exercises in which they must compete.

The competitive method manifests itself:

In the form of official competitions of various levels (Olympic Games, World Championships, national championships, cities, qualifying competitions, etc.);

As an element of organizing a lesson, any physical culture and sports activity, including sports training.

The competitive method allows:

Stimulate the maximum manifestation of motor abilities and identify the level of their development;

To identify and evaluate the quality of possession of motor actions;

Ensure maximum physical activity;

Contribute to the development of strong-willed qualities.

Nikolaenya Elena Vladimirovna, teacher of the Russian language and literature of the State Educational Institution "Secondary School No. 11 of Slutsk", won the nomination "Russian Language and Literature, Belarusian Language and Literature".

Usage visibility principle in literature lessons

1 The principle and means of visualization in literature lessons

One of the main principles on which the study of literature is based is the principle of visibility, which is realized through the activation of the sensory-visual perception of schoolchildren, through the upbringing of the culture of their mental work, through the development of such mental operations as comparison, comparison, classification, identification.

Visualization means, first of all, those means of concretizing and enriching knowledge about fiction that lie outside its texts and are predominantly either figurative or documentary in nature, that is, works of fine art, as well as recordings, film frames, photographs, etc. Direct visualization includes objects that help to recreate the appearance of the era depicted in a literary work. But it can also be their depiction in paintings capable of performing the function of a historical commentary on the work. Direct visibility also includes illustrations, photographs, portraits of writers and poets, images of heroes or episodes of a work, testimonies of contemporaries of the period under study, publications of museum collections, etc.

Lessons that use various kinds of visual aids undoubtedly have a greater result. However, the appeal to visibility is not an end in itself,and active rational inclusion of visual assistants in the educational process.

The following types of visibility are distinguished:

Verbal visibility - the word of the teacher, listening to sound recordings, expressive and creative reading or retelling.

Subject visibility used in the form of book exhibitions, reproductions, portraits, illustrations, photographs, sculptures, models, etc.

Graphic visibility - tables, diagrams, algorithms, an epigraph to the lesson.

Synthetic visibility combines visual and auditory visibility: film clips, staging, use of a multimedia installation or an interactive whiteboard.

According to the school curriculum, when studying literature, it is necessary to pay attention to such an important aspect of literary education and moral and aesthetic education as the use of works of related art in the classroom.

Works of related arts that are used in literature lessons can be grouped as follows:

1.Paintings

* portraits of writers (O.A. Kiprensky "Portrait of A.S. Pushkin", K. Bryullov "Portrait of the fabulist I.A. Krylov", N. Ge "Portrait of L.N. Tolstoy");

*works consonant with works of fiction (I. Levitan "Spring - high water", P. Fedotov "Breakfast of an aristocrat", I. Kramskoy "Inspection of the old house");

* canvases created on the basis of literary works (K. Vasilyev "Lament of Yaroslavna", Y. Neprintsev "Rest after the battle", M. Vrubel "The Swan Princess", V. Serov cycle "Who should live well in Rus'").

2.Musical works

*works consonant with works of fiction

(P.I. Tchaikovsky "The Seasons", Ludwig van Beethoven " Largo Appassionato");

*works created on the basis of literary works (N. Rimsky - Korsakov "The Tale of Tsar Saltan", P.I. Tchaikovsky "Eugene Onegin", R. Shchedrin "The Seagull");

*works of a certain period corresponding to a similar topic under study (Russian folk songs, songs about the Great Patriotic War, songs about the Motherland, about mother, etc.).

3.Graphics(drawings by A.S. Pushkin).

4.Photographs or color illustrations of sculptural or architectural monuments.

5.Theater or cinema(performances "Inspector", "Aleko and others"; S. Bondarchuk "War and Peace", V. Bortko "The Master and Margarita", S. Rostotsky "White Bim - Black Ear").

The use of works of related art forms has its own specifics. Students need to be prepared for such a difficult type of activity in the classroom, paying special attention to speech material. It is desirable for the teacher to use special vocabulary that will provide students with the opportunity to freely operate art history terminology at the level of the school curriculum.

Acquaintance with the works of related art forms not only enriches the vocabulary of students, but also expands their aesthetic ideas, forming an artistic taste.

2. Illustration as a means of visualization in literature lessons

The topic of generalization of experience declared by me “Implementation of the principle of visibility in literature lessons” is quite voluminous, therefore I will limit myself in my work to one, but very important aspect of it.

A special place in terms of developing the communicative abilities of students and their aesthetic education is occupied by such an element of visibility as illustration. The term itself comes from the Latin word " illustration "- lighting, a visual image, that is, a" pictorial interpretation "of a literary or scientific work.

The first interest of a child in a book arises most often through illustration, because it opens the door to the diverse world of literature for the young reader. The older the student becomes, the more conscious and evaluative becomes his attitude to the illustration.

The illustration enables students to better imagine the author's intention, the historical era, the appearance of the characters. Thinking about the meaning of the depicted events, realizing what part the hero takes in them, students gradually enter the inner world of the characters, begin to emotionally respond to their feelings, evaluate their moral qualities, learn to discover the presence of the author and comprehend the artistic meaning of the work. Visual images of the illustration help students to understand the meaning of many new words for them related to the historical life or the area of human spiritual life.

The place of the illustration in the lesson, the time allotted to work with it, questions on analysis, speech material, methods of work and assignments - all this depends on the topic of the lesson, the methodological task, the specifics of the work being studied, the nature of the selected illustration. It is important that working with an illustration is not a random methodological technique, but a systematic, thoughtful element of the lesson.

The illustration used in literature lessons can be divided into two types:

1.Illustrations by professional artists

2.Children's drawing

In my work at the lesson, using illustrations made by professional artists, I distinguish the following stages:

*Story about the artist

The goal is to give general information about the artist, the history of the creation of the painting, the place of the painting in his work and in the development of Russian painting as a whole. Effectively accompany your story with a correspondence tour of historical places, the stages of the life and work of the author using several illustrations as an example.

*View illustration

If there is such an opportunity, then first, as a task, invite students to choose from a number of illustrations the one that best suits the material being studied, and work with the one they like.

Silent, unhurried viewing of illustrations is of great importance for the development of students' thinking, as it is associated with perception. Examination develops in students the ability to observe, think figuratively, perceive the work of painting as a whole, adequately to the author's intention. This undivided perception takes place at the subconscious level, through feelings, so the teacher should not interfere excessively in this complex individual process. At this moment, the student's attitude to what he saw is determined, his personal understanding of the artistic image is formed.

*Illustration talk

The goal is to help students understand the figurative language of art, to form the ability to analyze an illustration as a work of art in the unity of content and form, to develop an adequate aesthetic assessment of a work of art, to stimulate the creative imagination of students, to teach them to create an independent speech work using the figurative and expressive means of the Russian language prompted by pattern. The depth of perception of an illustration depends not only on the nature of the questions posed, but also on their sequence.

What questions should be asked to start the conversation? This is not an idle question. Given the emotional side of the impact of painting, one should go not from the content, but from the emotional impulse caused by the visual impression. Therefore, it is necessary to start with questions that reveal the emotional attitude of students to the illustration, their first, most vivid impression, for example:

Do you like this illustration?

What impression does the illustration make on you?

Why do you think the illustration evokes such a mood?

Did you feel a sense of joy (sadness) when looking at the picture?

Did the artist manage to arouse admiration (disappointment) in you?

The teacher must analyze the illustration in the unity of the content and means of artistic expression. This determines the nature of the questions, the main task of which is to help students understand the interdependence of content and means of expression, for example:

What can you say about the composition of this illustration?

What is shown in the foreground (background)?

What is the main color?

What color shades does the artist use to convey the mood (state) of the hero?

With what expressive or barely noticeable details the artist conveys

The movement of life, its swiftness?

Is this how you imagined the image of the hero of the work?

What details of the interior (clothing) seemed strange to you?

Prove that this illustration belongs, for example, to the landscape genre.

The formation of students' own judgments and their aesthetic ideas is facilitated by questions to identify the author's position and personal attitude, which it is advisable to ask at the end of the conversation, for example:

What do you feel and think about when you look at this illustration?

What is dear to the artist in the depicted?

Do you think the character of the depicted would change if the author used warmer (cold) tones?

How did the artist creatively rethink a fragment of the work?

So, the success of a conversation on illustration is predetermined by the wording and sequence of questions that should be built depending on the art history of students, on the content and genre of illustration, on the goals and objectives of the lesson, and, of course, on the mood in the class.

* Carrying out vocabulary and stylistic work

In the process of conversation on illustrations, the vocabulary of students is enriched, since the comprehension of its content is combined with the selection of vocabulary necessary to express thoughts and feelings. If the teacher skillfully organizes this type of work, helps in the selection of the necessary words, then a creative atmosphere is established in the class, the students seem to compete among themselves in the selection of the necessary definitions. At the same time, it is important to direct students' attention to the selection of such words and linguistic means that characterize a specific, directly depicted object (character, phenomenon), so that students do not have discrepancies between words and realities, so that they develop the ability to express what is perceived by means of language adequately to the content of the illustration. .

During the conversation, students can write down words that are difficult in semantic and orthographic terms. However, it is better to do this before or after the conversation, so as not to destroy the emotional mood and not drag out the conversation.

* Summarizing what was said from the illustration

You can complete the illustration by giving students the following tasks:

Compose a coherent story based on the illustration;

Sign the illustration with words from the text;

Find a piece of text and compare with the one shown in the figure;

Come up with a new name for the illustration;

Compare the image of the hero (episode) by different artists;

Instead of literary topics, offer an essay on the studied work, an essay on illustration (for older students).

Working with illustrations by a professional artist is by no means limited to the development of students' communication skills and their aesthetic taste. The development of a figurative vision of the world is facilitated, in particular, by creative homework: to illustrate an episode of the text, to depict one of the characters, to make a landscape sketch, that is, children's drawing(this type of work is especially valuable on the parallels of 5-7 classes).

When illustrating, a student interested in the success and recognition of his work will repeatedly reread the text, remember everything that was discussed in the lesson in order to display not only the main thing, but also the details in the drawing. Evaluating the work, the children and I pay attention to the quality of performance and the author's position. It is very important and useful to analyze drawings that are not entirely accurate, since in the process of a dispute, students learn to prove their authorial and aesthetic position.

Observing a professional illustration or a children's drawing, students receive not only literary, but also art history knowledge, form the ability to express and defend their point of view and

hone the skill of careful and thoughtful reading.

List of sources used

1. Arsenovich, I.V. Individual, pair, group work: the optimal combination / I.V. Arsenovich // Narodnaya Asveta.–2006.–No. 9. – P. 12-16.

2. Buslakova, T.P. How to analyze a lyrical work: a study guide /T. P. Buslakova. - M., 2005. - 234 p.

3. Perception and study of works in their generic and genre specifics // Methods of teaching literature: in 2 hours / ed. O. Yu. Bogdanova, V. G. Marantsman. - M., 1994. - Part 2. - S. 23-42.

4. Demina, N.P. Literary work: theory and practice of analysis: educational method. allowance / N.P. Demina, S.V. Karpushin, E. A. Mokhovikova. - Mn., 2010. - 123 p.

5. Comenius, Ya.A. Great didactics: Selected pedagogical works: in 2 volumes / Ya.A. Komsnsky. - M., 1982. -T. 1.–S. 384.

6. Medvedev, V.P. Studying lyrics at school / V.P. Medvedev. - M., 1985. - 111 p.

7. Rutskaya, A. V. The method of laying out the Belarusian literature / A. V. Rutskaya, M. U. Grynko. - Mn., 2010. - S. 59.

8. Internet resources

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National State University of Physical Culture,

sports and health named after P.F. Lesgaft, St. Petersburg

Department of Theory and Methods of Physical Culture

Test

in the discipline "Fundamentals of teaching physical exercises"

Subject: Visualization methods used in the process of teaching motor actions

Saint Petersburg

Introduction

1. Initial concepts

2. Classification of teaching methods

2.1 Teaching methods according to Kuramshin Yu.F.

2.2 Teaching methods according to Guzhalovsky A.A.

2.3 Teaching methods according to Matveev L.P.

3Characteristics and content of visualization methods

4. Peculiarities of the use of visualization methods in teaching motor actions

5. Requirement for the choice of methods

Conclusion

List of used literature

Introduction

The concept of visibility expresses the relationship between the perceiving subject and the perceived object, manifested in the fact that the latter can be reflected in the form of a sensual image.

Why is it necessary and what is its significance in the process of learning motor actions.

Despite the fact that the visual teaching method is widely used in the practice of physical education, there is no method for developing the ability to observe movement and special training of the mental function of visual perception of the demonstrated movements. In practice, this leads to the fact that beginner athletes, whose function of visual perception, for one reason or another, is not sufficiently developed, are not able, when demonstrating a movement, to form a correct idea about it, they: hardly learn or do not learn the form (technique) at all movements. Coaches distinguish such athletes as incapable of learning, not caring about the improvement of such an important function for mastering movements as visual perception and the process of forming ideas about the motor action associated with it. In this regard, the problem of increasing the efficiency of the process of forming ideas about motor actions becomes urgent, especially at the stage of initial sports training.

1. Initial concepts

The method is a system of actions of the teacher developed taking into account pedagogical laws, the purposeful application of which allows organizing the theoretical and practical activities of the student in a certain way, ensuring the development of motor actions aimed at developing physical qualities and forming personality traits. (Kuramshin Yu.F., 2007)

Methodical technique - ways to implement a particular method in a specific pedagogical situation. (Kuramshin Yu.F., 2007)

A technique is, in a narrow sense, a combination of various methods that ensure the success of mastering individual exercises.

In a broad sense, a set of not only methods, techniques, but also forms of organizing classes. (Kuramshin Yu.F., 2007)

2. Classification of teaching methods

The high level of sports achievements puts the issues of developing more effective methods of training young athletes among the primary problems in the development of modern sports. Particular attention is paid to the development of methods and techniques for training athletes at the stage of initial sports specialization, because. it is at the early stages of training that the foundation of the physical, mental and moral qualities of future athletes is laid, which largely determines the success of mastering sports skills at the further stages of long-term sports improvement.

Mastering a motor action begins with the formation of knowledge about the essence of a motor task and ways to solve it.

The control of motor actions is directly related to the problem of implementing the principles of consciousness, visibility and activity. Conscious control of motor actions is unthinkable without the development of the abilities of those involved to accurately feel and analyze their movements. Conscious control of movements is possible only if the students have clear ideas about the spatial, temporal and power characteristics of motor actions.

In the practice of physical education and sports, teaching methods are conditionally divided into verbal, visual and practical. Visualization plays a particularly important role, since the activities of students are mainly practical in nature (performing physical exercises). When teaching physical exercises, educational tasks are pursued, which are to form and bring to a certain degree of perfection the necessary motor skills and knowledge, as well as the knowledge associated with them. In building the learning process for each individual motor action, a number of relatively completed stages are distinguished, which correspond to certain stages of the formation of motor skills and habits: at the first stage, the initial learning of the movement occurs; on the second - there is an in-depth detailed learning; at the third stage, consolidation and further improvement of the motor action is provided, as a result of which a motor skill is formed. (Yu.F. Kuramshin, 2007)

At the initial stage of training, the goal is to teach the basics of movement technique, to form the ability to perform an action, at least in general terms. At the same time, training begins with the creation of a general idea of rational ways of performing a motor action and a set for mastering one or another method. Here, visual teaching methods are of particular importance, the main method of which is the demonstration (showing) of movement.

At subsequent stages of learning, visibility also does not lose its importance. So, when teaching a motor action, to form the correct ideas about the technique of movement, visual aids, films, and the performance of educational operations with models of the human body are widely used.

Visualization is an essential condition for improving motor activity.

Neither the improvement of motor skills, nor the development of physical abilities are generally unthinkable without a constant reliance on clear sensations, perceptions, and visual representations.

As motor acts are mastered, various sense organs function in ever closer interaction, forming a single “complex analyzer”. This contributes to the most subtle and at the same time generalized perceptions necessary for perfect control of movements.

2.1 Teaching methods forYu.F.Kuramshin

"The interaction of various analyzers, especially in conditions of complex motor activity, is not always positive." (Yu.F. Kuramshin, 2007) The functions of some analyzers can, in certain situations, weaken other receptor functions. Selectively directed influences on certain afferent systems, in particular on the motor analyzer, which plays a particularly responsible role in the control of movements, help to speed up the process of their improvement. In this connection, the idea of temporary artificial shutdown of some analyzers, for example, the visual one, deserves attention in order to increase the requirements for the motor analyzer and thereby accelerate the improvement of its functions.

This kind of method cannot be considered suitable for all cases. It is not usually used at the first stage of learning new movements (the familiarization stage). In addition, it is necessary to take into account the specifics of the studied actions, as well as the individual characteristics of those involved. There are a number of other methods of selective influence on the functions of analyzers. This, in particular,

the use of light leaders and sound leaders, which make it possible to exercise various perceiving systems in a targeted manner.

In the course of mastering the movement, the role and nature of the interaction of various sense organs do not remain unchanged. Accordingly, the share of various forms of visibility should also change. So, in the beginning, visual perceptions usually play the most important role. Therefore, the primary place among the methods of visual learning is occupied at first, as a rule, by those that provide the formation of visual images. In the future, the role of the motor analyzer and the corresponding methods of providing visibility increase sharply. But at any stage of training, the rule remains unshakable: not to be limited to any one form of visualization, but to comprehensively use the diverse ways of visual information and improvement of the senses.

2.2 Teaching methods forA.A. Guzhalovsky

"Visibility in pedagogy means involving as many sense organs as possible in the process of cognition (and not just vision, as is often understood in connection with the word "visibility."" (A.A. Guzhalovsky, 1986) Vision is used in the process of physical education , hearing and motor (kinesthetic) sensations.Therefore, it is convenient to consider the methods of visual influence, generalizing them into three groups:

a) visual methods

b) auditory visualization methods

c) methods of motor visualization.

visualization methods.

With the help of vision, it is possible to evaluate and correct (correct) the spatial characteristics of movements. Temporal and dynamic characteristics are evaluated worse by vision. In the practice of physical education, various forms of visual visualization are used, some help to transfer knowledge about movements, others contribute to the direct control of movements. Main methods:

Direct display (demonstration) of movements.

Depending on the methodological tasks of teaching, the demonstration of a motor action may have a different character. For example, to create a general holistic view of a new motor action, an exemplary demonstration is required. In this case, the action is demonstrated in its perfect execution. When learning a motor action, this form of demonstration is not always suitable. The trainee will not be able to examine the demonstrated action in detail. Then the so-called adapted display is used, in which it would be convenient to consider the features of the technique. Movements are demonstrated slowly and as expressively as possible, highlighting individual body positions with stops. The main requirement for the organization of the demonstration is to provide convenient conditions for observation (a convenient distance, the plane of the main movements, sufficient repetition of the demonstration). (A.A. Guzhalovsky, 1986)

Demonstration of visual aids.

Demonstration of motor actions can be carried out with the help of transparencies and video recordings. Convenient methods for creating a visual representation of movements are the use of various dummies (reduced models of the human body), on which the teacher can demonstrate the features of the technique of motor action. As visual clarity, demonstrations of various schemes are also used: drawings, graphs, drawings, etc.

visual orientation.

These are methods and techniques that help to correctly perform movements in space and time. As visual reference points, objects or markings are used, to which students must orient movements.

For example, a bar set at a certain height is a visual guide for the correct direction of ejection of the shot. Such landmarks "force" to carry out movements in the right direction or with the proper amplitude.

Good results for refining movements in space are given by various markings. For example, marking the surface of a gymnastic horse helps to teach the correct positioning of the hands when moving from the handles to the body of the horse when swinging the legs. Markings on the ground help you navigate the setting of the legs when jumping from a running start.

For visual orientation, complex technical devices are also used that give light signals about time and direction (for example, the lighting of light bulbs in various places of a special shield for training the speed and accuracy of hitting the ball in sports games). There are vego-leading devices that regulate the speed and pace of movement (for example, moving flags on a treadmill or a traveling light wave along a garland of light bulbs stretched along the side of the pool). (A.A. Guzhalovsky, 1986)

2.3 Teaching methods forL.P.Matveev

Different forms of visualization are not only interconnected, but also pass one into another in their action. This is explained by the unity of the sensory and logical levels of cognition, and from a physiological point of view, by the unity of the first and second signal systems of reality.

direct visualization method. Designed to create a correct understanding of the technique of performing a motor action (exercises) among those involved. “The direct demonstration (demonstration) of movements by the teacher or one of the students should always be combined with the methods of using the word, which makes it possible to exclude blind, mechanical imitation.” (L.P. Matveev, 1991) When demonstrating, it is necessary to provide convenient conditions for observation: the optimal distance between the demonstrator and those involved, the plane of the main movements run-up height, etc.), repetition of the demonstration at a different pace and in different planes, clearly reflecting the structure of the action.

Methods of mediated visualization create additional opportunities for the perception of motor actions by those involved with the help of an objective image. These include: a demonstration of visual aids, educational videos and films, drawings with a felt-tip pen on a special board, sketches performed by students, the use of various dummies (reduced models of the human body), etc.

Visual aids allow you to focus the attention of those involved in static positions and a consistent change in the phases of movements.

With the help of videos, the demonstrated movement can be slowed down, stopped at any phase and commented, as well as repeated many times.

Drawings with a felt-tip pen on a special board are an operational method of demonstrating individual elements of the technique of physical exercises and tactical actions in team sports.

The sketches made by students in the form of figures allow to graphically express their own understanding of the structure of a motor action.

Dummies (models of the human body) allow the teacher to demonstrate to students the features of the technique of motor action (for example, the technique of running at various distances, the technique of crossing the bar in high jumps with a run, the landing techniques in long jumps with a run, etc.).

Methods of directed feeling of motor action are aimed at organizing the perception of signals from working muscles, ligaments or individual parts of the body.

The methods of directed feeling of a motor action include:

1) guiding assistance of the teacher during the performance of a motor action (for example, the teacher holding the hands of the trainees while teaching the final effort in throwing a small ball at a distance);

2) performing exercises at a slow pace;

3) fixing the positions of the body and its parts at certain moments of the motor action (for example, fixing the position of the body links before performing the final effort in throwing);

4) the use of special training devices that allow you to feel the position of the body at various moments of the movement.

Methods of urgent information. Designed to provide a teacher and students with the help of various technical devices (strain platform, electrogoniometers, photoelectronic devices, light and sound leaders, electric targets, etc.) urgent and prelaminar information after or during the execution of motor actions, respectively, with the aim of their necessary correction or to save the given parameters (tempo, rhythm, effort, amplitude, etc.).

So, for example, at present, various training devices (bike ergometers, treadmills, rowing machine, etc.) equipped with built-in computers that control the load control system are widely used in physical education and sports. The computer shows the values of the pulse, speed, time, length of distance, calorie consumption, etc. The load profile is graphically displayed on the display. (L.P. Matveev, 1991)

When teaching motor actions, visualization requires compliance with a number of requirements:

The formation of ideas about the studied motor action should be carried out in a certain sequence from the meaning of the system of actions to the meaning of a separate action and from it to the meaning of the operations that make up this action;

When studying motor actions, it is necessary to achieve a clear understanding of the meaning of each operation being studied, each phase of movement;

To form a full-fledged idea of the action being studied, the student must not only see, but also feel the features of the performance of this action, form a motor idea about it, i.e., connect the image of a muscular sensation with the word that designates it;

The formation of the substantive (technical) aspect of the idea of the action under study should be carried out from the external mode of action to

The image of its internal dynamic structure (the interaction of the work of the neuromuscular apparatus);

For qualitative assimilation of the material, it is necessary to ensure the ascent from mastering the method of solving a separate motor task to the ability to design motor tasks of a certain type, by visually demonstrating the design method on a specific example. (N.M. Moiseev, 1991)

Learning through visualization

When explaining to students how to perform a particular movement, the trainer uses a direct demonstration, video recordings, cinegrams, a graphic representation of the movement, etc., trying to form the correct ideas about the movement being learned. When performing a motor action, an athlete uses the idea of the movement being learned formed during training.

The faster the idea of movement is formed, the faster and easier (ceteris paribus) motor skills and abilities are formed on its basis. The most important mental function, which determines the effect of forming ideas about the phenomena around us and, in particular, about the observed movements, is the function of visual perception. training visualization motor kuramshin

“The factors that ensure the effectiveness of visual perception and the formation of ideas about motor actions include the level of development of such mental functions as the volume of perception, attention and short-term memory, as well as the very ability to highlight visually observed signs of movements.” (A.A. Guzhalovsky, 1986)

In the process of teaching complex motor actions, visualization occupies a special place:

It is necessary to create in students in the process of learning the correct ideas about the most rational ways of action, the relationship of specific actions with an integral system of movements in a competitive duel, etc.;

It is necessary in cases where specific problem situations are created in the learning process that require students to be able to apply theoretical knowledge in conditions as close as possible to real practice; in conjunction with practical actions, visibility is a form of direct preparation of students for active, conscious and creative activity in the process of training sessions and competitions.

3. Characteristics and content of support methodsvisibility

The method is implemented in the process of cognition of the essence of the studied motor actions, biomechanical patterns of their construction. It provides for the formation of an accurate sensual image of technology, tactics, and physical abilities shown by those involved.

5. Requirement for the choice of methods

The choice of a particular method in practice depends on a number of factors and conditions. In particular, their choice is determined by:

1. The set tasks of training and education.

2. The nature of the content of the educational material, the means used.

3. Opportunities involved - their age, gender, health status, level of preparedness, etc.

4. The capabilities of the teachers themselves - their previous experience, the level of theoretical and practical preparedness, work style and personal qualities, etc.

5. The time available to the teacher.

6. The structure of individual classes and their parts.

7. Stages of learning motor actions, phases of development of physical performance (increasing the level of development of qualities, their stabilization or recovery).

8. Features of the external conditions in which the lesson is held (air temperature, wind strength, equipment condition, inventory quantity). (Yu.F Kuramshin, 2007)

None of the numerous methods can be recognized as the only and main one. Each method, although it has its own pronounced features that do not allow it to be replaced by other methods, at the same time justifies itself only in close relationship with them.

Conclusion

Visualization methods are one of the important elements of teaching motor actions. For some functions of visual perception, the most pronounced, shown motor action is most effectively remembered. It is easier for the student to form a correct idea about the movement itself and about the technique. Also, various methods of visualization significantly help teachers and coaches in teaching various motor actions of those involved. The use of various forms of visualization increases interest in classes, facilitates the understanding and execution of movements, and contributes to the acquisition of solid knowledge, skills and abilities. Therefore, the visualization methods used in the process of teaching motor actions is very important.

In conclusion, it should be noted that when preparing for a lesson and choosing the best visualization methods for a particular stage, the teacher must consider what their structure should be in order to strengthen, for example, motivational or educational, educational or developmental functions.

Bibliography

1. Guzhalovsky, A.A. Methods of physical education / A.A. Guzhalovsky / / Fundamentals of the theory and methods of physical culture: Proc. for tech. physical cult. / ed. A. A. Guzhalovsky. chapter 4, - M.: Physical culture and sport, 1986. - S. 45-47.

2. Kuramshin, Yu. F. Methods of formation of physical culture of personality. / Yu.F. Kuramshin // Theory and methods of physical: Textbook / ed. Yu.F. Kuramshina. - 3rd ed. , chapter 5., - M .: Soviet sport, 2007 . pp. 58-59, 63-67.

3. Matveev, L.P. Means and methods in physical education, chapter 2, / L.P. Matveev // Theory and Methods of Physical Culture: Proc. for in-t nat. culture. - M.: Physical culture and sport, 1991. From 79-81.

4. Moiseev, N.M. Fundamentals of teaching physical exercises.: Methodological recommendations / N.M. Moiseev, O.N. Titorov. // SPbGAFK im. P.F. Lesgaft. 1997.-From 27-43

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Visibility methods

In physical education, methods of providing visibility contribute to the visual, auditory and motor perception of the tasks being performed. These include:

1) the method of direct visualization (showing exercises by the teacher or, on his instructions, by one of the students);

2) methods of indirect visualization (demonstration of educational videos, cinematographs of motor actions, drawings, diagrams, etc.);

3) methods of directed feeling of a motor action;

4) urgent information methods. Consider the main features of these methods.

Method of direct visualization

Designed to create a correct understanding of the technique of performing a motor action (exercises) among those involved. The direct demonstration (demonstration) of movements by the teacher or one of the students should always be combined with the methods of using the word, which makes it possible to exclude blind, mechanical imitation. When demonstrating, it is necessary to provide convenient conditions for observation: the optimal distance between the demonstrator and the trainees, the plane of the main movements (for example, standing in profile, it is easier to show the running technique with a high hip lift, swing movements in high jumps from a run, etc.) , repeating the demonstration at a different pace and in different planes, clearly reflecting the structure of the action.

Methods of mediated visualization create additional opportunities for the perception of motor actions by those involved with the help of an objective image. These include: a demonstration of visual aids, educational videos and films, drawings with a felt-tip pen on a special board, sketches performed by students, the use of various dummies (reduced models of the human body), etc.

Visual aids allow you to focus the attention of those involved in static positions and a consistent change in the phases of movements.

With the help of videos, the demonstrated movement can be slowed down, stopped at any phase and commented, as well as repeated many times.

Drawings with a felt-tip pen on a special board are an operational method of demonstrating individual elements of the technique of physical exercises and tactical actions in team sports.

The sketches made by students in the form of figures allow to graphically express their own understanding of the structure of a motor action.

Methods of directed feeling of motor action are aimed at organizing the perception of signals from working muscles, ligaments or individual parts of the body. These include:

2) performing exercises at a slow pace;

3) fixing the positions of the body and its parts at certain moments of the motor action (for example, fixing the position of the body links before performing the final effort in throwing);

4) the use of special training devices that allow you to feel the position of the body at various moments of the movement.

Urgent Information Methods

Urgent Information Methods are intended for the teacher and students using various technical devices (strain platform, electrogoniometers, photoelectronic devices, light and sound leaders, electric targets, etc.) to receive urgent and prelaminar information after or during the execution of motor actions, respectively, with the aim of their necessary correction or to save the given parameters (tempo, rhythm, effort, amplitude, etc.). So, for example, at present, various training devices (bike ergometers, treadmills, rowing machine, etc.) equipped with built-in computers that control the load control system are widely used in physical education and sports (Fig. 6).

Rice. 6. Using the urgent information method: automated treadmill with computer programming of training mode

The computer shows the values of the pulse, speed, time, length of distance, calorie consumption, etc. The load profile is graphically displayed on the display.

In conclusion, it should be noted that when preparing for a lesson and choosing the methods that are optimal for a particular stage, the teacher must consider what their structure should be in order to strengthen, for example, a motivational or educational, educational or developmental function.

Kholodov Zh.K. Kuznetsov VS Theory and methods of physical education and sport.- M.: Publishing Center "Academy", 2003.- 480 s. Chapter 4. Means and methods of physical education. - S. 32-52.

The primary role in the implementation of the principle of visibility is played by direct contacts with reality. At the same time, indirect visibility should not be underestimated.

Different forms of visualization are not only interconnected, but also pass one into another in their action. This is explained by the unity of the sensory and logical stages of cognition, and from a physiological point of view, by the unity of the first and second signal systems of reality.

Of particular importance is the connection between a sensual image and a figurative word. The word is a signal of all other signals in the sense that during life and learning the word is associated (according to the mechanism of conditioned reflex connections) with all external and internal stimuli, as if “replacing”, representing them and can cause all those actions that are conditioned sensory stimuli.

The word, therefore, can be considered as one of the important means of providing visibility. It should be borne in mind that in the process of physical education a word acquires the meaning of such a means only when it finds a concrete support in the motor experience of those involved. If the word is not associated, at least in part, with representations, in particular motor ones, it “does not sound”, does not evoke a living image of movements, no matter what external figurative form the verbal explanation is clothed in. The role of the word as a factor of mediated visibility increases in the process of physical education along with the expansion of the motor experience of those involved. The richer it is, the more opportunities for creating the necessary motor representations with the help of a figurative word. This is one of the reasons for the unequal proportion of the methods of using the word in the process of physical education of people of different age groups.

Visibility is important not only in itself, but also as a general condition for the implementation of the principles of education and upbringing. The widespread use of various forms of visualization increases interest in classes, makes it easier to understand and complete tasks, and contributes to the acquisition of solid knowledge, skills and abilities.

3. The principle of accessibility and individualization

The principle of accessibility and individualization is also called the principle of taking into account the characteristics of the students and the feasibility of the tasks offered to them. Both of these formulations express, in essence, the same thing - the need to build training and education in accordance with the capabilities of the educated, taking into account the characteristics of age, gender, the level of preliminary preparedness, as well as individual differences in physical and spiritual abilities.

The special significance of this principle in the field of physical education is due to the fact that here the vital functions of the body are subjected to intense influence. Skillful observance of the principle of accessibility and individualization is the key to the healing effect of physical education. At the same time, this is also one of the necessary prerequisites for the activity of those involved and the accelerated achievement of their goals.

The essence of this principle in the field of physical education is revealed by the following main provisions.

Determination of the measure of available. The availability of physical exercises directly depends, on the one hand, on the capabilities of those involved, and on the other hand, on the objective difficulties that arise when performing a particular exercise due to its characteristic features. Full correspondence between opportunities and difficulties means an optimal measure of accessibility. The specific definition and observance of this measure is one of the most important and complex problems of physical education. To solve it, it is necessary: to clearly imagine the functional capabilities of the organism at various stages of age development, as well as the limits of fluctuations in these capabilities, due to sexual, individual characteristics and various external circumstances; to have accurate data on the nature of the requirements that are presented to the body by various means and methods of physical education, and to be able to almost correctly correlate them with the capabilities of this student.

Information about the abilities of those involved is obtained through tests according to the standards of physical fitness, as well as through medical examinations and pedagogical observations. Focusing on the initial data, the teacher specifies the program material, outlines the boundaries of what is available at one stage or another, as well as promising milestones and ways to achieve them.

Accessibility means not the absence of difficulties, but their feasible measure, i.e. such difficulties that can be successfully overcome with proper mobilization of the physical and spiritual forces of those involved. It is possible to correctly assess the availability of physical activity only taking into account their healing effect. Available can be considered those loads that lead to the strengthening and preservation of health.

The boundaries of what is available in the process of physical education are changing. They move apart as the physical and spiritual strengths of those involved develop: what is inaccessible at one stage becomes easily doable in the future. In accordance with this, the requirements for the capabilities of those involved should also change, so as to constantly stimulate their further development.

Methodological conditions of accessibility. At each stage of physical education, accessibility is determined, in addition to the specified conditions, by the degree of expediency of the chosen methods and the general construction of classes. The problem of accessibility is connected in one way or another with all other problems of a rational method of teaching and upbringing, especially those that relate to the optimal succession of classes and the gradual increase in difficulties.

It is known that new motor skills arise on the basis of previously acquired ones, including some of their elements. Therefore, one of the decisive methodological conditions of accessibility in the process of physical education is the continuity of physical exercises. It is provided by the use of natural relationships between various forms of movements, their interactions and structural commonality. It is necessary to distribute the studied material in such a way that the content of each previous lesson serves as a step leading in the shortest way to mastering the content of the next lesson.

An equally important condition is gradualness in the transition from some tasks, easier, to others, more difficult. Since the functional capabilities of the body increase gradually, the requirements for them in the process of physical education should not increase excessively sharply. Graduality is ensured by unforced complication of the studied forms of movements, rational alternation of loads and rest, stepwise and undulating changes in loads over weekly, monthly and annual periods of time, and in other ways.

When assessing the difficulty of physical exercises, one should distinguish between their coordination complexity and the amount of physical effort expended. Both do not always match. On the contrary, a number of coordinationally difficult gymnastic exercises do not require great physical effort. The rule from easy to difficult provides that the transition from one exercise to another is carried out in such a way that the exercises are less difficult both in terms of coordination and in terms of the degree of physical effort precede the more difficult ones.

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