Methods of conducting classes in conditions of health-preserving horting pedagogy
The attitude of athletes engaged in combat horting to their health is determined by objective circumstances, including training and upbringing. It is manifested in the actions and deeds, thoughts and judgments of young people regarding factors that affect their physical and mental well-being. Differentiating the attitude of athletes to their own health into adequate (reasonable) and inadequate (carefree), it is possible to conditionally distinguish two diametrically opposed types of behavior of athletes in relation to factors that contribute to health or are threatening to people's health.
Every person wants to be healthy. However, even in a situation of illness, people often behave inadequately to their physical condition, not to mention the fact that in the absence of illness they do not always comply with sanitary and hygienic requirements. Obviously, the reason for the discrepancy between the need for health and its actual everyday implementation by the athlete is that health is usually perceived by people as something unconditionally given, as a self-evident fact, the need for which, although it is realized, is felt, like oxygen, only in a situation of its deficiency. The more adequate the attitude of a combat horting athlete to his health, the more intense the care for him, and the higher his sports achievements.
It makes sense to distinguish two types of orientation (attitude) to his own health of schoolchildren and students who are engaged in combat horting sports sections of educational institutions.
The first - the person himself is primarily oriented towards the protection and strengthening of health. The first type includes mainly individuals with a good self-esteem of health; they are mainly internalists, characterized by a tendency to attribute responsibility for the result of their activities to their own efforts and abilities.
The second type of orientation is predominantly "external", when a person's efforts are given a secondary role. The second type includes individuals with predominantly poor and satisfactory self-esteem of health, externals, who attribute responsibility for the results of their activities to external forces and circumstances, therefore, the nature of a person's concern for health is associated with his personal qualities.
It follows that the upbringing of an adequate attitude of athletes to health is inextricably linked with the formation of the personality as a whole and involves differences in the content, means and methods of targeted influences that cause adequate, rational and effective physical exertion during combat horting.
General idea of health-preserving technologies of combat horting
Recently, some limitations of the traditional lesson system of organizing the educational process in educational institutions have become clear, in connection with which the task of finding the most effective application of modern educational technologies has become relevant, one of which is the national professional and applied sport of Ukraine, combat horting.
Combat horting technology is, first of all, a systematic method of creating, applying and defining the entire process of teaching and assimilating knowledge by athletes, taking into account technical and human resources and their interaction, which sets as its task the optimization of forms of education.
The term "methodology" is often used very closely with the term "pedagogical technology", since this concept as a set of specific actions of a combat horting teacher is closest in meaning to the concept of "educational technology". However, the methodology describes the organization and system of the coach's work, and the technology describes the athlete's work system as an activity to achieve the set educational goal, and considers the coach's work system as an activity that provides conditions for the athlete's work.
Health-preserving pedagogy of combat horting cannot be expressed by any specific educational technology. At the same time, the concept of "health-preserving technologies of combat horting" combines all areas of activity of the National Federation of Combat Horting of Ukraine as an institution for the formation, preservation and strengthening of the health of athletes.
The purpose of a modern educational institution is to prepare children and youth for life. Every schoolchild and student must receive during their studies knowledge that will be in demand in their lives in the future. Achieving the stated goal in a modern educational institution can be solved with the help of technologies of health-preserving pedagogy of combat horting, which are considered as a set of techniques and methods for organizing the educational process without harm to the health of athletes and coaches.
The teacher, possessing modern pedagogical knowledge, in close interaction with combat horting athletes, their parents, medical workers, and colleagues, plans his work taking into account the priorities of preserving and strengthening the health of participants in the pedagogical process.
In recent years, great changes have occurred in society. The educational institution responds accordingly to these changes. Teachers are aware of their involvement in responsibility for the poor state of athletes in mastering the necessary health-preserving educational technologies.
There is no single unique technology for strengthening the health of a combat horting athlete. Health preservation can act as one of the tasks of any educational process. This can be an educational process:
of a medical and hygienic orientation (carried out in close contact between the teacher and the medical worker and the athlete);
of a physical culture and health-improving orientation (priority is given to knowledge of a physical culture orientation);
ecological orientation (creation of harmonious relationships with nature), etc.
Only thanks to a comprehensive approach to the education and training of athletes can the tasks of forming and strengthening their health be solved. We can only say that the educational and training process is carried out using health-preserving educational technologies if the implementation of the pedagogical system used solves the task of preserving the health of athletes and coaches.
The fundamental priorities for the pedagogy of improving health by means of combat horting are as follows.
1. A healthy person is a practically achievable norm of student and student development.
2. Improving health is not a set of medical and preventive measures, but a necessary form of developing the psychophysiological capabilities of combat horting athletes.
3. An individual-differentiated approach is the main means of improving health and developmental work with athletes.
The purpose of health-preserving educational technologies of combat horting is to provide the athlete with the opportunity to maintain health during the period of study at an educational institution, to form in him the necessary knowledge, skills and abilities regarding a healthy lifestyle. The main indicator that distinguishes health-preserving educational technologies is regular express diagnostics of the condition of athletes and tracking of the main parameters of the development of the body in dynamics (beginning, middle and end of the academic year), which, based on the results of medical and pedagogical observations, allows drawing appropriate conclusions about the health status of athletes.
Education and a healthy lifestyle in the 21st century should dominate among the important factors for creating a safe life for every person. The role and significance of a healthy lifestyle culture as the basis of the quality of life of people in the upbringing of a new generation of citizens is determined, first of all, by the needs of preserving human health as the highest social value, and is also determined by the threatening trend of rapid deterioration in the health of the population of Ukraine, in particular the health of the younger generation.
Pupils and students, like no other, are subject to the mutual influence of the system "education - student - environment", therefore the above problems can and should be regulated and formed through education and upbringing in the process of practicing combat horting. Therefore, the effectiveness of the educational and educational process of the health-improving pedagogical system should be determined not only by the formation of professional competence of combat horting athletes, but also by the formation of reliable social guidelines, the ability of young people to adequately confront youth problems that will arise in the process of professional self-expression and remain healthy at the same time.
For example, students of physical education faculties of pedagogical institutions of higher education, combat horting specialists - future teachers should become worthy mentors for their students, and therefore the formation of a healthy lifestyle for them is an integral part of the professional competence of a teacher, regardless of the subject area.
The relevance of this task is increasing within the framework of the proclamation by the National Doctrine of Education Development of the 21st Century of priority areas:
preservation and strengthening of the health of children and youth;
formation of conscious motivation for a healthy lifestyle, skills of caring for one's own health and the lives of others;
the ability to make timely responsible decisions to prevent harmful habits (smoking, alcohol and drug use, early sexual intercourse, etc.).
However, the current education system is not sufficiently focused on promoting the implementation of this program. Effective solution of the tasks set requires the selection of new social and pedagogical technologies that would contribute to the formation of a stable orientation towards a healthy lifestyle in people, would educate them in positive moral and value orientations. At the same time, educational and educational activities in combat horting should be based on the formation of practical skills and abilities favorable for health.
It should be noted that the problem of health is global in nature and is defined as a philosophical, social, economic, biological, medical, psychological and pedagogical category. Therefore, the interest of scientists, teachers, trainers of the National Federation of Combat Horting of Ukraine in studying the theoretical and methodological foundations of the socio-psychological health of the population, which is expressed in the optimal ability of a person to enter into social ties, high motivation for health preservation, deep awareness of the social significance of the health preservation system of education of combat horting athletes, is growing.
Analysis of the directions of formation of physical culture and healthy lifestyle as the basis of behavior of athletes appears as an urgent and practically significant problem. Therefore, the National Federation of Combat Horting of Ukraine introduces health-preserving technologies into practical activities.
Principles of health-preserving pedagogy of combat horting
The goals of health-preserving educational technologies of training and training of combat horting athletes determine the principles of training that reflect urgent social needs. The principles act in organic unity, forming a system that includes general methodological and specific principles that express specific patterns of health-improving pedagogy.
These basic provisions determine the content, organizational forms and methods of the educational and training process in accordance with the general goals of health-preserving educational technologies of the combat horting system. Systematic positive impact on the body and psyche of athletes can be successful only if the methodology for using health-preserving means of specific loads of combat horting is consistent with the laws of this application.
The principle of consciousness and activity - aims to form in athletes a deep understanding, a stable interest, a meaningful attitude to cognitive activity, mastering self-defense techniques and health-improving exercises of combat horting. The use of special methodological techniques by the trainer that solve the problems of health-improving pedagogy contributes to increasing consciousness and activity.
Realizing the health-improving effect of active activity on the body, the athlete learns to consciously, independently and creatively solve cognitive tasks. The principle of consciousness and activity - assumes in athletes a high degree of independence, initiative and creativity during training and competitions.
The principle of clarity – obliges to build the learning process with maximum use of the forms of involving the senses of the combat horting athlete in the process of cognition. The principle of clarity is intended to connect sensory perception with thinking. It promotes a directed influence on the functions of sensory systems that participate in the cognitive and training process.
The principle of systematicity and consistency – manifests itself in the interrelation of knowledge, skills and abilities of combat horting athletes. The system of preparatory and introductory pedagogical actions and physical exercises allows you to move on to mastering new and, relying on it, to begin learning further, more complex material. Regularity, planning, continuity in the educational process throughout the entire period of training and training in the sports section of an educational institution ensure the principle of systematicity and consistency.
Among the principles that express the specific regularities of the pedagogy of improving health by means of combat horting, the most important can be called the principle of “Do no harm!” - equally relevant for both doctors and teachers. The assimilation of the benefits of health-preserving measures from combat horting requires their repetition.
The principle of repetition of skills and abilities - is one of the most important. As a result of repeated repetitions of combat horting techniques and physical exercises, dynamic stereotypes are produced. The nature of the elements of activity can be manifested in changing the exercises and conditions of their performance, in a variety of methods and techniques, in different forms of tasks.
The principle of gradualness. The inclusion of variant changes in these stereotypes implies compliance with the principle of gradualness. It implies continuity from one level of training to another.
The principle of permissibility and individuality has its own characteristics in the health-promoting orientation of health-preserving educational technologies of combat horting. The principle of individualization is carried out on the basis of general regularities of training and education. Based on individual characteristics, the teacher comprehensively develops the athlete, plans and predicts his development. Taking into account the level of individual preparedness of the athlete, his motor abilities and state of health, ways are outlined to improve skills and abilities, build a motor regime, and engage in various forms of cognitive activity.
Using the natural data of the combat horting athlete, the coach directs and stabilizes his comprehensive development. The purpose of the principle of permissibility and individualization is seen in the exclusion of negative and harmful consequences for the athlete's body due to excessive training requirements and tasks.
The principle of continuity expresses the regularities of building the pedagogy of improving the health of combat horting athletes as a holistic process. It is closely related to the principle of systematic alternation of loads and rest.
The principle of alternation of loads and rest. The combination of high activity and rest in various forms of athletes' activities increases their effectiveness, which is expressed in the dynamics of regular changes in the content and form of parameters of functional loads from class to class, from stage to stage.
The principle of cyclicity. The principle of cyclicity contributes to the streamlining of the process of pedagogy of improving the health of combat horting athletes. It consists in a repeated sequence of classes, which improves the athlete's readiness for each subsequent stage of training and training.
The principle of taking into account the age and individual characteristics of students. The motor abilities of an athlete engaged in combat horting, the functional capabilities of his body develop in the process of using health-saving technologies based on the principle of taking into account the age and individual characteristics of students. The principle of comprehensive and competent development of the personality is of paramount importance.
The principle of comprehensive and competent development of the personality. It promotes the development of psychophysical abilities, motor skills and skills, carried out in unity and aimed at the comprehensive physical, intellectual, spiritual, moral and aesthetic development of the athlete's personality.
The principle of health-improving orientation solves the problem of strengthening the athlete's health in the process of training and training in the combat horting system.
The principle of a comprehensive interdisciplinary approach to training athletes involves close interaction between teachers and medical professionals.
The principle of active training and training, which consists in the widespread use of active forms and methods of training and training in the combat horting system (training in pairs, group work, methods of conducting competitive relays, game technologies, etc.).
The principle of forming responsibility in athletes engaged in combat horting for their health and the health of others.
The principle of connecting theory with practice calls for persistently teaching athletes to apply their knowledge of the formation, preservation and strengthening of health in practice, using the surrounding reality not only as a source of knowledge, but also as a place of their practical application.
Health-preserving technologies of combat horting
To achieve the goals of health-preserving educational technologies of training in the combat horting system, the following groups of means are used:
means of motor orientation;
health-improving forces of nature;
hygienic factors.
The integrated use of these means allows solving the tasks of health-improving pedagogy.
Means of motor orientation. Means of motor orientation include such motor actions that are aimed at implementing the tasks of health-preserving educational technologies of learning. These are movement; physical exercises; physical education minutes and mobile changes; emotional discharges and "minutes of peace"; gymnastics (health-improving gymnastics, finger, corrective, respiratory, for the prevention of colds, for cheerfulness); therapeutic physical education; outdoor games; specially organized motor activity of an athlete (health-improving physical education classes, timely development of the basics of motor skills); massage; self-massage; psychogymnastics; trainings, etc.
Health-improving forces of nature. The use of health-improving forces of nature has a significant impact on achieving the goals of health-preserving educational technologies of learning. Conducting classes in the fresh air helps to activate biological processes caused by the learning process, increase the overall performance of the body, slow down the fatigue process, etc. Taking into account the influence of meteorological conditions (solar radiation, the influence of air and water temperature, changes in atmospheric pressure, air movement and ionization, etc.) on certain biochemical changes in the human body, which lead to changes in the health status and performance of athletes, can help eliminate the negative impact on pupils and students of monotonous training in a sitting position.
As relatively independent means of improvement, sun and air baths, water procedures, phytotherapy, aromatherapy, inhalation, vitamin therapy (vitaminization of the diet, iodization of drinking water, use of the amino acid glycine twice a year - in December and spring to strengthen memory); it is possible to introduce new elements into the life of an educational institution - a phytobar, a physiotherapy room, health training for combat horting teachers and athletes.
Hygienic factors. Hygienic means of achieving the goals of health-preserving educational technologies of combat horting, which contribute to strengthening the health of athletes and stimulate the development of adaptive properties of the body, include: compliance with sanitary and hygienic requirements; personal and public hygiene (cleanliness of the body, cleanliness of places of study, air, etc.); ventilation and wet cleaning of premises; compliance with the general daily routine, physical activity regimen, diet and sleep regimen; instilling in children and young people elementary skills in washing hands, using a handkerchief when sneezing and coughing, etc.; teaching combat horting athletes the basic important techniques of a healthy lifestyle, the simplest skills of providing first aid for cuts, abrasions, burns, bites; organizing the procedure for vaccinations to prevent infections; limiting the maximum level of educational workload in order to avoid overfatigue.
Failure to comply with hygiene requirements for conducting classes reduces the positive effect of health-preserving educational technologies of learning.
One of the main requirements for the use of the above-listed means is: systematic and comprehensive use of teaching aids in the form of classes using preventive methods; with the use of functional music; audio support for combat horting training, with alternating classes with high and low motor activity; in the form of rehabilitation activities; through mass health events, sports and health holidays, thematic health holidays; going out into nature, excursions; through health-developmental technologies of the learning process and development in working with the family in order to popularize a healthy lifestyle; in the system of organizational, theoretical and practical classes in parent lectures; in working with the teaching staff for training the teaching staff in the conditions of an innovative educational space.
Methods of health-preserving technologies of combat horting
The methods of health-preserving educational technologies of combat horting are understood as methods of using means that allow solving the problems of health-improving pedagogy in the process of classes.
A teaching method (from the Greek metodos - literally a way to something) is an orderly activity of a teacher aimed at achieving a given goal of education. Teaching methods are often understood as a set of ways, methods of achieving goals, solving educational tasks.
In health-preserving educational technologies of combat horting, two groups of methods are used:
specific methods, characteristic only for the process of health-improving pedagogy by means of combat horting;
general pedagogical methods used in all cases of education and upbringing.
None of the methods can be limited in the methodology of improving the health of combat horting athletes as the best - only the optimal combination of specific and general pedagogical methods, in accordance with methodological principles, can ensure the successful implementation of the complex of tasks of health-preserving educational technologies of teaching and training.
Based on the existing and dominant pedagogical practice of combat horting, the following methods can be distinguished: specific and general pedagogical.
Methods of teaching combat horting athletes: story, didactic communication, conversation, lecture, discussion, work with a book, demonstration, illustration, video method, exercises, visualization, laboratory method, practical method, cognitive game, methods of programmed learning, educational control, situational method, game method, competitive method, active learning methods, educational, educational and educational programs.
In the structure of the method, techniques are identified as a component, a separate step in the implementation of the method.
Methods can be classified as follows:
protective and preventive (personal hygiene and hygiene of education);
compensatory and neutralizing (physical exercises, health, finger, corrective, breathing exercises, therapeutic exercise, massage; self-massage; psychogymnastics, training, allowing to partially neutralize stressful situations);
stimulating (hardening elements, physical activity, psychotherapy, phototherapy, etc.);
informational and educational (letters addressed to parents, athletes, coaches).
The use of methods and techniques depends on many conditions: on the professionalism of the teacher and his personal interest; the level of the city, district, educational institution, group. Only on condition that all individual approaches are combined into a single whole, can one count on the formation of a health-educational space and the implementation of the ideas of health-preserving pedagogy.
One of the methods of health-preserving pedagogy can be considered keeping a special health diary, in which the athlete will learn to record daily (first with the help of parents, and then independently) the results of self-observations of his health. When filling out the diary, the time of observations is noted. They should be carried out at the same time, in the morning immediately after sleep, then in the evening before bedtime. When characterizing these observations, indicators typical of a good state of the body and their changes in the event of a lifestyle violation are taken into account.
Well-being is a feeling that a person experiences depending on the state of his physical and mental strength. The diary records: well-being is good (a feeling of cheerfulness, cheerfulness, interest in the work being done); bad (the presence of complaints of pain, weakness, lethargy, dizziness, palpitations and other unpleasant sensations).
Pain is a protective unconditioned reflex. Pain is accompanied by increased heart rate, increased blood pressure, increased blood sugar, etc. When pain occurs, it is necessary to find out the cause of the pain (consult a doctor) and take the necessary measures.
Changes in well-being caused by a deterioration in the general condition of the body require in some cases radical changes in the athlete's daily routine. The diary notes: in the evening, before going to bed - tired, not tired, overtired, the next day - no fatigue, a feeling of fatigue remains, etc.
Mood - the internal mental state of a combat horting athlete. Normal well-being and mood coincide, but there is also a discrepancy between them - satisfactory well-being in a bad mood, etc. A bad mood can also be in a healthy person with failures, unpleasant sensations, and a good one is possible in a patient, for example, with good news that causes positive emotions. The diary records: good, satisfactory, bad mood.
Sleep is of exceptional importance for maintaining health, working capacity and human life. It prevents the depletion of vital cells, creates conditions for the restoration of their working capacity. Nothing can replace sleep. It should last an average of 8 hours. In the life of a combat horting athlete, the organization of sleep is of great importance. The effectiveness of sleep depends on observing a number of hygiene rules: dinner should be eaten 2–3 hours before bedtime; a useful walk 20–30 minutes before bedtime; you should sleep with an open window or a window sill, as a last resort in a well-ventilated room; do not wrap your head under a blanket.
The completeness of sleep is determined by three main qualities: periodicity, duration and depth. Periodicity implies a very specific time of going to bed and waking up - this develops the habit of waking up immediately at a specific time, as well as falling asleep quickly and soundly at the specified time. The duration of sleep is determined by the time required for full rest. A reduction in the duration of sleep has a sharply negative effect on the state of the body of an athlete engaged in combat horting: it reduces performance during training; fatigue occurs more quickly; overfatigue occurs.
Insomnia or increased drowsiness is often one of the signs of overfatigue. After such sleep, one does not feel cheerful. A feeling of tiredness and lethargy appears. The duration, quality of sleep, as well as the reasons for its violation are recorded in the diary.
Appetite is one of the signs of normal vital activity of the body. A decrease in appetite or its absence can occur with diseases, as well as as a result of fatigue or a painful condition. For the normal functioning of the body, the composition of food and compliance with certain hygiene rules are important.
Eating at the same time causes appetite, improves the functioning of the digestive glands, promotes the secretion of gastric juice, thanks to which food is better digested and absorbed. In the sports health diary, the column "Appetite" is written: good, satisfactory, increased, poor, absent. Digestion and appetite are interrelated. Digestive disorders in a combat horting athlete can be one of the signs of insufficient recovery of the body, overwork.
Working capacity depends on many reasons: on well-being, mood, fatigue. In the diary, they write: increased, normal, decreased.
Teachers are organizers of self-control, and therefore should be well aware of its features. They conduct conversations with combat horting athletes about observing the correct daily regimen, point out the inadmissibility of bad habits, talk about the essence of each indicator, its favorable and unfavorable changes, ways to correct the deviations that have arisen. Having studied the dynamics of the results of observations of the athletes' health, the coach, together with the parents, can summarize the work on preserving the health of combat horting athletes during training, training and competitions.
The structure of the learning process in the conditions of health-preserving pedagogy of combat horting
Training is a purposeful, systematic and organized process of forming and developing in combat horting athletes the qualities they need to perform educational activities. Training in the conditions of health-preserving pedagogy includes the transfer of knowledge, skills and abilities that contribute to the formation of ideas about health-preserving in athletes and teach them to distinguish a healthy lifestyle from an unhealthy one, which will help athletes and teachers in the future to protect and preserve both their own health and the health of others.
In the process of training in accordance with the ideas of health-preserving educational technologies of combat horting, the task is to form the athlete's necessary knowledge, skills and abilities of physical culture and a healthy lifestyle, to teach athletes to use the knowledge gained in everyday life. The entire process of training in the conditions of health-preserving pedagogy of combat horting includes three stages that differ from each other both in individual tasks and in the features of the methodology.
1. The stage of initial understanding of the basic concepts and techniques of combat horting as a national professional and applied sport of Ukraine.
The goal is to form the foundations of a healthy lifestyle in athletes by means of combat horting and achieve the implementation of the basic rules of health preservation.
Basic rules: to form a semantic understanding of the elementary rules of health preservation; to create elementary ideas about the basic concepts of a healthy lifestyle; to achieve the implementation of elementary rules of health preservation (at the level of initial skills); to prevent misunderstanding of the basic concepts of a healthy lifestyle.
The solution of these tasks is carried out in turn. Ideas about elementary rules of health preservation are formed as a result of the teacher's explanation of the perception of movements of complexes of physical education minutes, morning hygienic gymnastics, viewing visual aids, analyzing one's own muscular and other sensations, observing the actions of other athletes. All this creates an approximate basis, without which the mastery of the rules of health preservation is impossible.
2. Stage of in-depth study.
The goal is to form a complete understanding of the basics of physical culture and a healthy lifestyle among combat horting athletes.
The main tasks: to clarify the idea of the elementary rules of health preservation; to achieve conscious implementation of the elementary rules of health preservation; to form practically necessary knowledge, skills, abilities, rational methods of thinking and activity.
These tasks can be solved simultaneously. The effectiveness of training at this stage largely depends on the correct and optimal selection of methods, techniques and means of training. Using active learning methods, it is necessary to widely use visualization in combination with it, aimed at creating sensations of a healthy lifestyle.
The method of verbal influence changes its forms, the analysis and analysis of the rules of health preservation, conversation, discussion become leading. This approach allows for a more in-depth understanding of the basics of health preservation. At this stage, in working with athletes engaged in combat horting, a complex of various means (means of motor orientation; health-improving forces of nature; hygienic factors) is widely used.
The effectiveness of using various means of health-preserving pedagogy of combat horting is achieved with strict adherence to the following points: the goals and objectives of using a specific means in a specific combat horting lesson; the structural relationship of this means and method with the main content of the lesson; control and self-control of the implementation of health-preserving rules in the process of combat horting lessons.
3. The stage of consolidating knowledge, skills and abilities in health-preserving and their further application.
The goal is the ability to apply a skill that has the possibility of its targeted use.
The main tasks: to achieve stability and automatism of implementing health-preserving rules; to achieve implementation of health-preserving rules in accordance with the requirements of their practical use; to ensure the variable use of healthy lifestyle rules depending on specific practical circumstances.
These tasks can be solved both simultaneously and sequentially, since they are all closely interrelated. At this stage, the number of methods for using basic concepts and ideas about a healthy lifestyle in ordinary and new, unusual conditions increases, which allows you to develop a flexible skill in applying existing knowledge in different conditions. In order to improve knowledge, skills and abilities in health preservation, various methods and techniques are used: practical method, cognitive game, situational method, game method, competitive method, active learning methods, educational, educational and educational programs.
The teacher of combat horting selects means in accordance with the specific working conditions. These can be elementary movements during classes; physical exercises, physical education minutes and mobile breaks, "minutes of rest"; various types of gymnastics (health gymnastics, finger, corrective, respiratory for the prevention of colds, for cheerfulness); therapeutic physical education; outdoor games; specially organized motor activity of the athlete (healthy physical education classes, timely development of the basics of motor skills); massage, self-massage; psychogymnastics; trainings and elements of physiotherapy, aromatherapy, vitamin therapy (vitaminization of the diet, iodization of drinking water, use of the amino acid glycine twice a year - in December and spring to strengthen memory), phytobar within the walls of the educational institution, physiotherapy room, health trainings for trainers and athletes of combat horting, various rehabilitation activities; mass health activities; sports and health holidays, thematic health holidays.
Conducting combat horting classes in conditions of health-preserving technologies
The success of studying combat horting in an educational institution is determined by the level of health with which a schoolchild or student came to the educational institution, which is the initial background at the start of training. Against this background, the correct organization of educational activities is no less important in the future. Why does the number of students who come to an educational institution and have physical disabilities or chronic diseases increase by 25–35% by the end of their studies at the institution? Why can only 8–10% of graduates of educational institutions be considered truly healthy? And today's sick schoolchildren and students are the sick future generation of our people. The combat horting system raises these questions, since at present no more than 14% of children are born physiologically mature.
At the same time, there are several different types of training that do not contradict each other, but evolve to more advanced ones. Each of the known technologies has a number of advantages and disadvantages. The most common technologies in the activities of a modern educational institution are: traditional and developmental training.
Traditional training. An essential feature of traditional training is authoritarian pedagogy, which turns an educational institution into a "real school of knowledge", which to a large extent contributes to the emergence of deep fatigue in the bulk of schoolchildren or students both at the end of the school day and by the end of the academic year.
Developmental training. In the developmental training system, the entire learning process is built through the joint activities of the trainer and combat horting athletes, which primarily affects the success of the athlete's development as a successful individual. The main characteristics of the developmental training technology, unlike the traditional one, correspond to the principles of health-preserving combat horting technologies. Such technologies, which take place in specially organized conditions according to certain rules, unfolding on an activity basis in ways and means adequate to the age of the athletes, gradually develop into educational activities.
It is well known that the cognitive motives with which the athletes came to the institution are of great importance for the organization of the educational and training process, since they help to more quickly master what the athletes are interested in. By the end of the first year of training, most athletes involved in combat horting begin to talk about their reluctance to regularly attend training in general disciplines. Therefore, it is no coincidence that the goal of the combat horting system sounds like the development of a sustainable interest in the "country of health". And the health of athletes plays an important role.
Only with the correct organization of educational activities (strict adherence to the regime of educational classes; construction of each class taking into account the working capacity of athletes, use of visual aids; mandatory fulfillment of hygiene requirements; favorable emotional mood, etc.) is it possible to solve one of the tasks of health-preserving pedagogy of combat horting - maintaining high working capacity, eliminating overfatigue of students, as well as increasing the readiness of combat horting athletes for training activities and competitions.
Intensification of training, increasing requirements for the educational process require the use of effective means and methods in work with athletes that increase and maintain the mental working capacity of students at the proper level. In an educational institution, schoolchildren and students are expected not so much to have any special knowledge and skills, but more complex forms of mental analytical and synthetic activity, much greater mental working capacity than before.
Working capacity is understood as a property of a person, which is determined by the state of higher mental functions and characterizes his ability to perform a certain activity with the necessary quality and during the required time interval.
Mental working capacity is the ability of a combat horting athlete to productively and for a long time perform a certain mental activity, accessible to his age, with economical neurophysiological costs; this is one of the important conditions for successful training and training in the educational institution system. The criteria for mental working capacity are such indicators as productivity, quality and accuracy (inaccuracy of work or the presence of errors that arise as a result of fatigue).
In athletes engaged in combat horting, mental working capacity can reach high limits, especially when training according to innovative programs. However, this does not apply to all athletes. In practice, we note that some athletes quickly develop fatigue, as a result of which prerequisites arise for their future academic failure.
The level of physical development and health status has a huge impact on the development of mental performance of athletes. A person's passport age does not always correspond to the level of his biological development, physical fitness. Age does not at all indicate the psychological maturity and readiness of the schoolchild or student's body to study at an educational institution. This indicates the need for a more attentive attitude towards students with various deviations in health and physical development.
90% of the total number of schoolchildren and students with poor working capacity are passive in lessons: schoolchildren and students rarely answer questions, often fail to cope with various tasks, get tired quickly. They have no interest in learning, in specific tasks that require mental stress. In order to improve the level of the educational process, it is necessary to constantly change the conditions of organizing training, conduct physical education classes, and introduce more game situations into the content of the educational material.
Studies by specialists of the Scientific and Methodological Board of the National Federation of Combat Horting of Ukraine indicate the unity of the athlete's physical and mental development. However, it is very difficult to achieve this unity, because the athlete's physical and mental working capacity depends on a number of reasons. The organized motor activity of the athlete must be regulated taking into account the age characteristics and dynamics of the athlete's physical fitness, and only then will it contribute to his physical and mental development.
On the one hand, the need for movement is biosocial, on the other hand, it must be socially formed. With the help of various in content outdoor games, physical exercises, optimally dosed physical exertion, one can successfully influence the biological nature of the athlete, strengthen his health, and achieve his physical improvement.
Students with a low level of development require special attention. Only through daily and individual work can one achieve certain successes in the development of their mental performance. Increasing the daily motor activity of schoolchildren and students through combat horting, physical exercises, and outdoor games has a positive effect on preventing fatigue and maintaining their mental performance throughout the school year. Compared with schoolchildren and students, whose representatives work according to the usual motor regime, combat horting athletes are characterized by a tendency to increase the volume of work performed and improve its quality.
At school age, temporary changes in performance occur. The same student's working capacity may fluctuate depending on the season, day, week, time of day. In the methodological literature of the National Federation of Combat Horting of Ukraine, there is abundant evidence that building the correct training regimen, competent selection of pedagogical means is one of the main ways to preserve working capacity and reduce fatigue in school-age athletes.
Combat Horting specialists have developed a theory of fatigue and recovery processes, which is largely based on the results of scientific experiments and research. The main practical object of this theory is that for the first time the possibility of directed development of adaptation through special training was deeply substantiated, as a result of which the adverse effects of statistical loads on the body during the mastery of general educational skills and abilities can be corrected.
The dynamics of working capacity during the day shows 2 types of increased working capacity, coinciding in time with periods of high level of physiological functions: from 8 to 12 o'clock; from 16 to 18 o'clock.
At 12 o'clock in the afternoon, a drop in working capacity is usually noted. Moreover, the working capacity of schoolchildren and students does not remain constant even during the hours of its optimal state, from 8 to 12 o'clock. It is influenced by various changes even in the process of conducting one training session.
The first period, as soon as the athlete starts working, is called the phase of adaptation. At the same time, his working capacity is relatively small and gradually increases. In children and young men, compared to adults working in production, the formation phase is somewhat shorter, which is associated with the higher sensitivity of the body's systems. The formation period in 80% of cases in schoolchildren and students lasts from 2 to 7 minutes. Then the working capacity is established at a relatively high level. After 20 minutes of work, it decreases. As a result, the most complex elements of the curriculum should be taught to students after 7 minutes from the start of the lesson.
If we analyze the daily dynamics of working capacity, we can say that the 1st lesson is not very productive, since it falls into the phase of working capacity, the 2nd and 3rd lessons correspond to the period of optimal stability of working capacity, therefore, they are maximally productive. But the 4th lesson falls into the phase of uncompensated fatigue and is ineffective. In the daily dynamics of working capacity, the phenomenon of a “final breakthrough” in relation to the last lessons was not observed by the researchers.
The dynamics of changes in physiological functions and working capacity of students during the school day and week is determined by the physiological and hygienic requirements for drawing up a schedule of classes in an educational institution. A rationally drawn up schedule of classes should take into account the complexity of subjects and the predominance of dynamic or static components during classes. As one of the possible ways to evaluate lessons, you can use a rank scale of the complexity of disciplines.
In an athlete who is engaged in combat horting, working capacity undergoes changes not only during the day, but also during the week, year. In students, on Tuesday, the functional state of the central nervous system is most favorable, and working capacity is highest and stable. From Wednesday to Saturday, working capacity decreases. Its lowest indicators are noted on Monday. This is explained by a violation of the usual activity regime for the body of combat horting athletes, and it is considered advisable to conduct classes of a lighter nature on Monday and Saturday. Sometimes, improvement of working capacity can be shown even on Fridays.
Athletes have a great dependence of indicators of weekly dynamics, working capacity on training regimes of varying complexity. Athletes need to organize a lightened daily regimen in the middle of the week, since from the middle of the week, working capacity indicators noticeably decrease and sharply worsen well-being.
During training in an educational institution, a combat horting athlete must master everything and understand everything. The teacher sees his main task in teaching him, that is, he must initiate, move forward and control the educational and training process so that athletes learn the art of teaching. Successful educational activities and the health of athletes cannot be considered in isolation from each other today. They are interconnected and require close attention from teachers and parents. Good health contributes to the full development of athletes, painless adaptation to a new educational activity for the athlete, associated with intense mental stress.
The main forms of organization of health education for combat horting athletes
The history of the development of pedagogy reveals different systems of education, in which preference was given to different forms of organization: individual-group, mutual learning, brigade training, the most common form of education is the lesson, which arose in the 17th century (I. Sturm, J. A. Comenius). In a modern educational institution, the lesson form of education is the main one. It provides for various forms of organization of the educational process: training lessons, optional classes, homework, consultations, tests, exams. But the main form of education in an educational institution is a lesson.
For certain forms of combat horting classes in an educational institution, it is characteristic that the activities of athletes are managed by a teacher who, during a strictly established time in a specially designated place, manages the educational process with a permanent training group of athletes in accordance with the requirements of pedagogical laws of education and upbringing. At the same time, the frequency of classes, their duration and relationship are strictly observed.
Pedagogical science and educational practice direct their efforts to find ways to improve the lesson. The main directions are as follows: mobilization of athletes to fulfill assigned tasks, achievement of goals directly in class; implementation of organizational clarity of each lesson from the first to the last minute; increasing the cognitive independence and creative activity of athletes in class; purposeful selection of optimal options for combining various methods, methods of teaching, which lead to the shortest path to achieving the goals of the lesson; intensification of the educational process in class; implementation of subject and intersubject connections; improvement of the typology and structure of the lesson.
Each lesson is aimed at achieving a threefold goal: to teach, educate, develop. Taking this into account, the general requirements for the lesson are specified in didactic, educational and developmental requirements. In addition, educational forms are characterized by the construction of classes within the framework of a generally accepted structure, by which it is customary to understand the division of the lesson into three component parts:
preparatory (1–3 min of organizational work);
basic (35–40 min – formation of knowledge, repetition conditions, control, etc.);
final (2–3 min – summarizing the lesson and homework).
The structure of the combat horting lesson, reflecting its specific educational and educational tasks, content and teaching methods, is logically compact, complex, and flexible. The general didactic structure of the lesson is characterized by the following components: updating of previous knowledge and methods of action; formation of new knowledge and methods of action; formation of skills.
In teaching practice, the following main stages of the lesson are most often distinguished: setting the purpose of the lesson; homework check; repetition of what has been passed; explanation of the material; consolidation of what has been learned; generalization and systematization of new knowledge; control of athletes' knowledge and skills; formation of a new homework.
In the theory and practice of teaching, the following classifications of lessons are traditional: according to the main didactic purpose; according to the main method of their implementation; according to the main stages of the educational process. Classification according to the main method of conducting divides them into lessons: in the form of a conversation; in the form of a lecture; in the form of an excursion; independent work of athletes; laboratory and practical works; a combination of different forms of classes.
If the main stages of the educational process are taken as the basis of the classification, the following types of lessons are distinguished: introductory; initial familiarization with the material; elucidation of concepts, establishment of laws in practice; repetition and generalization; control; mixed or combined.
In the endless flow of many lessons, you can note certain repetitions and identify lesson structures that occur more often than others. Thus, lesson structures of various types are determined: combined (mixed); lessons for learning new knowledge; lessons on the formation of new skills; lessons of generalization and systematization of the learned; lessons of control and correction of knowledge, skills; lessons of practical application of knowledge, skills;
The task, the content of the combat horting lesson, its structure and teaching methods - all this should be aimed at ensuring that athletes enjoy the process of learning during the lesson. A modern teacher is free in his choice of lesson structure. It is important that the main goal of training is achieved.
The technology of organizing classes in the conditions of health care pedagogy of combat horting
The beginning of training is connected not only with a change in the lifestyle of athletes. The transition to the training mode contributes to a sharp increase in the number of contacts, which, against the background of the main characteristics of the athlete and the reduced resistance of his body, due to the need to adapt to new living conditions, leads to increased morbidity. Therefore, all measures aimed at strengthening the health and hardening of athletes are of particular importance.
Research by hygienists has established that building a training and extended day without taking into account the age characteristics of athletes, even with the implementation of all forms of health and physical culture work, leads to pronounced fatigue of athletes during the training day, week, year. This, in turn, causes unfavorable changes in the functional state of various organs and systems, which ultimately leads to the deterioration of the athletes' health at the end of the year.
A rational regime, first of all, provides for a clear formation of the types of activities and recreation of combat horting athletes during the day and strict regulation of various types of activities. The vast majority of functional relationships in the body of athletes as the student's seniority increases are related to the performance of the educational load, the conditions of the educational and educational process, and hygienically correctly constructed classes.
First of all, a well-founded lesson in combat horting should be built taking into account the needs of athletes: in self-realization; in imitation; in gaining experience.
Basic requirements for conducting classes in conditions of health-preserving pedagogy of combat horting
1. Building a class based on the laws of the educational process using the latest achievements of advanced pedagogy taking into account health-preserving issues.
2. Implementation in an optimal ratio of principles and methods, both general didactic and specific.
3. Providing the necessary conditions for productive cognitive activity of athletes, taking into account their health status, development features, interests, inclinations and needs.
4. Establishing interdisciplinary connections realized by athletes, establishing a connection with previously learned knowledge and skills.
5. Activation of the development of all areas of the personality of combat horting athletes.
6. Logic and emotionality of all stages of educational activities.
7. Effective use of pedagogical means of health-preserving educational technologies.
8. Formation of practically necessary knowledge, skills, abilities, rational methods of thinking and activity.
9. Ensuring the variable use of the rules of a healthy lifestyle depending on the specific conditions of the lesson.
10. Formation of the ability to learn, taking care of one's health.
11. Careful diagnostics, forecasting, design, planning and control of each lesson, taking into account the peculiarities of the development of athletes.
The idea of pedagogy of improving health by means of combat horting leads the trainer to the widespread use in practice of non-standard types of classes: training classes, game classes, discussion classes, competition classes, theatrical classes, consultation classes, classes with group forms of work, mutual training classes of athletes, creativity classes, auction classes, competition classes, generalization classes, fantasy classes, concerts classes, excursions classes, final classes, etc.
When preparing classes using the health-forming component, the combat horting teacher must: analyze the content of a specific topic of the educational subject from the point of view of its capabilities to form the values of a healthy lifestyle of athletes; select, in accordance with the profile of the educational subject, specific facts, tasks, exercises aimed at forming a health culture of athletes; develop a scenario plan of the class in accordance with the task of involving athletes in a health culture; When modeling health classes, the teacher must take into account the differences between traditional classes and health classes; with an integrated approach, the organization of the training session must be based on the characteristics of the health-preserving educational process.
We present the difference in pedagogical approaches for conducting classes using traditional methods and health classes with elements of combat horting.
Approximate results of conducting combat horting classes when using health-preserving pedagogy
1. The conditions for conducting the training session comply with hygienic standards and requirements (lighting, ventilation mode, furniture, design, sanitary and hygienic condition of the classroom).
2. The goals of the training session are focused on training, education and development of a healthy personality of the athlete; they are determined in accordance with the requirements of the program, the difficulties and complexity of the topic, the real educational, individual and age capabilities and characteristics of combat horting athletes.
3. Organized actions of students in accepting the goals of the training session.
4. A positive emotional mood and working environment are created in the group; athletes' actions are organized to mobilize for the training session.
5. A high level of motivation for athletes' educational activities is ensured throughout the training session.
6. The content of the training material meets the objectives of the session and meets the following requirements: completeness, systematicity, integrativeness, practice-orientedness, inclusion of the subjective experience of athletes, differentiation, emotional coloring.
7. The content of the training material contributes to the formation of a health culture of combat horting athletes.
8. The methods and forms of training correspond to: educational content; objectives of the training session; psychophysiological and educational capabilities of athletes.
9. The methods and forms of training used by the combat horting trainer ensure: adequacy of the pace of training to the psychophysiological characteristics of athletes; sufficient motor activity of athletes in the lesson; consideration of individual and age-related characteristics of athletes; consideration of the real educational opportunities of students, differentiation of training; inclusion of each athlete in active educational and cognitive activity by means of combat horting; dosed assistance to athletes in case of complications, creation of a situation of success; feedback; objective assessment of the progress and development of each athlete; control and assessment of athletes' knowledge, which contribute to the preservation of their mental health; prevention of reducing athletes' fatigue in the training session, overcoming mental and static tension of athletes; friendly and productive cooperation of athletes among themselves, as well as the combat horting trainer and athletes.
10. The teacher's pedagogical technique ensures the creation of a favorable psychological climate, contributes to the emancipation of athletes.
11. The complexity of the training session (the number of new training units, the nature of the athletes' activities, the level of assimilation of the training material) corresponds to the gender-individual and educational capabilities of the athletes.
12. Training aids are used in accordance with hygienic standards and requirements.
13. The nature, volume and differentiation of homework are determined by the real educational capabilities, individual characteristics and abilities of the athletes.
14. Sufficient level of knowledge regarding the achievement of the goals of the training session.
The timing of the combat horting session is carried out according to the following components: the density of the session (% of the time spent by the athletes on educational work); the number of types of educational activities (writing, reading, listening, storytelling, reviewing visual aids, answering questions, solving examples); the duration of each type of educational activity (per minute); the frequency of alternation of types of activities (average time in minutes of changing activities); number of types of teaching (verbal, visual, audiovisual through technical means of teaching, independent work); frequency of alternation of types of teaching; presence, place, content and duration of physical education minutes.
The moment of decrease in educational activity of athletes is monitored as an indicator of the onset of their fatigue (determined during timing by the increase in motor and passive distraction in combat horting athletes during the educational work). In addition, the psychological climate in the lesson, the presence of emotional discharges, the observance of correct posture by athletes, its correspondence to the type of work and alternation during the educational work are determined and recorded.
"Horting Encyclopedia"
Eduard Yeromenko
© 2014