Development of physical qualities of preschool children through the use of various gymnastic exercises
Analysis of advanced scientific and scientific-methodical literature indicates the need to pay attention to the development of physical qualities of a preschool child, since the foundations of physical development are laid at an early age.
Anatomical and physiological prerequisites for the development of preschool activity. Advances in the mental development of a preschooler are associated with progressive changes in higher nervous activity, which is characterized by a special liveliness of orienting reactions, which, as is known, is a necessary condition for the formation of new temporary nervous connections. Complex conditioned reflexes are formed, in which the word played a leading role (the second signaling system). Conditioned inhibition develops, although the irradiation of excitation is still a frequent phenomenon in the child's behavior. The regulatory influence of the cerebral cortex on the functioning of the subcortex is strengthened, which determines the physiological basis of purposefulness and organization of behavior.
Subject of research: physical qualities of preschool children.
Problem: consists in correctly and purposefully organizing the process of developing physical qualities using gymnastic exercises.
Working hypothesis: it can be assumed that an important stage of the methodology for developing physical qualities of preschool children is the use of various gymnastic exercises designed for preschoolers, a special place belongs to game techniques.
Purpose of the study: to substantiate the general characteristics of physical qualities and their development using gymnastic exercises in kindergarten.
Research objectives:
To give a general characteristic of the child's physical qualities.
To consider physical activity and rest as factors influencing the development of physical qualities of preschoolers
To analyze the possibilities of using gymnastic exercises in the purposeful development of a child's physical qualities.
Methods and organization of the study:
Analysis of scientific and scientific-methodological literature.
Analysis and synthesis of theoretical literary data.
The organization of the study included the analysis of scientific information on the basics of developing physical qualities in physical culture lessons.
Scientific novelty: generalized modern data on the physical qualities of a child make it possible to use gymnastic exercises for preschool children.
Practical significance: to organize a directed process of development of motor qualities, it is necessary to be guided by the peculiarities of the development of the child's organism and the ability to use simple gymnastic exercises to develop the child's physical qualities.
General characteristics of physical qualities. The concept of physical qualities
Physical education consists of physical education and physical training. Physical training is an organized process of human motor activity in order to optimize the development of his physical qualities.
The term "physical quality" reflects the motor capabilities of a person, which are based on his natural predispositions.
So, physical qualities are the motor predispositions of a person developed in the process of upbringing and purposeful training, which determine his ability to successfully perform a certain motor activity. For example, to overcome great external resistance, first of all, appropriate muscle strength is required; to cover a short distance in the shortest possible time requires agility; to perform physical work for a long time and effectively requires endurance; to perform movements with a large amplitude requires flexibility; and to rationally restructure motor activity in accordance with changing conditions requires agility.
In the special literature, one can find the terms "physical qualities", "motor qualities" or "physical capabilities". They denote individual aspects of a person's motor capabilities. Without going into the details of theoretical discussions about this or that term, we consider them as equivalent.
For further consideration of physical qualities, there is a need to clarify two more terms: "development of physical qualities" and "education of physical qualities". Different authors defend one or another option, meaning the same processes. Probably, we will not stray far from the truth if, by the term "development", we mean changes in physical quality indicators caused by a programmed path by nature. The term "education of physical qualities" indicates changes caused by special intervention, purposeful work with a forecast of results. That is, education is the process of managing the development of a particular physical quality, its improvement.
Most of a person's physical qualities in the process of personal development change unevenly. In some years and or Another quality has very high growth rates. These age periods may alternate with years of very little growth in quality or even a decline in its indicators. The term "sensitive" has entered the special literature and therefore should be familiar to future specialists because it means particularly sensitive or "sensitive" periods in relation to the development of physical qualities.
Teaching exercises and developing physical qualities are two closely related components of physical education. It is impossible to learn without repeating exercises, and repeated performance inevitably affects the development of certain physical qualities, and if we consider them separately, this is dictated by the desire to analyze each of the above-mentioned aspects of the physical education process in more depth.
There is a close relationship between physical qualities, which in sports literature is called "transfer". Transfer can be positive, if the development of one quality positively affects the manifestation of another, or negative (if the development of one quality negatively affects the manifestation of another). For example, at the initial stages of training, the increase in maximum strength has a positive effect on the manifestation of speed in cyclic movements; with the development of flexibility, not only the amplitude of movements increases, but also the strength of muscles that are subject to stretching. The development of general endurance (within certain limits) leads to an increase in special endurance, which, in turn, contributes to the growth of muscle strength. At the same time, in highly skilled sprinters, there may even be a feedback loop, i.e., an increase in strength (due to weight training) may negatively affect running speed. The feedback loop is even more pronounced between maximum strength and general endurance.
It is important to note that the closest positive relationship between physical qualities is observed in children before puberty.
At the same time, the lower the level of development of physical qualities, the closer the positive relationship between them, and vice versa.
A positive transfer from one exercise to another, or to industrial and everyday motor actions, may also be observed. For example, strength developed through weight training (barbell) may contribute to improving results in shot put or in the work of a loader, and endurance developed in running contributes to improving results in cross-country skiing, and vice versa.
Finally, a positive transfer is observed from one muscle group to another. Thus, it has been established that endurance from the trained leg is transferred to the untrained one by almost 45%, and with prolonged strength training of the right or left side of the body, an increase in the muscle strength of the symmetrical untrained side is observed.
Physical activity and rest as factors influencing the development of physical qualities of preschoolers
The main factor influencing the development of physical qualities is the physical activity that a person receives when performing physical exercises.
Physical activity is a certain measure of the impact of a person's motor activity on the body, which is accompanied by an increase (relative to the state of rest) in the level of its functioning.
The concept of "physical activity" reflects the fact that performing physical exercises causes the transition of the energy supply of the human body's vital activity to a higher level than in a state of rest. For example, even slow walking (speed 3 km/h) causes an increase in metabolism by 3 times, and running at near-limit speed - by 10 or more times. The difference that occurs in energy expenditure between the state of physical activity and the state of rest characterizes the level of physical activity.
The magnitude of physical activity can also be judged by indicators of heart rate, frequency and depth of breathing, minute and stroke volume of the heart, blood pressure, etc. Certain information in this regard for the teacher can also be given by such indicators as the intensity of sweating, the degree of redness, pallor, deterioration of coordination of movements. All of the above indicators reflect the internal load. The external side of the load includes its volume and intensity.
Load intensity is the amount of work performed per unit of time. It characterizes the strength of the impact of a particular exercise on the body.
The volume of the load is determined by the duration of work and the total number of exercises performed in the lesson: for example, in strength training, the volume of loads is determined by the number of repetitions and the total mass of the lifted load; in sports games and fights - by the time of motor activity.
To achieve efficiency in improving physical qualities is possible only under the condition of a clear dosage of the load. That is, in each specific case it is necessary to ensure such a volume and intensity that will give the best increase in quality, then it develops. Such a load is called influential.
Intensity can be regulated by changing:
• speed of movement;
• acceleration value;
• coordination complexity of exercises;
• pace of exercise performance, number of repetitions per unit of time;
• amount of tension, as a percentage of a personal record in a specific exercise;
• amplitude of movements (the greater it is, the greater the intensity of the load);
• environmental resistance (terrain, wind, water current, etc.);
• amount of additional burden;
• mental tension during the exercise.
If the intensity is at the lower limit of the zone of influence, then the corresponding physical qualities develop slowly, but reach a high level of strength. High-intensity influences give a relatively rapid increase in motor qualities, but the achieved adaptations are not so stable.
There is an inversely proportional relationship between intensity and volume of load.
The higher the force of influence on the body of a high-intensity exercise, the sooner a person will get tired and be forced to stop performing it. Therefore, it is never possible to combine maximum or close to it in intensity effort with a large volume of work.
The teacher must also take into account that physical activity with the appropriate Intensity becomes effective only when it has the necessary volume.
To establish the optimal ratio of intensity and volume of training load, it is necessary to be guided by the purpose for which this or that exercise is performed, as well as to take into account the age and gender characteristics and level of physical fitness of those to whom it is offered. For example, when using running to improve general endurance in students, the intensity can be determined by the heart rate (120-140 beats/min), which characterizes the lower limit of the intensity zone), and the duration will be determined by individual capabilities.
After performing physical exercises, various recovery reactions unfold in the body. At the same time, the speed of recovery of working capacity at different stages of the aftereffect of the load is not the same. At first, recovery occurs quickly, then slows down, and then it is delayed and proceeds in a wave-like manner. Along with this, there is another pattern: different functions have their own dynamics of recovery (heterochronity of recovery processes). In children and adolescents, there is a great inconsistency in the recovery of individual functions.
The duration of recovery depends on the magnitude and nature of the load. In this case, the recovery of energy resources lost to ensure work does not occur to the initial level, but with some excess ("supercompensation"). The phenomenon of supercompensation occurs when the training effects correspond to the potential capabilities of the organism. As a result of supercompensation, fitness increases. If the training effects systematically exceed the potential capabilities of the organism, then the spent energy resources do not have time to be restored, and the organism becomes exhausted. As a result, fitness decreases significantly and finally, if the training effects are significantly lower than the potential capabilities, then the increase in fitness is not observed.
To obtain the necessary training effects and contribute to the solution of specific pedagogical tasks, it also allows determining the correct Duration and nature of rest between repetitions of exercises in a lesson.
A strict rest interval provides for the next load after 45-90 - 60-120 s, which corresponds to the phase of under-restoration of operational efficiency. If the training task caused a pulse rate of 180-200 beats / min, then the next one will be carried out at a pulse of 140-120 beats / min. This rest interval is used in the development of various types of endurance.
A relatively complete rest interval involves the next load after the first return of performance to the initial level (heart rate 110-120 beats / min). Its duration is from 60-120 s to 90-180 s. The training effect of such a combination of loads and rest is manifested in supercompensation as a result of the cumulative effect of performing a series of exercises with 4-6 repetitions. It is used mainly to improve speed and strength endurance.
Development of physical qualities of preschool children through the use of various gymnastic exercises
General physiological patterns of development of motor qualities of the person under influence of physical exercises are considered in works of authors. their researches claim that the physiological basis of development of motor qualities are morphological and functional changes of muscular system, and also nervous regulation of motor and vegetative functions of an organism. In numerous experiments which were conducted in the direction of studying of this problem, conclusions about necessity of complex development of motor qualities of children were made. Authors of researches note that the most effective for improvement of general physical training of children are use of exercises, performance of which demands manifestation of speed, strength and agility in comparison with means which are directed only on development of one of above-mentioned qualities. Motor qualities have a certain dependence on each other in the process of their development, because they are a function of the same neuromuscular apparatus and reflect the age and gender characteristics of the children's organism. Implementing a comprehensive approach to the versatile physical training of preschoolers, more attention during this period should be paid to the development of speed, agility and flexibility, that is, those qualities that are most actively developed in preschool age.
Speed
Speed is the ability of a person to perform various actions (physical exercises, labor operations) in the minimum period of time for given conditions. The level of development of this quality is determined by the state of the musculoskeletal system (the degree of development of the muscular system), mobility, strength, balance of the processes of excitation and inhibition of the central nervous system. Preschool age is the most favorable for the development of speed. The correspondence of short-term loads to the functional capabilities of the children's organism is due to the high excitability of the innervation mechanisms that regulate the activity of the musculoskeletal system. The high dynamics of nervous processes, characteristic of preschoolers, determines the rapid change of muscle contraction and relaxation, the maximum pace of movements. Performing movements with maximum speed largely depends on the development of other qualities (agility, strength, flexibility). Therefore, the development of speed in preschoolers is associated with the improvement of the entire complex of motor qualities. However, in preschool age, taking into account the anatomical and physiological abilities of children, special attention is paid to the development of speed.
It is known that the maximum frequency of movements reflects not so much the speed qualities of a given muscle group as similar qualities inherent in a given individual (the lability of his nervous system). Thus, based on the maximum speed of movements in one of the links of the motor apparatus, one can speculate about the speed of movements in its other links.
As an example, we present the data of our studies on testing the speed of hand movements (children put dots on paper with a pencil in 5 seconds). The dynamics of the results of this test are considered in Table.
Results of the frequency of hand movements in children 3-6 years old
|
Age
|
Sex
|
Average frequency of movements in 5 seconds.
|
Change in result in %
|
|
|
M ± m
|
у
|
|||
|
3 years
|
boys
|
16 + 0,75
|
3,43
|
100
|
|
girls
|
17 ±0,47
|
2,3
|
100
|
|
|
4 years
|
boys
|
18 ±0,47
|
2,83
|
112
|
|
girls
|
19 ±0,52
|
2,75
|
112
|
|
|
5 years
|
boys
|
21 ± 0,57
|
3,34
|
131
|
|
girls
|
22 ±0,54
|
2,95
|
130
|
|
|
6 years
|
boys
|
24 ±0,62
|
3,25
|
150
|
|
girls
|
25 ±0,81
|
3,34
|
147
|
|
The conducted study shows a gradual increase in the frequency of hand movements. In the period from 3 to 6 years, the indicators increase in boys by 50%, in girls by 47% compared to the initial data. The greatest increase in the result was recorded in the period from 4 to 5 years (boys - 16.6%, girls - 15.7%).
A number of researchers believe that the maximum frequency of movements depends mainly on the speed of transition of motor nerve centers from a state of excitation to a state of inhibition and vice versa; that is, the ability to reproduce the maximum frequency of movements is directly related to the mobility of nervous processes. Since the differentiation of nervous processes develops intensively during preschool age, it becomes clear that the results of the increase in the frequency of hand movements in children of older age groups.
In the preschool period, it is important to use various means that contribute to the development of speed, their main goal is to cover various muscle groups that participate in the execution of movements, and to improve the regulatory activity of the central nervous system.
The development of speed is facilitated by exercises that are performed with maximum dynamics. Therefore, to develop this quality, it is worth choosing those movements that children have previously mastered. Then the child's main attention and efforts will be concentrated not on the method, but on the speed of performing the motor action. In this case, the development of speed is achieved by performing the movement as a whole with the maximum possible speed, as well as by increasing the speed of performing its individual elements. (throwing the ball when throwing at a moving target, pushing off and swinging the leg during a high jump, etc.). Solving such tasks is facilitated by various outdoor games, during which the child must quickly react to the actions of his partners, perform certain movements in accordance with the created situation (speed of reaction), etc.
The development of speed is effectively influenced by exercises that stimulate preschoolers to perform fast movements. These include: running at maximum speed for short distances, jumping, general developmental exercises that are performed at a fast pace. However, children should be guided by the acceleration of the pace of their movements only if they perform them easily and freely.
The most common way to develop speed is running, which is widely used during morning exercises, physical education classes, outdoor games of a plot nature, game actions such as relay races, where children compete with each other. It is rational to conduct repeated running. Its essence is that children cover a given distance a second time, but already at the highest possible speed. However, the length of the distance or duration of the run should be such that its speed does not decrease until the end of the movement. The duration of the rest intervals between repetitions of the exercises should ensure a relatively complete restoration of the child's strength.
Experimentally optimal distances for running at maximum speed for children 3-6 years old, as well as periods of rest pauses between its repetitions, were determined. Thus, for children 3 years old, a distance of 15 m is recommended, 4 years old - 20 m, 5 years old - 25 m, 6 years old - 30-35 m. In relay games, older preschoolers often run in a "shuttle" manner (15-20 m in one and the other direction). In most children, the speed at the end of the distance does not decrease, and the pulse after overcoming it is restored to the initial values within 2-3 minutes. The specified pause can be considered optimal for children's rest after performing exercises of a given intensity.
The frequency of repetition of running in preschoolers from 3 to 4 years old is three to four times, in older ones - three to five times. Running at a speed higher than average is recommended for children 3-4 years old within 20-25 seconds, for children 5-6 years old - 30-35 seconds.
One of the important components of this quality is the speed of the child's motor reaction. It is often used in the child's everyday life, when it is necessary to quickly respond to a sudden situation and make the right decision: immediately stop, accelerate the movement, change its direction, etc.
The most common methods for developing reaction speed in preschoolers include repeated repetitions of motor actions at a sudden signal or change in the situation. For example, starting to run at the teacher's signal (waving a flag, hand, voice command), changing movement at the teacher's command, suddenly stopping while walking or running to a musical chord. Most outdoor games associated with dynamic exercises (running, jumping, throwing) contribute to improving the motor reaction of children, because non-standard situations constantly arise here, in which you need to quickly navigate.
In children of older age groups, the development of speed is facilitated by the use of a competitive method in the process of conducting physical education classes and outdoor games. Elements of competition cause them emotional excitement, contribute to the mobilization of their potential capabilities in performing motor actions due to the desire to win. Since in the process of competition, the child maximally demonstrates reaction speed, accuracy and speed of movements, the use of this method increases the effectiveness of the development of this quality.
Thus, the widespread use of various high-speed motor actions in the process of morning gymnastics and physical education classes, the systematic conduct of outdoor games with elements of competitions create optimal conditions for the development of speed in preschoolers of all age groups.
Agility
Agility is the ability of a person to clearly perform movements in complex coordination conditions. The coordination complexity of motor actions is one of the main criteria for agility. The second criterion includes the accuracy of movements, which includes the accuracy of spatial, temporal and force characteristics.
A significant part of the authors of the studies place the speed of formation of motor skills in direct dependence on the level of development of agility: the higher the level of development of agility, the easier and faster certain skills are formed. From a psychological point of view, agility depends on the full perception of one's own movements and surrounding circumstances, on the ability to quickly change one's activities. It is closely related to the speed and accuracy of complex motor reactions.
Most researchers have concluded that the physiological mechanisms underlying the development and manifestation of agility depend on the mobility of nervous processes and are closely related to the coordination abilities of the central nervous system and its plasticity, which ensures the formation of complex coordinations and their rapid switching based on the creation of new temporary connections.
The process of natural development of the ability to rationally control one's motor apparatus in space and time begins in early childhood. The formation of the basic forms of movements occurs most intensively in preschool age. The development of agility of movements in children 3-6 years old is of paramount importance for preparing them for school. The founder of the domestic theory of physical education P. F. Lesgaft considered one of the main directions of educational work with children to be the formation of their ability to consciously perform the greatest physical work with the least effort and in the shortest period of time, while acting clearly and energetically.
During preschool age, a child's coordination of voluntary movements improves significantly. The motor actions of preschoolers (in each subsequent age group) are performed more and more clearly and accurately. At the end of preschool age, with appropriate training, children master the ability to dose their muscular efforts, and the regulatory role of the cerebral cortex improves in them. Therefore, during this period, the necessary prerequisites are created for the optimal development of dexterity, which, in turn, ensures the improvement of children's coordination capabilities in various types of motor actions.
For example, we present the results of a study of jumps from a gymnastic bench with landing in a designated place (three ribbons of different colors, which are placed on the floor parallel to the bench at a distance of 40, 60 and 80 cm).
The above-mentioned test made it possible to detect the accuracy of spatial and power characteristics in preschoolers. Analysis of these data shows that the accuracy of landing in jumps increases with age. In all age groups (except for children aged 5), girls showed higher results. The greatest increases occur in the period from 3 to 4 years in boys and girls. In older age groups, the results increase much more slowly. Throwing a ball at a vertical (shield) and then a horizontal target (a hoop placed on the floor) makes it possible to test children's ability to quickly restructure their activities in accordance with changing circumstances. Children of younger age groups (3-4 years) regulate movements in throwing objects mainly due to vision, following the trajectory of hand movements during throwing with their gaze. This significantly distracts them from the final result - hitting the ball into the target. In the following age groups, the role of kinesthetic control in the process of performing a motor act increases. Therefore, older preschoolers, due to a more advanced form of kinesthetic analysis, focused their attention mainly on the accuracy of the throw during the throwing process.
Number of children aged 3-6 who performed three jumps without errors (in %)
|
Sex
|
Age
|
|||
|
3 years
|
4 years
|
5 years
|
6 years
|
|
|
boys
|
54,5
|
60,0
|
76,4
|
86,0
|
|
girls
|
58,3
|
74,1
|
75,0
|
87,5
|
The accuracy of hitting horizontal and vertical targets gradually improves with age. The increase in the result during preschool age (for the period from 3 to 6 years) is 145% for boys, 204% for girls. In all age groups, boys have a significant advantage in the accuracy of throwing the ball at the target.
The regulation of the accuracy of movements is ensured by physiological processes that create a continuous, organized interaction between the perception of the proposed task and its implementation. Feedback afferentation or control-correction afferentation is an important link in the control of movements, and the effectiveness of motor actions largely depends on the degree of its improvement. Since in preschool age there is an intensive development of motor function, all this is closely related to the manifestation of coordination abilities by children 3-6 years old when performing jumps for landing accuracy, as well as in throwing at a horizontal and vertical target.
The level of development of dexterity in preschoolers is directly dependent on the volume of previously formed skills and abilities, because an increase in the arsenal of various movements has a positive effect on the functional capabilities of their motor analyzer. Thus, the more a child acquires motor coordination, the faster he learns any movement, the higher his level of dexterity development will be.
The development of dexterity in preschoolers is influenced by various physical exercises: general developmental, basic movements (jumps, throwing, balance exercises, etc.), exercises in alignment and re-alignment, which require appropriate coordination of movements for their correct execution. The widespread use of various exercises in the process of physical education, morning gymnastics and during walks significantly enriches the motor experience of children, contributes to their coordination development. However, as the skill becomes automated, the importance of these physical exercises as a means of developing dexterity decreases significantly.
There are several directions in the development of dexterity in preschoolers. As noted above, the use of various exercises, provided that they have elements of novelty, stimulates the improvement of this quality. In this case, it is recommended to change the starting positions more often during the performance of general developmental exercises, prevent standard (monotonous) repetitions, and use exercises with objects more often (gymnastic sticks, skipping ropes, balls, etc.), especially in older groups. It is also necessary to use more widely exercises that improve the child's perception of his movements and body positions, differentiation of muscle sensations, because on this basis children develop the ability to control motor actions.
For this purpose, children are offered to perform exercises with a specific motor task (target instruction), to accurately observe the direction, amplitude, speed and magnitude of muscle effort. For example, to jump long from a place to a certain distance (through a "stream"); to jump deep, with a landing in a designated place (tape or sheet of paper); to throw objects, trying to hit the target, etc. This makes it possible to "feel" the movements when they are first performed, and then repeat them in the same way with a change in the target instruction (for example, the landing place in deep jumps changes). The value of these exercises is that the conditions for their execution are constantly varying, all this determines the formation of a plastic skill, its greater adaptation to changing circumstances.
One of the manifestations of agility is the ability to maintain balance in a static position and during movement. The main exercises for the formation of balance are walking on a bench and a log in various ways, skiing, skating and cycling, as well as general developmental exercises.
Improving the control of one's motor actions is facilitated by exercises that require clear regulation of movements in space and time, regulation of muscle effort. In these exercises, the child has an obvious connection between the nature of the movements (direction, speed, duration, etc.) and its result. For example, these include pumping the ball into the "goalkeeper", hitting the ball into the target, various exercises with the ball ("ball school"), etc. This is also facilitated by relay games with overcoming obstacles (climbing into the hoop, climbing under the arc), with throwing and catching the ball ("Ball to the captain", "Passed - stand", etc.). The effectiveness of such exercises and games depends on the clarity of voluntary regulation of motor actions and the speed of their execution, which improves children's dexterity.
The development of agility is facilitated by performing some motor actions in different directions, as well as with the right and left hands. For example, children perform throwing objects at a distance and at a target with each hand in turn, jumping in depth and on the spot with a turn to the left and right (in older groups). When teaching movements that are more complex in terms of coordination, children first perform them in one direction, and then, after mastering the exercises, in the other direction. The feasibility of teaching children asymmetrical motor actions in different directions is confirmed by the works of P.F. Lesgaft, A.Ts. Puni, A.I. Masyuk, etc.
Coordination complication of exercises, increasing the requirements for the accuracy of their execution is one of the important ways to develop agility. In each subsequent age group, taking into account the increase in the coordination capabilities of children, the requirements for the quality of movement execution are constantly increasing. The child is required to perform jumps, throws, balance exercises and climbing more clearly - those basic movements that have a certain technical complexity.
It is fully justified from the point of view of improving the coordination of a number of movements (walking, running, general developmental exercises) to perform them with musical accompaniment in classes and morning gymnastics. The formation of skills to rebuild movement in accordance with the change in the nature of the music (its pitch and tempo) improves the plasticity of the skill, and therefore increases the level of dexterity development in children. Thus, the development of dexterity should proceed by increasing the coordination complexity of exercises with the obligatory observance of the following requirements: accuracy of exercise performance and mutual coordination of movement elements.
An effective means of developing dexterity in children is to perform exercises with suddenly changed situations, with a quick response to sudden changes in circumstances and making the optimal decision accordingly, which is manifested in a specific motor action. The most appropriate in this case are outdoor games, as a universal means of developing various aspects of this quality. Children's play activities in conditions of suddenly changing circumstances put forward appropriate requirements for the manifestation of a complex of psychophysiological functions: sensorimotor reactions, reception and processing of information, kinesthetic perception, operational thinking, attention, the process of formation and improvement of dynamic stereotypes.
Therefore, outdoor games and sports-related exercises (in older age groups) are considered to be the most effective and accessible means that stimulate the development of this quality in children 3-6 years old.
Flexibility
Flexibility is the ability to perform movements with the greatest amplitude. Thus, flexibility characterizes the degree of mobility in different parts of the human musculoskeletal system. It depends on the shape and structure of the joints, the elasticity of the muscles and ligaments, as well as on the functional state of the central nervous system and the musculoskeletal system. In this case, the most important is the change in the process of tension by the process of relaxation of those muscle groups that are subject to stretching. Many researchers believe that the harmony of a person's physical development largely depends on the mobility in the joints and the elasticity of the musculoskeletal system. This statement is quite true, because the optimal level of flexibility development provides the necessary freedom of movement of the child in everyday life. The amplitude, accuracy and speed of movements of preschoolers are also related to it. Preschool children have all the prerequisites for the successful development of flexibility. Morphological features of the musculoskeletal system: high elasticity of muscles, mobility of the spinal cord contribute to increasing the effectiveness of exercises for the development of this quality.
The indicator of flexibility is the maximum amplitude of movements, it is expressed in linear or angular units. It is believed that with age, as cartilage tissues ossify, due to an increase in the weight of tendons (compared to muscles) and a slight increase in the density of muscle tissue, the tonic resistance of muscles to the action of tensile forces increases, all of which leads to a deterioration in flexibility. Our studies of flexibility in preschoolers when bending the torso forward (mobility of the spinal cord) indicate that, unlike other qualities, this indicator does not have a clear tendency to gradually increase with the age of children.
In children aged 3-6 years, the indicators of flexibility during forward bending of the trunk do not have a clear tendency to increase in each subsequent age group. This can be explained by the consequences of pedagogical work carried out with children in the direction of developing this quality, as well as by the fact that the processes of growth of the organism and tissue differentiation of its organs and systems from the moment of birth to the onset of maturity occur unevenly in humans. Periods of activation of the growth rate of flexibility during forward bending of the trunk are replaced by periods of stabilization, then a decline is observed, which, in turn, passes into a period of active development of this quality.
Results of testing forward bending of the trunk in children aged 3-6 years
|
Age
|
Sex
|
Forward torso tilts (cm)
|
Change in result in %
|
|
|
M ± m
|
у
|
|||
|
3 years
|
boys
|
5,72 ±0,5
|
2,32
|
100
|
|
girls
|
6,73 ±0,62
|
2,71
|
100
|
|
|
4 years
|
boys
|
5,79 + 0,36
|
2,14
|
101,2
|
|
girls
|
7,04 ±0,52
|
2,56
|
104,6
|
|
|
5 years
|
boys
|
6,72 ±0,17
|
2,42
|
117,4
|
|
girls
|
5,57 ±0,46
|
2,48
|
82,7
|
|
|
6 years
|
boys
|
5,62 ±0,43
|
2,25
|
98,2
|
|
girls
|
7,47 ±0,81
|
3,36
|
110,5
|
|
When developing flexibility in preschoolers, one should adhere to a certain measure, clearly dose the load and not try to overstretch the muscles and ligaments. Stretching movements are performed with a gradual increase in amplitude, so as not to cause pain.
One should be especially careful when performing exercises aimed at increasing the mobility of the spinal column and shoulder joints, because these links of the musculoskeletal system can be injured in children during various movements with maximum amplitude in the joints. Of all the joints of the musculoskeletal system, those that are associated with the use of stretching forces - the hip and ankle joints - withstand the load most easily during this period. Therefore, it is necessary to develop the mobility of these joints first.
For optimal development of flexibility in children 3-6 years old, exercises that contribute to stretching the muscles and ligaments of the musculoskeletal system are used. They are performed with a large amplitude, and the maximum effect is achieved if they are systematically used in morning gymnastics complexes, physical education minutes, and physical education classes. The most rational here are elastic (inclinations and straightening of the torso, half-squats) and swing movements (with the upper and lower limbs) from different starting positions.
When performing these exercises, it is advisable to give children (taking into account their age and preparedness) a certain target setting: to touch the floor flags with a ball or sticks; without bending the legs at the knees, to swing the leg so that the toe touches the palm of an outstretched hand, etc. This increases the activity of preschoolers of all age groups, stimulates them to more consciously demonstrate their motor abilities.
An important role in this is played by the visual analyzer, which allows the child to see the amplitude of movements achieved by him, to control them more precisely and to have a clear idea of the stages of achieving the set goal. General developmental exercises with such a task determine a greater amplitude of movements, so the effectiveness of using them for the development of flexibility will be much higher.
In addition to general developmental exercises, jumping, throwing, climbing, dance movements to musical accompaniment contribute to the improvement of flexibility. However, it is necessary to take into account that the mobility of the joints increases with increasing muscle temperature. Therefore, before flexibility exercises, movements should be performed that help warm up the main muscle groups of the trunk and limbs.
Thus, stretching exercises for preschoolers are used mainly in an active motor mode. It should be remembered that the development of flexibility should not lead to posture disorders in children, which can be caused by stretching of ligaments, as well as insufficient development of individual muscle groups (back, abdomen), which belong to the "muscle corset".
Endurance
Endurance characterizes a person's ability to perform dynamic work for a long time at the required level of intensity and the ability to resist fatigue. Endurance in general is provided by the increased capabilities of the functional systems of the body.
In the process of physical education of preschoolers, it is most often necessary to observe general fatigue in children, which is caused by the influence of general developing exercises, basic movements, outdoor games. However, the development of general endurance in children when using the above-mentioned means does not exclude the improvement of special endurance and some static efforts and movements associated with walking, running (speed endurance), etc.
The development of endurance, unlike other motor skills, requires a special approach due to a certain danger caused by the negative impact of heavy loads on the body of children aged 3-6. In childhood, a significant part of the energy resources is spent on the development of the child and very heavy physical exertion can negatively affect his body.
The use of heavy physical exertion is unacceptable due to the fact that during this age period there is an intensive improvement of temporary connections that regulate the activity of the cardiovascular, respiratory and other systems of the body. Heavy loads that require the body to maximally manifest its functional capabilities can interfere with the correct formation of these conditioned-reflex connections.
One of the functional features of the child's body is the relatively limited possibilities of maximum oxygen consumption during muscular activity in a certain period of time. These features are due to the capabilities of the respiratory and cardiovascular systems in preschoolers. However, a certain basis for the development of children's endurance in subsequent years should be created in the preschool period of their life, in terms of the child's general physical training (G.P. Yurko, V.G. Frolov).
The level of endurance is closely related to the working capacity of the human body in both mental and physical labor. Therefore, stimulating the development of this quality in preschool years creates certain prerequisites for preparing a child for school, more successful overcoming of educational loads, less fatigue during lessons and, accordingly, better assimilation of knowledge in general developing subjects. During preschool age, children experience an intensive increase in endurance (in boys by 55%, in girls by 75%). The results of static endurance in boys of all age groups are higher than in girls. With age, this difference in endurance indicators increases. Endurance to static efforts is determined primarily by the activity of the central nervous system. With age, the ability of the nervous system to maintain the excitation of nerve centers to static stresses for a long time increases in children.
In children 3-6 years old, it is advisable to develop endurance to work of moderate and variable intensity. At the same time, physical activity should strictly correspond to the anatomical and physiological characteristics of the child's body. The development of general endurance should be considered as a factor that contributes to the natural formation of this quality, strengthening health and increasing the working capacity of the body of preschoolers.
It has been established that with monotonous muscular activity in children, fatigue occurs more quickly, which is accompanied by protective inhibition. Therefore, preschoolers better tolerate various in content and short-term physical activity. Thus, the development of endurance occurs in connection with other qualities: speed, strength and agility. Therefore, it is not pure endurance that develops, but speed endurance or endurance in performing strength exercises.
However, in preschool age, when the process of physical education is carried out in different organizational forms, it is difficult to differentiate endurance by type. Given this situation, in the practice of physical education, they affect the comprehensive development of motor qualities. Therefore, in this case, it is more correct to talk about the development of general endurance.
The most common means of developing endurance in preschoolers are general developmental exercises. However, when using these exercises, it is necessary to adhere to optimal rest intervals between their execution. Minor pauses (15-20 sec.), necessary for changing the starting position and recalling the next exercise, allow preschoolers to perform motor activity with high activity of the cardiovascular and respiratory systems.
Increasing the motor density of physical education classes, optimal dosage of exercises have a positive effect on the development of endurance in children of all age groups. The duration of pauses between performing the main movements during classes should be 30-40 sec. after medium and low intensity exercises (throwing objects at a target and at a distance, balance exercises, long jumps from a place, depth, etc.) and 1.5-2 min. after high-intensity exercises (high and long jumps from a running start, climbing a gymnastic wall or rope, running in relay games, etc.). The above-mentioned intervals for children's rest allow them to begin the next repetition of the exercise while maintaining positive changes in the body after the previous work.
Cyclic movements (walking, running, skiing, etc.), outdoor games with elements of running, jumping, climbing contribute to the improvement of the functions of the cardiovascular and respiratory systems, increase physical performance and ensure the development of general endurance in a child.
In order to develop this quality in children 3-6 years old, it is advisable to use outdoor games in which plot-based actions are repeated for a short time ("Sparrows and a car", "Geese-swans", "At the bear in the forest", etc.). These games develop endurance of various types, including continuous work of a cyclic nature. Physical activity is dosed by the number of repetitions of the game, the time of continuous play activity of children and the duration of pauses for rest between its repetitions. In this case, the complexity of the differentiated approach to dosing the load on the child's body and the clarity of its direction in the process of outdoor play should be taken into account. In addition to the above-mentioned means, sports exercises have a significant effect on the development of general endurance: skiing, skating, swimming, cycling, etc. The performance of these movements occurs at a moderate and uniform pace, which fully corresponds to the capabilities of the child's body. All these means of physical culture show a significant impact on the improvement of vegetative functions and systems of the child's body, increase its endurance to various muscular efforts. This creates a certain reserve for increasing the general working capacity of preschool children.
Strength
Strength, like other motor qualities of a person, is a consequence of the manifestation of the functional properties of the neuromuscular apparatus under the influence of the external environment. Strength is the ability of a person to overcome external resistance or counteract it through muscular efforts.
The optimal level of strength development contributes to the harmony of the child's growing body. According to many researchers (V.M. Zatsiorsky, V.P. Filin, F.G. Kazaryan, etc.), strength training stimulates the efficiency of tissues, functional systems and the body as a whole, contributes to a more complete manifestation of other motor qualities during the performance of various exercises.
When performing various motor actions, strength enters into an interaction with other motor qualities: speed, agility, flexibility and endurance. Therefore, it is quite difficult to distinguish a "pure" manifestation of the quality of strength when performing certain movements. It should be remembered that preschoolers, especially younger age groups, do not always manage to realize their strength capabilities by maximally mobilizing muscle effort.
When studying the development of strength of different muscle groups in preschoolers, we used the following tests: dynamometry of the hands; throwing a stuffed ball (1 kg) with both hands from behind the head (sitting on a gymnastic bench); long jump in place with a push of the right and left legs (hands on the belt).
All researchers who have studied the development of this quality in children note that the strength of the hands in preschoolers increases unevenly with age. At the same time, the dynamometry of the right hand (in mass studies, after processing the data obtained) exceeds the indicators of the left hand.
During preschool age, the strength of the hands increases significantly in boys (right by 5.9 kg, left by 5.03 kg) in girls (respectively by 4.84 kg and 4.21 kg). In all age groups, the indicators of the strength of the hands of the right and left hands in boys are higher than in girls. Moreover, in three-year-old children this difference is insignificant, and in each subsequent age group it increases and in 6-year-olds reaches 1-1.1 kg (11-17 %).
Starting from the age of three, preschoolers have a difference in the strength of the right and left hands. These differences are, on the one hand, hereditary, and on the other hand, determined by the different participation of the right and left hands in household and labor activities. In boys, the difference in the strength of the right and left hands is much greater than in girls. This is explained by the specifics of game activity (exercises on throwing objects, specific construction games and motor actions), which allows them to use their right hand more (stronger in most children). This creates the prerequisites for the development of the so-called right-sided dynamometric asymmetry.
Results of dynamometry of the right and left hands in children 3-6 years old
|
Age
|
Sex
|
Dynamometry (kg)
|
|||||
|
right hand
|
left hand
|
||||||
|
М ± m
|
у
|
change in result (in %)
|
М ± m
|
у
|
change in result (in %)
|
||
|
3 years
|
boys
|
5,40 ±0,22
|
1,05
|
100
|
4,90 ± 0,22
|
1,05
|
100
|
|
|
|||||||
|
girl
|
5,39 ±0,27
|
1,29
|
100
|
4,73 + 0,27
|
1,29
|
100
|
|
|
4 years
|
boys
|
6,89 ±0,16
|
1,39
|
127,6
|
6,07 + 0,18
|
1,16
|
124
|
|
|
girls
|
5,96 ±0,42
|
2,23
|
110,4
|
5,57 + 0,42
|
2,23
|
111,4
|
|
5 years
|
boys
|
8,74 ±0,35
|
1,94
|
161,8
|
7,84 ± 0,3
|
1,7
|
160
|
|
|
girls
|
7,66 ±0,33
|
1,92
|
141,8
|
7,06 ± 0,33
|
1,92
|
144,1
|
|
6 years
|
boys
|
11,30 ±0.26
|
1,46
|
209,2
|
9,93 ± 0,22
|
1,22
|
202,6
|
|
|
girls
|
10,23 ±0,47
|
1,94
|
189,8
|
8,94 ± 0,4
|
1,64
|
182,4
|
The role of exercises (in everyday life, physical education classes, work) can be so significant for preschoolers that a genotypic left-hander becomes right-handed.
Comparison of indicators characterizing the strength of different muscle groups in preschoolers indicates that this quality gradually increases with age. At the same time, the rates of annual strength gains are not the same. In the period from 3 to 5 years, there is an intensive increase in strength indicators in children of both sexes (with the exception of right-hand hand dynamometry in boys). After five years, there is a slight decrease in the growth rates of most strength indicators.
The rate of strength increase and the periods of its active development in preschoolers are closely related to the morphological and biochemical changes that occur in the process of growth of the musculoskeletal system of children 3-6 years old.
When developing strength in preschoolers, it is necessary to adhere to the following provisions: strive for harmonious strengthening of all muscle groups of the child's musculoskeletal system and form in him the ability to rationally use his strength when performing motor actions.
This provision is implemented with a clear dosage of small physical loads created by the weight of his body and physical education equipment used when performing general developmental exercises and basic movements.
The possibilities of preschoolers in the manifestation of strength when compared with school-age children are limited. Children 3-6 years old are tired of prolonged static body positions and significant muscle tension. Overload in these exercises can have a negative effect on the functions of internal organs, lead to stretching of some muscles and, as a result, cause a violation of posture and the musculoskeletal system (reduction of the excavation of the arch of the foot).
In preschool age, pedagogical influence is directed at the development of the main muscle groups with the aim of comprehensive physical training of the child. In this case, the development of strength occurs through the performance of exercises of a dynamic nature, which have a speed-power orientation, with a limitation of static components. However, one should avoid high tensions when performing physical exercises, prolonged static poses, one-sided load, taking into account the rapid fatigue of the nervous and muscular systems in a child.
The development of strength in children 3-6 years old is facilitated by exercises with short-term tension of a dynamic and partial static nature (climbing, hanging, etc.). Exercises that have a versatile effect on strengthening the muscle groups of the entire musculoskeletal system are especially useful. These include: various types of jumps (high, long from a standing position and running), throwing objects at a distance, climbing a gymnastic wall, etc. And also outdoor games, where children perform these motor actions: "Flight of birds", "Hunters and monkeys", "Don't get your feet wet", "Who will throw next?", etc. In such games, children improve their ability to rationally use their strength capabilities, to regulate muscle tension in accordance with the game situation.
For the local development of muscle groups, general developmental exercises are widely used. With children 3-6 years old, especially older groups, it is advisable to use exercises with a small weight (gymnastic sticks, balls, hoops). Minor muscle efforts in connection with the performance of these exercises do not cause overstrain and breath holding in children and therefore can be recommended for preschoolers, taking into account their feasibility for this age.
Based on the anatomical and physiological characteristics of the child's body, at this age, the predominant influence should be exerted on those muscle groups whose development is least stimulated in everyday life. These groups include: oblique muscles of the trunk, abdomen, upper limbs, and posterior thigh.
Considering that with monotonous and prolonged muscle activity, protective inhibition occurs in preschoolers, they need to diversify the content of the means and adhere to the optimal dosage of physical exertion (these requirements also apply to other motor qualities). As a result, in the development of muscle strength, it is advisable to use exercises that are of certain interest to children, strive for their more frequent change, taking into account the child's psyche (rapid fatigue is often caused by the monotony of the exercises performed).
When developing muscle strength in preschool children, it is necessary to pay special attention to increasing their motor activity during walks and physical education classes (increasing motor density), which is a necessary condition for the comprehensive development of all motor qualities in this age period.
In order to compare the dynamics of the annual growth rates of motor qualities, we will consider the results of the most informative tests that reveal each of the qualities studied: speed (frequency of hand movements), agility (jumps with a turn), strength (hand dynamometry), flexibility (leg abduction to the side), endurance (duration of hanging on the crossbar).
The indicators of motor qualities, which are constantly changing in preschoolers, indicate the presence of continuous and unequal processes of formation of the neuromuscular system of the body in connection with morphological and biochemical changes.
The growth of motor qualities in children 3-6 years old occurs in leaps and bounds, at different rates. The highest rates are noted in indicators of muscle strength, then agility, endurance and speed, the lowest in indicators of flexibility in preschoolers of all age groups.
Changes in the annual growth rates of speed and flexibility indicators occur in parallel in boys and girls during preschool age. The dynamics of development of other indicators of motor qualities do not coincide. In particular, in girls, compared to boys, the growth rates of agility, endurance and strength are slightly higher.
All this confirms the need for timely and rational use of means and methods of physical education of preschoolers that correspond to the morphological and functional capabilities of their body. In this case, a differentiated approach is necessary, which takes into account the age, stage of health, motor readiness, as well as the peculiarities of the psyche of children 3-6 years old.
Comprehensive physical training of preschool children involves achieving optimal development of motor (physical) qualities: speed, agility, flexibility, endurance and strength. The level of their development largely determines the effectiveness of the formation of motor skills and their successful use in various life situations. The qualitative side of motor actions takes place in an elementary form in infants in unconditioned reflexes, that is, it is largely "coded" in a person from the moment of his birth.
The development of motor qualities in a child occurs under the influence of two factors: natural age-related changes in the organism (morphological and functional restructuring) and the mode of motor activity, which includes the entire complex of organizational forms of physical education and his independent motor activity.
The purposeful development of motor qualities should begin in preschool age. Only under this condition can the necessary general physical fitness of the child be ensured. The process of development of motor qualities in preschoolers is carried out in accordance with the morphological features and capabilities of their organism's functioning. In this case, a differentiated approach is necessary, which takes into account the age, state of health, motor fitness, as well as the peculiarities of the psyche of children 3-6 years old.
The system of physical education means provides for the implementation of the principle of comprehensive development of the child's personality, which determines a multifaceted impact on various aspects of his motor function, including the complex development of all motor qualities. Performing basic movements, general developmental exercises, participating in outdoor games requires children to simultaneously demonstrate various motor qualities. For example, long and high jumps from a run develop speed, strength, agility, and running during various outdoor games - the same qualities and speed endurance; throwing objects at a target - strength and agility, etc. At the same time, optimal indicators in any type of motor qualities can be achieved only at a certain level of development of other qualities.
Pedagogical influence on the development of certain qualities is ensured by the correct selection of physical exercises and the method of their implementation. Thus, the task for older preschoolers to jump as far as possible from a place contributes to the formation of speed and power qualities in them; When children are asked to land in a designated spot (on a blue, yellow, or green ribbon located 40, 60, or 80 cm from the point of push-off), the emphasis is on developing agility, that is, the ability to correlate muscular effort with the teacher's request.