Horting in physical education classes at a higher education institution
Methods of teaching students the elements of combat horting. Classes on studying combat horting techniques consist of teaching and training. Training consists of the purposeful and consistent transfer by the teacher and the assimilation by students of knowledge, skills and abilities necessary for the technically correct execution of techniques of the combat and sports sections of combat horting.
Training consists of systematic, repeated repetition of the learned techniques with the gradual complication of the conditions for their execution and the increase in physical exertion. The processes of teaching and training in the lesson are inextricably linked and constitute a single complex of technical, physical and moral-volitional training of combat horting athletes.
During training and training, the teacher must achieve from the athletes a conscious assimilation of the educational material and their understanding of the essence and significance of combat horting techniques for practical activities. Meaningful perception of the program material increases the effectiveness of classes, contributes to the strength of the assimilation of knowledge, skills and abilities.
Personal interest of athletes in classes, conscious attitude to them increase the activity of combat horting athletes. Activity in classes is achieved by interesting presentation of educational material using various means and methods, assessment and encouragement of athletes, giving them time to independently perform techniques. Tasks: strengthening the health, physical and moral development of athletes; instilling interest and habit in regular combat horting classes, providing the opportunity to get involved in the world of big sports; social adaptation of athletes, solving the problems of "difficult children"; promoting patriotic education of the younger generation.
The initial training program offers the basics of training in the sports section of combat horting, in exercises available for study and training, which include:
exercises for the development and improvement of simple motor skills (walking, running, jumping, relay races and outdoor games);
exercises to develop basic physical qualities: strength, speed, endurance, agility, flexibility;
exercises for the formation of special motor skills (the simplest elements of acrobatics and gymnastics, exercises in safe falling (self-insurance);
study of basic techniques (stands and movement, distances and basic strikes, grabs, disequilibrium, simple throws);
learning 8–12 basic techniques of combat horting in the stand (throws and their simplest combinations) and on the ground (rollovers, holds, painful techniques and their combinations).
In order to better assimilate the studied material, the teacher should offer combat horting athletes accessible techniques (exercises) that correspond to the level of their technical training and physical development. When teaching combat horting, it is necessary to follow the sequence in the transition from simple to complex, from easy to difficult, from known to unknown.
Training in combat horting classes is carried out in the following sequence:
familiarization with the technique;
learning reception;
training in performing reception.
When conducting classes on studying and training combat horting techniques, measures should be taken to prevent injuries.
Such measures include:
high organization and discipline during classes;
good preparation (warm-up) of athletes for the main part of the class;
self-insurance - the ability to fall on the side, back, forward on the hands, maintaining balance, muscle tension, instant signaling in case of pain with a voice or clapping the palm of the hand on the partner or horting;
insurance - smooth execution of receptions, instant release of the grip at the signal of the partner, supporting the falling partner after the throw by the body or clothing, releasing the partner's hand for self-insurance, avoiding falls on the partner;
prohibition of practicing throws and techniques on one horting while lying on the ground at the same time;
performing throws in one direction or from the center of the horting to its edges;
strict observance sanitary and hygienic conditions of the places of classes;
do not allow to classes persons who have: skin diseases, dirty uniforms, long nails, metal hair clips, buckles on clothes, watches on the wrist, etc.
The main form of organization of students during the introduction of combat horting into the system of higher education institutions is classes. A practical class consists of three parts: preparatory, main and final.
The first part of the lesson, preparatory (8–10 min)
Tasks: organizing the group's attention, cultivating discipline and awareness, focusing attention and moderately warming up the body, increasing mobility in the joints and strengthening the ligamentous apparatus, developing elasticity and the ability to relax muscles, developing correct posture.
Tools: lineup, checking those present, uniform running, special running exercises.
Physiological load, measured by pulse rate, at the end of the first part of the lesson should not exceed the initial indicator at the beginning of the lesson by more than 20%. The lesson should begin with a general lineup, requiring clarity of execution and complete silence. Before the start of the exercises, you can have a 1–2-minute conversation of an educational nature.
Exercises in the introductory part of the lesson should not cause strong excitement or fatigue, therefore, in this part of the lesson, neither long running nor games that would disrupt the attention and discipline of the group should be given. Movements in this part of the lesson should be selected diverse. During the execution of movements, athletes should be told when to inhale and when to exhale.
The second part of the lesson, the main one (20–25 min)
Tasks: education and consolidation of physical, moral and volitional qualities and skills; teaching the technique of combat horting and the application of this technique in various difficult conditions.
Means: insurance and self-insurance techniques, holding, pain techniques, techniques of fighting on the ground, techniques of fighting in a standing position. Brief remarks on technical errors and the behavior of athletes.
Physiological load at the end of this part of the lesson reaches its greatest value. The pulse rate increases, as a rule, to 70–100% compared to the initial indicator at the beginning of the lesson.
The technique of combat horting and self-defense should be studied in the main part of each lesson in the following order: studying falls and throws; studying striking techniques with hands and feet; studying ground techniques; studying standing techniques. Falling without obstacles should be studied by the entire group of athletes located on the horting in an open line formation, and to avoid hitting each other, they should be carried out in one direction. Studying blows with hands and feet should be started after a good warm-up and stretching. You can start studying any throw only after studying (or repeating) the corresponding fall.
Before starting to study a technique with a group, it should be shown as if it were performed in a free fight, that is, technically correct, quickly and clearly. Then the technique is justified in general from the point of view of technique and tactics. After that, together with the explanation and justification, its characteristic details are shown. In conclusion, the technique is demonstrated again in its entirety, merged.
If the technique is very complex or the group is not sufficiently prepared, it is recommended that after explaining the technique as a whole, divide the technique and study it in parts, gradually combining them. When the task is given and the pairs begin to study the technique or part of it, it is necessary to go around the group and check the correctness of the technique, giving appropriate instructions to each athlete.
Special attention should be paid to the fact that when studying the techniques, the partners do not resist each other at all, and when studying the throws, they do not fall before the throw is made. When studying the technique and improving its execution, each athlete takes turns doing the technique three times in a row. Such a change can occur several times during the time allotted for studying the technique. Athletes must be taught to visualize a technique well before performing it, and to analyze their movements after performing each technique, that is, to consciously, rather than mechanically, learn and master the technique.
The third part of the lesson, final (5–10 min)
Tasks: calming the respiratory and circulatory systems, summing up the lesson, educating and resolving organizational issues.
Tools: slow walking, relaxation exercises, games with elements of combat horting.
At the end of the lesson, it is necessary to conduct games with elements of combat horting in order to increase the interest of athletes in the lessons, as well as to develop the physical qualities necessary for combat horting in a playful way.
Methods of teaching combat horting to students in physical education classes
The purpose of combat horting classes in a higher education institution: optimization of a person's physical development; comprehensive improvement of physical qualities and related abilities in unity with the upbringing of spiritual and moral qualities that characterize a socially active personality; preparation of each member of society for fruitful labor and other types of activity.
Tasks of studying combat horting in a higher education institution
For the optimization of human physical development: optimal development of physical qualities inherent in a person; strengthening and preserving health, as well as hardening the body; improving the physique and harmonious development of physiological functions; maintaining a high level of general working capacity for many years; setting individualized motor tasks that involve performing movements within clearly defined parameters (spatial, temporal, power).
Educational tasks: formation of various vital motor skills and abilities; acquisition of basic theoretical and practical knowledge.
General pedagogical tasks: formation of the personality of a combat horting athlete; development of moral and volitional qualities; development of intelligence and psychomotor function; formation of ethical and aesthetic qualities of the personality.
When solved in unity, these tasks become guarantors of the comprehensive harmonious development of a combat horting athlete. When setting tasks and determining the terms for their solution, the laws of age-related development of the athlete's body are taken into account, as well as the laws of variability of age periods and the natural changes that occur in them. For example, when developing physical qualities, it is necessary to take into account sensitive (sensitive) zones, when the natural maturation of the forms and functions of the athlete's body creates favorable prerequisites for a directed influence on these qualities.
One of the most important conditions for studying the combat horting technique is regularity of classes. During training sessions, combat horting athletes acquire new skills and improve previously developed ones.
Repetition of movement or action is already a training process. Gradual and increasingly widespread mastery of basic techniques is fixed in forms (imitation complexes) and training fights. An athlete who strives for high achievements in combat horting must gradually increase his skills, learn, consolidate and improve not only new technical skills, but also the ability to apply them in different conditions of the fight. The teacher, planning the general course of training of the athlete, consistently introduces new exercises and actions into the lessons, strictly taking into account the quality of assimilation of the material studied in order to ensure continuity in training.
Training session. During training sessions, a combat horting athlete improves his physical qualities and technical and tactical skills. For example, when preparing for competitions, a student mainly seeks to improve his skills in combat practice with partners of different styles and manners of fighting, using exercises on shells, he maintains high sports form, without learning new techniques.
Basically, training sessions are held in a group. This form of training can be used for athletes of different sports qualifications, both for beginners and for masters of combat horting. However, the group should be of approximately the same qualification, because the teacher gives everyone the same task in studying and improving technical and tactical actions.
Training and training sessions are divided into three parts: preparatory, main and final.
The preparatory part of the session is divided into physiological warm-up and educational part.
Physiological warm-up involves: preparation of the central nervous system, activation of the cardiovascular system and respiration; preparation of the musculoskeletal system for actions requiring significant muscle tension.
In the educational part, athletes perform specialized combat horting exercises to prepare for solving the main tasks of the session. Specialized preparatory exercises are selected depending on the level of fitness, age of athletes, training period and focus of the session.
In the preparatory part, as a rule, moderate intensity exercises are used. This part of the session significantly increases the mobility of nervous processes and creates optimal conditions for performing more complex exercises with high intensity. If the load during the preparatory part is increased or insufficient, the mobility of nervous processes (the level of sensorimotor reactions) increases slightly compared to the initial data of rest. It is also necessary to take into account the individual characteristics of each athlete. In the preparatory part, one cannot pay much attention to the development of such qualities as strength and endurance.
General developmental exercises have a comprehensive effect on the body of combat horting athletes. The possibility of a large selection of general developmental exercises allows the athlete to improve the work of the musculoskeletal system, learn to differentiate movements more accurately. Special preparatory exercises must meet the training objectives.
If the main part of the training is set the task of developing mobility and conducting a fight at a long distance, then for the preparatory part, appropriate exercises in movement, direct blows, body tilts and others should be selected in order to contribute to the fastest possible mastery of special skills during training in pairs.
Classes begin with a short meditation. This is followed by light running, jumping, swinging movements of the arms and legs, accelerated running, lunges, squats, blocks, etc. This is followed by special preparatory exercises.
In the main part of the class, the main tasks are solved: mastering technical and tactical skills, their improvement; psychological preparation, working out the ability to high mental stress; developing reaction speed, performing rational movements, coordination, agility, speed-strength qualities and speed endurance.
The load should increase in volume and especially in intensity. For example, after studying techniques in pairs according to the teacher's instructions (at first slowly, gradually increasing the speed of their execution), they proceed to consolidating and improving techniques in a conditional or arbitrary training fight. Arbitrary sparring with a partner requires great tension, so they move on to conditional or free sparring after studying sparring techniques, before working on equipment. Exercises on bags and paws reduce nervous tension after sparring, so these exercises are performed at the end of the main part of the lesson.
In the final part, the athlete's body must be brought into a relatively calm state. At the beginning of the final part, athletes sometimes perform exercises while standing, sitting and lying down to develop the strength and flexibility of individual muscle groups. Then they use calming exercises, do light running, walking with breathing exercises and relaxation of the muscles of the limbs. Distracting exercises are given (attention, outdoor games, etc.).
At the initial stage of training, for example, exercises to study the technique of striking and defending movements are included in the main part of the lesson. As complex actions are mastered, exercises and mechanics of movements are transferred to the preparatory part of the lesson, where they become preparatory exercises. The typical structure of the lesson can be changed depending on specific conditions.
The training process in combat horting includes the following main stages.
1. Formation of motives for training sessions in combat horting athletes. Athletes who attend the sports section of a higher education institution should feel the need for knowledge, skills, abilities and train with interest. They need to form the following motives, the system of which is important to rely on in the educational and training process, and which contribute to the development of the personality to the greatest extent, awaken interest in sports and moral growth:
directly motivating (interesting teaching, sympathy for the coach, use of visual and technical means, unwillingness to be the object of discussion in the team, etc.);
prospectively motivating, related to future sports activities (continuation of combat horting classes in groups of higher qualification, entry into a physical education institution of higher education, etc.);
intellectual, arising in the process of cognitive activity (a feeling of satisfaction with the process of physical labor itself, setting and resolving educational problems).
2. Setting specific problems, tasks, and issues before athletes and their awareness of them. Effective management of the combat horting training process involves the ability to set a task, a problem, so that it becomes a personal task, a problem for combat horting athletes. To do this, it is necessary for athletes to realize the contradiction between new sports tasks and the level of knowledge, skills and abilities, so that they have a desire for new knowledge, which is the basis for the development of intellectual motives for learning.
3. Organization of cognitive activity of athletes, their perception of new material. Combat horting athletes can be introduced to new material in various ways:
The combat horting coach himself explains the new material and reveals to the athletes the ways and means of mastering new techniques, technical actions, exercises, combinations;
The coach, by asking questions, problems, involves athletes in solving cognitive, sports and creative tasks;
The coach organizes independent cognitive activity of athletes.
4. Completion of cognition and consolidation of knowledge. Primary consolidation involves solving problems or tasks in the same logical plan in which the perception of new material took place. In the process of further consolidation, it is necessary to include new knowledge in new connections, transfer it to a new situation. New knowledge can be consolidated in the process of performing exercises and repetitions.
5. Application of knowledge, skills and abilities. This stage is characterized by the greatest independence of the activities of combat horting athletes. The main forms of classes: training, bilateral games, competitions. It is especially important to apply the acquired knowledge, skills, abilities not only in training, but also in competitions.
6. Verification of the results of the activities of combat horting athletes, developing in them the ability to self-check, self-control. The process of control and verification is a feedback process, without which it is impossible to manage any process, including educational and training. Its effectiveness is largely determined by the pedagogical tact and flair of the coach.
The task of the trainer is not only to identify the results of training, but also to control the process itself, which is especially difficult, since it is impossible to master knowledge, skills and abilities without elements of self-control and self-examination on the part of combat horting athletes, without developing in them the ability to critically approach the results of their work in training and competitions.
"Horting Encyclopedia"
Eduard Yeromenko
© 2014