Raising the torso from the “lying on the back” position, hands on the belt, legs fixed:
2 sets of 8 reps.

2 sets of 12-15 reps

2 sets of 10 times.
Standing long jump
(for maximum result): 5-7 times.

Theory:
and in the gym.
2. Message about the types of athletics.
Topics: athletics, sports games.
6-7 classes. Practice:
1. Exercise for developing leg strength:
girls - 2 sets of 9 times
boys - 2 sets of 12 times.
2. Exercise for the development of back muscles:
Raising the torso from the “lying on the back” position, hands on the belt, legs fixed: 2 sets of 10 times.
3. Exercise for the development of flexibility:
Forward bends: feet shoulder-width apart, arms down:
2 sets of 14-17 reps
4. Exercise for the development of arm strength:
Flexion and extension of the arms in the lying position (on a support of 30-40 cm):
2 sets of 12 reps.
5. Exercise for the development of jumping ability:
Standing long jump
(for maximum result): 6-9 times.
6.Exercise for the development of endurance:
Theory:
1. Rules of conduct in athletics
and in the gym.
1. Rules of the game: "Ten assists"
2. Message about the ancient Olympic Games.

Topics: athletics, sports games.
8-9 grades. Practice:
1. Exercise for developing leg strength:
One-leg squat with support ("pistol") on the left and right leg:
girls - 2 sets of 11 times
boys - 2 sets of 15 times.
2. Exercise for the development of back muscles:
Raising the torso from the “lying on the back” position, arms behind the head, legs fixed: 2 sets of 15 times.
3. Exercise for the development of flexibility:
Forward bends: feet shoulder-width apart, arms down:
2 sets of 15-20 reps
4. Exercise for the development of arm strength:
2 sets of 15 reps.
5. Exercise for the development of jumping ability:
2 sets of 20 seconds.
6.Exercise for the development of endurance:
running at an average pace for 18 minutes 2 times a week.
Theory:
1. Rules of conduct in athletics and in the gym.
1. Basketball rules
2. Message about the daily routine of the student.
Topics: athletics, sports games.
10-11 grades. Practice:
1. Exercise for developing leg strength:
One-leg squat with support ("pistol") on the left and right leg:
girls - 2 sets of 14 times.
boys - 2 sets of 20 times.
2. Exercise for the development of back muscles:
Raising the torso from the “lying on the back” position, arms behind the head, legs fixed: 2 sets of 18 times.
3. Exercise for the development of flexibility:
Forward bends: feet shoulder-width apart, arms down:
2 sets of 17-25 reps
4. Exercise for the development of arm strength:
Flexion and extension of the arms in the lying position:
2 sets of 20 reps.
5. Exercise for the development of jumping ability:
Jumping rope (for maximum result):
2 sets of 30 seconds.
6.Exercise for the development of endurance:
running at an average pace for 15-25 minutes 2 times a week.
Theory:
1. Rules of conduct in athletics
and in the gym.
1. Rules of the game of basketball.
2. Concepts about motor qualities.
4-5 classes.
Practice:
Jumping out of a squat.
2. Flexibility exercise:
From the starting position “lying face down”, bend back until your feet touch your head (fish): 3 sets of 4-6 times.
3. Flexibility exercise:
3 sets of 15 seconds for the maximum number of times.
From the starting position “lying on your back”, take the grouping position, return to the starting position. 2 sets of 15 seconds for the maximum number of times.
boys: Flexion and extension of the arms in an emphasis "lying", legs on an increased support: 2 sets of 10 times.
girls: Flexion and extension of the arms in an emphasis "lying", arms on an increased support: 2 sets of 10 times.
running at an average pace for 10 minutes 2 times a week.
Theory:

3. Message about winter sports.
Topics: gymnastics, general physical training, ski training.
6-7 classes.
Practice:
1. Exercise for the development of speed-strength qualities:
Jumping out of a squat.
2. Flexibility exercise:
From the starting position “lying face down”, bend back until your feet touch your head (fish): 3 sets of 6-8 times.
3. Flexibility exercise:
Tilt forward until the palms touch the floor.
3 sets of 20 seconds for the maximum number of times.
4. Exercise for the strength of the back muscles:
From the starting position “lying on your back”, take the grouping position, return to the starting position.
2 sets of 20 seconds for the maximum number of times.
5. Exercise for the strength of the muscles of the hands:
boys: Flexion and extension of the arms in an emphasis "lying", legs on an increased support: 2 sets of 15 times.
6. Exercise for the development of endurance:
running at an average pace for 15 minutes 2 times a week.
(can be replaced by cross-country skiing).
Theory:
1. Rules of conduct in gymnastics and ski training.
2. Make a complex of morning exercises.
3.Message about the Winter Olympics.
Topics: gymnastics, general physical training, ski training.
8-9 grades. Practice:
1. Exercise for the development of speed-strength qualities:
Jumping out of a squat.
3 sets of 20 seconds for the maximum number of times.

3 sets of 15 seconds for the maximum number of times.
3. Flexibility exercise:
Tilt forward until the palms touch the floor.
3 sets of 20 seconds for the maximum number of times.
4. Exercise for the strength of the back muscles:
2 sets of 7 times in a row.
5. Exercise for the strength of the muscles of the hands:
boys: Flexion and extension of the arms in the emphasis "lying", legs on an increased support:
2 sets of 20 reps.
girls: Flexion and extension of the arms in the emphasis "lying", hands on an increased support:
2 sets of 15 reps.
6. Exercise for the development of endurance:
running at an average pace for 20 minutes 2 times a week.
(can be replaced by skiing up to 8 km per week or skating 700 - 800 m).
Theory:
1. Rules of conduct in gymnastics and ski training.
1. Make a complex of morning exercises.
2. Report bad habits.
Trimester topics: gymnastics, general physical training, ski training.
10-11 grades. Practice.
1. Exercise for the development of speed-strength qualities:
Jumping out of a squat.
2. Exercise for the development of abdominal muscles:
From the starting position “lying on your back”, with straight legs, touch the floor with your feet behind your head.
3 sets of 25 seconds for the maximum number of times.
3. Flexibility exercise:
Tilt forward until the palms touch the floor.
3 sets of 25 seconds for the maximum number of times.
4. Exercise for the strength of the back muscles:
From the starting position “lying on the stomach”, hands with a gymnastic stick (rope) at the top, twisting the arms back and forth.
2 sets of 9 times in a row.
5. Exercise for the strength of the muscles of the hands:
boys: Flexion and extension of the arms in an emphasis "lying", legs on an increased support: 2 sets of 25 times.
girls: Flexion and extension of the arms in an emphasis "lying", arms on an increased support: 2 sets of 15 times.
6. Exercise for the development of endurance:
running at an average pace for 25 minutes 2 times a week.
(can be replaced by skiing up to 10 km per week or skating 800 - 900 m).
Theory:
1. Rules of conduct in gymnastics and ski training.
2. Make a complex of morning exercises.
3. The concept of flexibility and endurance.
4-5 classes. Practice:


2 sets of 15-20 reps.

2 sets of 10-12 reps.
5. Exercise for the development of speed: running in place:
6. Exercise for the development of endurance: cross-country running up to 1300 meters 2 times a week.
Theory:
2. Rules of the game: "Shootout"
3. Message about sports games.
Topics: sports games, athletics.
6-7 classes. Practice:
1. Exercise for the development of arm strength: pull-ups in the hang:
girls - in the hanging position - 2 sets of 10-15 times
boys - 2 sets of 7-9 times.
from the “lying” position, perform the “bicycle”:
2 sets of 20-25 reps.
3. Exercise for the development of jumping ability: jumping rope:
2 sets of 15-20 seconds for the maximum number of jumps.
4. Exercise for the development of flexibility: forward bends, legs together:
3 sets of 10-12 reps.
2 sets of 10-15 seconds for the maximum number of steps.
6.Exercise for the development of endurance:
cross-country running up to 1500 meters 2-3 times a week.

Theory:
1. Rules of conduct in the classroom for sports games and athletics.
2. Rules of the game in "Pioneerball".
3. Message about the modern Olympic Games.
Topics: sports games, athletics.
8-9 grades.
Practice:
1. Exercise for the development of strength: pull-ups in the hang:
girls - in hanging lying - 2 sets of 15-20 times
boys - 2 sets of 9-11 times.
2. Exercise for the development of the abdominal press:
from the emphasis "sitting" write numbers with straight legs
2 sets from 1 to 9.
3. Exercise for the development of jumping ability: jumping rope:
2 sets of 45-60 seconds for the maximum number of jumps.
Standing long jump: 3 sets of 3-5 reps.
4. Exercise for the development of flexibility: forward bends, legs together:
2 sets of 10-12 reps.
5. Exercise for the development of speed: running in place:
2 sets of 10-15 seconds for the maximum number of steps.
6.Exercise for the development of endurance:
cross-country run up to 1700 meters 2 times a week.

Theory:
1. Rules of conduct in the classroom for sports games
and athletics.
2. Rules of the game: "Volleyball".
3. Types of physique and their development.
Trimester topics: sports games, athletics.
10-11 grades.
Practice:
1. Exercise for the development of strength: pull-ups in the hang:
girls - in the hanging position - 2 sets of 10-15 times
boys - 2 sets of 3-6 times.
2. Exercise for the development of the abdominal press:
from the “lying” position, perform the “bicycle”:
2 sets of 15-20 reps.
3. Exercise for the development of jumping ability: jumping rope:
2 sets of 15-20 seconds for the maximum number of jumps.
4. Exercise for the development of flexibility: forward bends, legs together:
2 sets of 10-12 reps.
5. Exercise for the development of speed: running in place:
2 sets of 10-15 seconds for the maximum number of steps.
6.Exercise for the development of endurance:
cross-country run up to 1400 meters 2 times a week.

Theory:
1. Rules of conduct in sports games
and athletics.
1. Rules of the game in "Basketball".
2. The concept of strength and speed.

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• Introduction
• 1. Homework as a means of reinforcing the studied material
• 1.1 Types of homework, their scope and content
• 1.3 Disadvantages of student homework
• 1.4 Homework in physical culture as one of the forms of independent activity
• 2. Features of the organization of independent and home studies
• 2.1 Content of self-study
• 2.2 A set of exercises for physical education homework
• 2.3 Recommendations for conducting and recording homework in physical education
• conclusions
• Conclusion
• Bibliographic list
• Annex A
• Annex B
• Annex B

Introduction

The current state of education is characterized by a tendency to increase the amount of information that requires successful and reliable assimilation. One of the opportunities for the success of such assimilation is the students' homework.

The importance of homework is that students consolidate and expand the knowledge, skills and abilities acquired in the classroom and master the methods of independent work. Home independent work instills a sense of responsibility of students for the task assigned, increases confidence in overcoming the difficulties encountered and prepares them for self-education after graduation. With all this, one should not go to extremes and transfer the center of gravity in learning from the lesson to homework. Homework cannot replace the lesson, it must flow from it and serve its needs.

Parents should know the sanitary standards: a maximum of 2 hours is allotted for doing homework in the 2nd - 3rd grade, in the 5th grade - no more than 2.5 hours, in the 6th - 3, after the 7th - 3.5 , but taking into account that each item will take no more than 30 minutes.

True, there is a pattern: the time that strong and weak students spend on preparing homework is correlated as 1:6, i.e. if a strong student copes with the lessons in 3 hours, then a weak one will need 18! Therefore, homework should be differentiated. Do teachers take this into account? Not always. In elementary grades, most students, even those who do well, cannot do their homework without the help of adults.

Increased attention to the need for the development of physical culture and activities of an active-motor nature in the system of general education. If there are conditions (personnel, premises, equipment, software and methodological support) for organizing physical education and sports, educational institutions are recommended to organize additional classes for those who wish in the afternoon.

In order to normalize the workload of schoolchildren, a special line “Maximum volume of compulsory homework” (measured per hour / day) was introduced into the plan table. The time limits indicated in it refer to the mandatory part of the homework that all children must complete. Therefore, each teacher needs to carefully consider the composition of homework, to distinguish between those tasks that each child needs to complete (to consolidate the basic algorithms, or repeat basic definitions, basic information, etc.), and tasks that an inquisitive child or a student studying individual program, can perform additionally.

It is also necessary to carefully correlate the time that the teacher plans to complete the mandatory part of the homework with the actual time the children complete it; adjust the amount of homework on this basis, accustom children to the rational organization of homework.

The relevance of the work - doing homework in physical education as a way to consolidate the material being studied, the impact on the health and development of the student.

The purpose of the course work is to study the features of homework in physical education.

Work tasks:

To study the features of homework, their effectiveness in consolidating the material;

Consider homework requirements;

To analyze the effectiveness of the impact of doing homework in physical education on the development of a student.

The object of work is homework in physical education classes.

1. Homework as a means of reinforcing the studied material

1.1 Types of homework, their scope and content

Currently, curricula are impossible without homework, but without sufficient effectiveness of the lesson itself, homework has no educational value. The habit of regular independent work, the performance of tasks of varying complexity - this is what relates to the goals that we pursue when giving homework. It is impossible to approach the problem of homework without taking into account the accumulated positive experience. This includes, for example, the principle of the unity of teaching in the classroom and homework of students.

Special studies show that the problem of increasing the effectiveness of teaching can be successfully solved only if the high quality of lessons is supported by well-organized homework of students. In the lessons, no matter how well they are conducted, there is a concentrated memorization, and knowledge is transferred only into operational, short-term memory. To translate them into long-term memory, students need to carry out their subsequent repetition, that is, it requires the organization of their homework. It is also of no less importance for the education of students, since it contributes to the formation of their diligence, independence, and serves as a means of reasonable and meaningful organization of extracurricular time. Thus, schoolchildren's homework is a very important part of the learning process and is one of the essential forms of its organization. Students' homework consists in the independent fulfillment of the teacher's tasks for the repetition and deeper assimilation of the material being studied and its application in practice, the development of creative abilities and talents and the improvement of educational skills and abilities. As follows from this definition, homework in mastering the material being studied is characterized by two main features - the presence of a learning task given by the teacher, and the independent work of students to complete it.

Homework assignments include:

a) assimilation of the studied material from the textbook.

b) performing oral exercises (inventing examples for the rules being studied in the language, determining signs of divisibility of numbers in mathematics, memorizing a chronological table in history, etc.).

c) performing written exercises in languages, mathematics, physics and other subjects.

d) performance of creative works in literature.

e) preparation of reports on the studied material in high school.

f) conducting observations in biology, geography, physics.

g) performance of practical and laboratory work in physics, chemistry and biology.

h) production of tables, diagrams, diagrams for the studied material, etc.

Along with the general, for all students are often given individual homework. They are designed to overcome gaps in students' knowledge on certain topics, to strengthen training exercises to develop practical skills. In addition, tasks of increased difficulty are given for well-performing schoolchildren in order to develop their creative abilities and inclinations.

The main disadvantages of homework for schoolchildren. School practice shows that there are significant shortcomings in the homework of students. Firstly, when preparing homework from a textbook, many students stray into semi-mechanical reading of the material being studied, do not know how to divide it into separate semantic parts and do not exercise self-control over the assimilation of knowledge. Secondly, the lack of homework for many students is the inability to organize their working time, the absence of a firmly established regime associated with doing homework. This leads to haste in work and superficial assimilation of the studied material. Thirdly, the performance of written assignments by many schoolchildren is carried out without prior assimilation of the theoretical material on which these assignments are based. As a result, students make significant shortcomings and errors in the tasks performed. Overloading students with homework also has a negative effect. Overload is often caused not only by a large amount of homework, but also by poor preparation of students in the classroom for its implementation.

Rules for homework of schoolchildren.

First: Students need to know that the process of understanding and mastering knowledge should be dispersed. This means that for a comprehensive understanding and solid assimilation of the program material, one should thoughtfully study the lessons not in one “sit down”, but refer to their study several times over a period of time.

Second: Homework assignments must be completed on the day they are received. The essence of the matter is that the material learned in the lesson is intensively forgotten in the first 10-12 hours after perception. During control checks, it turned out that after an hour the subjects could reproduce about 44% of these words, and after 2.5 - 8 hours - only 28%.

Third: Starting to prepare homework assignments, it is imperative to create a psychological mood for their accurate implementation and solid assimilation of the material being studied. How to do it? You need to think in detail about the goal that you need to achieve when doing homework. It is one thing when you want to complete it and go for a walk as soon as possible, and another when you set a goal to complete the task as best as possible, not to show haste and strive for deep understanding and assimilation of the material.

Fourth: If homework includes mastering the material from the textbook and performing various exercises, then its preparation should begin with work on the textbook. The order of work with the textbook is as follows: first you need to try to remember what is left in your memory from the lesson. Then you should carefully read the paragraph of the textbook, highlighting the most important provisions, rules, conclusions in it, striving for their deep understanding and assimilation. After that, you need to apply the techniques of reproduction and self-control: retelling the material aloud or to yourself, drawing up a plan for what you have read, answering textbook questions, etc. If difficulties arise in the process of self-control, it is necessary to work with the textbook again and achieve free and complete reproduction of the material being studied. This technique applies mainly to the junior and middle classes. In high school, it changes significantly: along with the textbook, students often use additional sources of knowledge (texts of fiction, popular science literature, historical documents, etc.). But in general, the general system of homework here retains its features, which were discussed. Equally important in the senior grades is the use of self-control techniques. Moreover, with a significant increase in the volume of homework, their role in the solid assimilation of knowledge becomes even higher.

Psychologists have found that the assimilation of knowledge and methods of activity is much stronger if it is dispersed in time. The primary perception and consolidation of knowledge in the classroom with any arbitrarily effective organization of the educational process must necessarily be supported by subsequent reflection, application of new knowledge, linking the new with the old, its creative processing. Only that knowledge becomes a person's beliefs that he independently thought out, experienced. And if the initial perception and consolidation of knowledge can be frontal, then subsequent work should be individual, independent, in the volume and pace that each student needs for a complete and lasting assimilation of the material. This is possible only in conditions of independent study at home.

The success of the study as a whole often depends on how well the preparation of homework goes. But the organization of schoolchildren's homework is perhaps the most difficult link in the educational process. Many aspects of this problem require the closest attention.

It is determined that homework should be given taking into account the possibility of their implementation within the approximate limits:

· In the first class - up to 1 hour;

· In the second class - up to 1.5 hours;

· In the third-fourth grades - up to 2 hours;

· In the fifth-sixth grades - up to 2.5 hours;

· In the seventh grade - up to 3 hours;

· In the eighth-eleventh grades - up to 4 hours.

Homework overload also occurs if students are poorly prepared for their implementation, do not understand the purpose and meaning of the task, if it is too large in volume and not sufficiently related to the content of the lesson, if from lesson to lesson they are of a monotonous training nature, do not affect the interests of the student.

The organization of home study work is part of the general problem of improving the educational process at school. The content, nature, and functions of homework cannot be considered in isolation from the content, nature, and methods of teaching a lesson. It is in the classroom that conditions are created for the successful completion of homework. Many components, stages of the lesson are directly related to the subsequent completion of homework: checking homework, assignment of lessons at home, independent work of students in the lesson, directly related to the content of homework. The combination of these components should be such that at the lesson at school the student is fully prepared for doing homework, so that the lesson and subsequent independent study work are a single process.

Homework - This is an independent educational work without the direct guidance and assistance of a teacher. Therefore, the formation of independence in educational and cognitive activity is one of the leading functions of homework. It is especially important that independence in educational and cognitive activity is a condition for the formation of independence as a personality trait. Only at home, a student can try different types of self-control and choose the most effective one, identify the features of memory and, depending on them, learn a lesson “silently”, aloud or at the same time making notes, sketches, diagrams.

We must not forget that the requirement of the time is the education of initiative, activity, those qualities without which creative work is impossible. To promote a creative attitude to business is one of the tasks of homework.

Homework should be a means of bringing learning and self-education closer together. Indeed, the mastery of general educational skills and abilities, the development of interest in independent educational work, the formation of experience in creative activity - all these are the conditions for the formation of the need for self-education. Readiness for self-education is the most necessary quality of a school graduate, which manifests itself and can be formed not only in the older, but also in the youngest school age. The ambiguity of the role of homework, the significance of its functions determine its necessity as an organic part of a single educational process at school.

In school practice, the following types of homework are used:

individual;

group;

· creative;

differentiated;

One for the whole class

Doing homework for a roommate.

Individual academic homework is assigned, as a rule, to individual students of the class. In this case, it is easy for the teacher to check the level of acquired knowledge of a particular student. Such work can be done on cards or using printed notebooks.

When doing group homework, a group of students perform some task that is part of a common class assignment. For example, when studying the topic “Price. Quantity. Cost ”schoolchildren are invited to collect material on the prices of various goods: one group finds out the prices for educational supplies, the other - the prices of food, the third - for toys. Homework in this case prepares students for the work that will be done in the upcoming lesson. It is better to set such tasks in advance.

Differentiated homework - one that can be designed for both a "strong" and a "weak" student. The basis of a differentiated approach at this stage is the organization of independent work of younger students, which is implemented through the following typical methods and types of differentiated tasks.

The tasks are the same for everyone in content, but different in how they are done, for example: “Cut out rectangles of the same area equal to 36 cm 2 from checkered paper, but with different sides.” Having received such a task, each child individually approaches the implementation: some can cut out one rectangle, others - two or three or more options. At the same time, the activity of students is exploratory in nature.

Tasks that include several options with the right to independently choose any of them.

One for the whole class is the most common type of homework, originating from pre-revolutionary times and preserved to this day. The constant use of such tasks does not lead to the development of students' creative abilities, however, one should not rush to exclude them from the arsenal of pedagogical tools, since in the course of their implementation, students develop various skills and skills.

Compiling homework for your desk mate is an innovative type of homework. For example: "Compose two tasks for your neighbor similar to those considered in the lesson."

Creative homework must be assigned not the next day, but several days ahead.

If the teacher does not always single out homework assignments as a separate item in the plan, then checking homework is traditionally part of the lesson.

Thus, the importance of independent work of students in teaching can hardly be overestimated. Only those knowledge, skills and abilities can be strong and meaningful, which are acquired through hard work.

1.3 Disadvantages of student homework

School practice shows that there are significant shortcomings in the homework of students. The most common of these are the following.

Many students, when preparing homework from a textbook, stray into semi-mechanical reading of the material being studied, do not know how to divide it into separate semantic parts and do not exercise self-control over the assimilation of knowledge. The main thing in the preparation of homework should be the comprehension and assimilation of the material being studied, and not the semi-mechanical reading of the textbook. It is necessary to highlight the main thing in the material being studied, to apply self-control techniques in preparing lessons.

Another shortcoming of homework for many students is the inability to organize their working time, the absence of a firmly established regime associated with doing homework. This leads to haste in work and superficial assimilation of the studied material.

The performance of written assignments by many schoolchildren is carried out without prior assimilation of the theoretical material on which these assignments are based. As a result, students not only make significant shortcomings and errors in the tasks they perform, but also do not comprehend the connection that exists between theoretical material and practical exercises.

Significant shortcomings are associated with overloading students with homework. Some teachers, in an effort to ensure that students work more in their subject, give too voluminous or overly complicated assignments. But overload is often caused not only by a large amount of homework, but also by poor preparation of students in the classroom for its implementation.

A significant shortcoming in the formulation of home independent work of students in a number of schools is its monotony. Often this work is limited to consolidating what was learned in the lesson from the textbook. Meanwhile, in the practice of the work of advanced schools, various types of it have long been formed: reading textbooks and books in order to comprehend and consolidate the studied material in the lesson; performing various kinds of exercises aimed at acquiring skills and abilities and achieving the greatest strength in mastering knowledge; conducting various kinds of observations, experiments and practical work in the interests of developing observation, inquisitiveness, labor and polytechnical skills and abilities, preparing reports, abstracts, essays that help expand and deepen knowledge and master the skills of creative work by students; reading fiction, scientific and technical literature, expanding the general educational and technical horizons of students, etc.

Thus, the main disadvantages of homework for students are:

Secondly, the lack of homework for many students is the inability to organize their working time, the absence of a firmly established regime associated with doing homework. This leads to haste in work and superficial assimilation of the studied material.

Thirdly, the performance of written assignments by many schoolchildren is carried out without prior assimilation of the theoretical material on which these assignments are based.

As a result, students make significant shortcomings and errors in the tasks performed.

Overloading students with homework also has a negative effect. Overload is often caused not only by a large amount of homework, but also by poor preparation of students in the classroom for its implementation.

1.4 Homework in physical culture as one of the forms of independent activity

The urgent need for the organization of independent physical activity is dictated by the fact that in a modern school, students have signs of a small motor regime in terms of volume. The reason for this is the insufficient number of physical education lessons, high class occupancy, lack of places for classes, equipment, inventory, insufficient interest of children in independent physical exercises, a small amount of knowledge about a healthy lifestyle. At present, the opportunities for children to go in for physical culture and sports are being reduced, since sports sections are mainly operated on a commercial basis, the level of payment in which is not available to certain categories of families with children.

Unsatisfied need for motor activity negatively affects the harmonic physical development, motor fitness of schoolchildren.

Upon admission to school, the dynamic stereotype that has developed during the preschool period of education is broken, which leads to a violation of the state of health, most pronounced in first-graders. One way to get out of this situation is physical exercises performed by schoolchildren on their own. But schoolchildren do not have enough skills for independent use of physical exercises, dancing, jogging, walking to relieve fatigue, get out of a stressful state. One of the ways to solve this problem, in our opinion, is the independent work of students in physical education.

In order to increase the motor activity of students in the current conditions of the school, independent physical exercises should be used. It is especially important to change the educational process in such a way that any academic subject would be a lesson that contributes not only to the intellectual development of the student, but also preserves physical and somatic health. So that school classes do not reduce, but increase the adaptive abilities of students, increase their health reserves. To solve this problem, a physical education lesson should have a pronounced instructive focus on organizing students' independent learning activities.

Thus, the teacher, realizing the instructive orientation of physical culture lessons, forms the skills of students' independent activity. The teacher determines the goal, objectives, content, principles, methods, forms and means, as a result of this, the students develop skills, skills of independent physical exercises through the acquired amount of knowledge.

In the process of organizing self-study, the following conditions are observed:

1. Exercises should be simple in coordination and not requiring insurance.

2. It is necessary to strive for the conscious performance of exercises by children, intelligibly explaining the goal of each.

3. Students receive assignments in physical education after familiarizing themselves with the educational material in the lesson.

4. Each task should be explained in detail so that the students clearly understand the content and technique of the exercise.

5. For self-fulfillment, exercises are selected, the quantitative results of which, if systematically performed, increase after a certain time.

6. According to the execution time, tasks are divided into short-term and long-term ones. Asked individually and in groups. According to a survey of teachers, individual physical education tasks are more effective than group tasks, according to a survey of teachers.

7. Control over their implementation is carried out in the classroom by a teacher of physical education, at home by adults.

8. Checking is carried out by the current, frontal method. The correctness of the exercises is checked, the increase in quantitative indicators is assessed. Therefore, it is important at the initial stage to accurately determine the maximum possibilities of students in performing the exercise proposed for independent performance in order to be sure that the increase in the result is the result of independent activity. With diligent, systematic performance of tasks, almost every student can improve his result, regardless of the level of motor training. Given the level of physical fitness, tasks become more difficult over time.

9. To form a positive attitude of students to the independent performance of physical exercises, a constant, positive motivation for physical culture is necessary, since the attitude of students to physical education lessons, interest in independent exercise is one of the important conditions for the effectiveness of independent learning activities.

10. In parallel with the formation of motivation for independent physical exercises, interest in physical culture is brought up.

11. Of great importance in the formation of interest in physical education is the position of the student's family in this matter. Interest arises and becomes persistent, provided that parents involve children in physical education classes from primary school age.

12. Every child needs approval for his activities, encouragement for the achievements that have become the result of his own work.

Homework in physical education, especially in elementary school, increases interest in the subject of "physical culture", contributes to increasing physical fitness and fostering independence, a sense of responsibility.

2. Features of the organization of independent and home studies

2.1 Content of self-study

Now let's move on to the content of self-study, what exercises can (and should) be recommended to students for self-study.

But first you need to find out the difference between self-study and homework. Giving assignments at home, the teacher tells the students what exercises to do, how many times to repeat them, with what intensity, sequence, for what period (week, month or more) the task is calculated. In addition, the teacher tells the students under what conditions the given exercises should be performed and how to create these conditions. After a specified time, the teacher checks the quality of mastering the exercises and, taking this into account, gives other tasks.

Independent tasks schematically represent the following. A specific goal is set for the student, for example, to fulfill the standard in pull-ups. The student must choose the means himself, plan training, provide himself with appropriate conditions, independently control his condition, load, change in preparedness at each lesson, and analyze his activities at intervals determined by him. The teacher can recommend to the student exemplary sets of exercises for self-study, but the student must choose from these complexes what is necessary, taking into account his individual characteristics.

When performing complexes in self-study, students should build classes according to the following scheme. At the beginning of the lesson, preparations are underway for the implementation of the complex - general developmental exercises such as a warm-up: arm movements with gradually increasing amplitude, tilts and circular movements of the torso, squats and alternate swings of the legs forward, sideways, back, slow running or jumps in place, walking in place. Each warm-up exercise is performed 6-8 times. If there are particularly difficult exercises in the complex, you should specially prepare for them. In the main part of the lesson, it is advisable to plan the following sequence: exercises for the development of speed, flexibility, agility, strength and endurance. At the end of classes, it is imperative to provide for exercises that contribute to the gradual restructuring of the systems and functions of the body from intense activity to a calm state.

Orienting schoolchildren to independent physical education classes, it is necessary to recommend that they do it at least twice a week. The duration depends on the content and intensity of the training (but not more than one and a half to two hours). Gradually moving from specific homework to more and more general tasks, the teacher should create conditions for students so that difficulties do not cool their desire to study. For this, various options are used. For example, use a gym for your own purposes. Thus, he can advise schoolchildren, helping them resolve their doubts and correct mistakes. Another option is to unite the guys in small groups, when there is a leader - a qualified athlete, a public instructor.

Physical education teacher A.N. Khomutovsky secondary school No. 7 in Mozyr introduces homework among students in grades 1 - 6, and starting from the 7th grade - independent physical exercises. He developed a system of tasks: common for boys and girls (the same exercises, but different loads); common only for young men; common only for girls; individual - depending on readiness.

Students perform exercises common to all on a daily basis, including them in exercises, in physical culture breaks between preparing homework in other subjects, and in independent training sessions. Students are offered a list of exercises from which they choose 3-5 exercises for each day at their own discretion.

Individual tasks are directed, as a rule, to prepare for the delivery of educational standards, to eliminate the backlog in the development of motor qualities. Therefore, in each case, they are planned specifically, for certain periods of time.

General tasks are calculated for a month. After repeating them during this time, they are updated, the load changes. At the end of each quarter, the effectiveness of self-study is determined - the indicators of motor fitness of each student are compared with specially developed requirements for students of this school, which are reflected in the tables.

It is recommended to include exercises that strengthen the main muscle groups, develop manual dexterity, flexibility and other qualities that form the correct posture and help prepare for the development of complex motor skills in class. A training session should include 2-3 series of 4-8 exercises each. You need to do 2-3 times a week.

The efficiency of completing tasks is significantly increased with collective exercises. In this case, the emotionality of classes increases, students have the opportunity to receive urgent information from their comrades. In addition, group activities have a beneficial effect on shy, insecure students who find it difficult to train regularly on their own.

It is impossible to ignore such a favorable time for self-study as the summer holidays. Practice shows that if schoolchildren passively spend their summer holidays, their results, reflecting their readiness, significantly decrease, despite an increase in height and weight. Therefore, it is very important to convince the children of the need for summer classes for them.

The content of such classes should be general developmental exercises such as charging. But due to the fact that in the summer the daily routine of schoolchildren is not saturated with various obligatory tasks, as during the school year, it is possible to increase the number of repetitions of exercises and diversify them. Each student needs to at least maintain his level of development of strength, endurance, systematically performing the appropriate exercises.

To maintain speed, running speed, dexterity, it is necessary to convince boys and girls of the advantage of active recreation, recommend them to play sports: football, volleyball, basketball, badminton, tennis, handball. One of the leading didactic principles on which physical culture and sports classes (including independent ones) are built is the gradual increase in loads and the regularity of their implementation. With excessive load, there will be no increase in fitness, but fatigue will accumulate. This state can be determined by subjective indicators. With fatigue, as a rule, a feeling of fatigue is noted, working capacity decreases, and the quality of movement performance deteriorates.

In order to prevent the undesirable negative impact of self-study, it is advisable to use self-control methods. Self-control is a systematic independent observation of a student engaged in physical exercises and sports for changes in their health, physical development and physical fitness. It is important to explain the importance of self-control during independent physical exercises to schoolchildren and parents, to interest them, to involve them in this important means of educating purposefulness and diligence, a responsible attitude to one's health.

As indicators of self-control, as a rule, subjective and objective signs of a change in the functional state of the body under the influence of physical activity are used.

As subjective indicators of self-control, well-being, degree of fatigue, mood, sleep, appetite are most often used, and objective indicators are heart rate, body weight dynamics, hand strength, etc. Self-control indicators should be entered in a special diary.

Accounting for the content of the load and the regimen of classes, analysis of the dynamics of the results and the growth of fitness in comparison with self-control data will help the teacher assess the correctness of the regimen of training sessions, timely eliminate the negative impact of excessive loads, and the student himself to be convinced of the effectiveness of classes and their beneficial effect on physical development and health . Thus, self-control, regular and properly organized, can be of great help to the teacher in educating healthy and well-physically developed students.

2.2 A set of exercises for physical education homework

1. General developmental exercises in a standing position:

Exercises for the arms and shoulder girdle in different directions;

Exercises for the trunk and neck (tilts and turns, movements in an arc and forward);

Exercises for the legs (raising and lowering, flexion and extension in different joints, semi-squats, lunges, moving the center of gravity of the body from foot to foot).

2. General developmental exercises in a sitting and lying position:

Exercises for the feet (alternate and simultaneous flexion and extension, circular movements);

Exercises for the legs in the prone position and in emphasis on the knees (flexion and extension, raising and lowering, swings);

Exercises for the abdominal muscles in the supine position (raising the shoulders and shoulder blades, the same with turning the body, lifting the legs bent or straightening);

Exercises for the back muscles in the prone position and in the emphasis on the knees (a small amplitude of raising the arms, legs or simultaneous movements of the arms and legs with "stretching" in length).

3. Stretching exercises:

In a semi-squat for the back and front of the thigh;

In the prone position for the back, front and inner thighs;

In a semi-squat or in an emphasis on the knees for the muscles of the back;

Standing for pectoral muscles and shoulder girdle.

4. Walking:

Waving arms (brushes into a fist, fingers apart, etc.);

A combination of walking in place with various hand movements (simultaneous and sequential, symmetrical and asymmetrical);

Walking with claps;

Walking with advancement (forward, backward, diagonally, in an arc, in a circle);

Basic steps and their varieties used in aerobics.

5. Running - the same variants of movements are possible as when walking.

6. Jumps and jumps:

On two legs (in the flight phase, legs together or in another position) in place and with advancement in different directions (with caution, move to the sides);

With a change in the position of the legs: in a leg stand apart, on one leg, in a lunge, etc. (it is not recommended to perform more than 4 jumps on one leg in a row);

A combination of jumps and jumps in place or with movements with various hand movements.

Due to the fact that in recreational aerobics most of the movements put a load on the joints and spine, when choosing exercises, special attention is paid to the correct technique and safety of the conditions for performing. Many exercises that give a certain training effect, but are selected without taking into account the preparedness of those involved in long, intensive repetition, can pose a certain risk to health and lead to injury or damage. Consider the most important provisions that need to be considered when selecting exercises. In all exercises, ballistic "whip-like", "jerk" movements are prohibited.

2.3 Recommendations for conducting and recording homework in physical education

Homework is an important means of physical education for students. Their fulfillment is one of the forms of independent work of schoolchildren, a characteristic feature of which is the lack of direct assistance and guidance from the teacher.

Practice confirmed the main purpose of homework - strengthening the health of schoolchildren, increasing their level of physical development and motor fitness, consolidating what they learned in the classroom. Homework in physical culture has become an integral part of the schoolchildren's daily routine, and contributes to the introduction of physical culture into everyday life. Today, students know that it is impossible to prepare for a health lesson in a hurry, having completed all the physical exercises assigned at home in one sitting. Preparing for a lesson means regularly doing morning exercises, not forgetting about physical education and physical education breaks during mental activity, every day to devote certain hours to active leisure, including completing the tasks of a physical education teacher.

Homework helps students master the program material. A teacher of physical culture who introduces homework in his school should take into account that without their help the problem of educating schoolchildren in the habit of systematically engaging in physical exercises cannot be solved.

The first step on this path is the interest of the guys. Let homework, and hence the achievement through their fulfillment of certain goals, arouse special interest among schoolchildren.

What exactly should be done to raise the interest of children? To do this, it is necessary to give exercises that promote the development of motor qualities, including the qualities that this student has at a high level compared to other qualities, then in this case the student's interest in physical culture increases, his independent activity is activated. And this is understandable, because usually people are more willing to do what they are best at. Thus, the development of the leading motor qualities, contributes to the level increase and lagging behind.

It is best to introduce homework from grade 1, from the very beginning of schooling. The main argument in their favor should be the increased susceptibility of children of this age to the effects of physical exercise. Children easily develop the habit of daily activities, which is facilitated by a natural attraction to movement.

The homework system should contribute to the solution of the following tasks:

increase physical activity;

Strengthen the main muscle groups;

form the correct posture;

Promote the comprehensive development of motor qualities;

· mastering the correct movements in athletics, gymnastics and sports games.

To accomplish these tasks, the following tests-exercises can be introduced in the school:

Standing long jump.

The student performs 3 attempts, the best one is recorded in the protocol.

Leaning forward from a standing position.

A student performs exercises while standing on a gymnastic bench. Feet at the width of the foot, without bending the knees, performs three slow preliminary inclinations. The fourth slope is performed as a test and its result is counted on the fingertips that have reached the highest digital mark.

Shuttle run 3 x 10.

At the command "March!" the student touches the start line and starts running. Each time he approaches the start and finish lines, he must touch them.

Squatting on one leg.

The exercise is performed on the right and left legs alternately. Students in grades 1-6 perform exercises, holding on to the wall with one hand, and on the belt with the other. Pupils in grades 7-11 perform the exercise without support, hands - arbitrarily.

Raising the body for 1 min.

Raising the body is performed from a supine position, knees bent, hands behind the head. The partner holds the legs. The heels are at a distance of no more than 30 cm from the pelvis, the back is firmly pressed to the floor. The student raises the torso, bending it so that the elbows touch the knees, then lowers to the floor, touching the floor with the shoulder blades. The amount is fixed for 1 min. The exercise is performed on a mat.

Shuttle run 4 x 9.

At the command "March!" students touch the start line, start running, after 9 meters they touch the line and run back. The time is recorded with an accuracy of 0.10 sec.

Flexion and extension of the arms in emphasis.

Starting position - hands shoulder-width apart, on the floor, the torso is straight, on command, the student, bending his arms, reaches with his chest to an object whose height is from 6 cm. up to 14 cm. depends on the contingent (class, gender).

forward bends from position« sitting» .

The student sits on the floor, legs apart 30 cm wide, two partners hold their knees, not allowing them to bend their legs. Three slow pre-tilts are performed. The fourth slope is performed as a test and its result is counted on the fingertips that have reached the highest digital mark.

Lifting the body from the position« lying on your back» .

Starting position - “lying on your back”, legs straight, hands behind your head. The student, raising his torso, does not raise his legs, does not open his arms.

Shuttle run for grades 1-6 - 4 x 10; for grades 7-8 - 6x10, for grades 9-11 10 x 10.

Running is performed from the start line, touching the start line and the line to which you need to run.

Control .

For all classes, it is necessary to develop a system of assessments for completing homework exercises.

Rates may increase every quarter. At the end of each quarter, classes turn in homework in blocks.

First block:

jump from a place;

tilts from a standing position;

shuttle run 9 x 10

Second block:

lifting the torso in 1 minute;

squat on the right and left leg;

shuttle run 4 x 9;

Third block:

flexion and extension of the arms in the lying position;

torso lifting

tilts from the "sitting" position;

shuttle run 4 x 10; 6x10; 10x10.

All results and grades are recorded in a special notebook of the teacher. All 10 homework grades are posted in the study journal.

If the student in this lesson did not cope with the exercise or he is not satisfied with the assessment, then he has the opportunity to complete the task later, during the sports section. If there is a third physical education lesson, this work can be carried out right at the lesson.

At the end of the school year, when performing control exercises for the curriculum and testing, students show positive results.

homework physical education student

conclusions

When checking, not only the results of the student's independent work when doing homework are revealed, but also the fruits of his labor in the classroom. This is as it should be, since only in the close relationship of these two types of student activity can success in learning be achieved. When summing up the results, the most important thing is to notice a positive shift in the development of motor qualities.

The results of homework checks show that at the end of the school year, the level of motor fitness of students increases significantly. This contributes to the implementation of educational control standards, monitoring, successful completion of final exams in the subject "Physical Education" in grades 9 and 11 and participation in regional competitions in various sports.

Conclusion

The need to expand physical culture and sports work, improve its organization at the place of residence and study is one of the urgent problems of physical education at school. Of great importance here is the formation of students' desire for physical self-improvement.

In the main directions of the reform of the general education school, the question of the need to organize daily physical education classes for all students in the classroom and after school hours was reflected. The solution to this problem largely depends on the ability of students to use the means of physical culture to improve their health, maintain high performance, and self-study skills.

The understanding that the future of any country is impossible without healthy members of society has led to the strengthening of the role of physical culture and sports in strengthening the state and society and the active use of physical culture and sports in maintaining and strengthening the health of the population.

Concern for the development of physical culture and sports is the most important component of the social policy of the state, ensuring the implementation of humanistic ideals, values ​​and norms, giving wide scope for identifying people's abilities, satisfying their interests and needs, and activating the human factor.

Physical culture, being one of the facets of general culture, largely determines human behavior in education, at work, in everyday life, in communication, contributes to the solution of socio-economic, educational and health problems.

Physical exercises are motor, purposeful, conscious actions of a person associated with a number of mental processes: the idea of ​​movement, mental work, experiences. Our movements are extremely diverse, but not all of them are physical exercises. For example, walking and running only then become physical exercises when they are used for the purposes of physical education: how to teach running technique, develop endurance, and prepare for participation in competitions.

The relationship between physical exercises and physical labor lies not in the fact that they can replace each other, but in the fact that physical exercises, having arisen from labor actions, have become an indispensable means of preparing for work.

Constant physical exercises improve the activity of all organs and systems, all the work of the human body is rebuilt. Together with hardening, physical exercises are the most important means of preventing diseases. In order for physical exercises to bring the greatest benefit, it is necessary to select physical exercises and loads that correspond to age characteristics.

Homework in physical education is one of the factors in improving the health of students and their development.

Homework in physical culture increases interest in the subject "physical culture", contributes to increasing physical fitness and fostering independence, a sense of responsibility. Homework helps students master the program material, achieve good results not only in physical education lessons, but also in sports in general.

Bibliographic list

1. Adaptation of the organism of adolescents to the training load / Ed. D. V. Kolesova. - M.: Pedagogy, 1987. S. 336.

2. Anikina, T.A., Kovtun, L.G. et al. Selected chapters on age-related physiology / T.A. Anikina, L.G. Kovtun. - Kazan, Uni-Press. 1992.S.181.

3. Bolsevich V.K. Human physical activity / V.K. Bolsevich. - M., 1987. S. 271.

4. Bolsevich V.T., Zaporozhanov, P.D. Age development of human physical qualities / V.T. Bolsevich, P.D. Zaporozhanov. - M., 1992.S.98.

5. Bukreev L.O. Age features of cyclic movements of children and adolescents / L.O. Bukreev. - K., 1989.

6. Galik B.V. Training of young athletes / B.V. Galik. - M.: Physical culture and sport, 1984.S.264.

7. Gandelsman A.B., Smirnov K.M. Physiological bases of sports training methodology / A.B. Gandelsman. - M.: Physical culture and sport, 1970.S.149.

8. Hygiene of children and adolescents: Textbook / Edited by G. N. Serdyukovskaya. - M.: Medicine, 1986.

9. Golovina, L.L. Physiological features of some functions and muscular activity of schoolchildren / L.L. Golovin. - Kharkov, ID "Ukraine", 1996.S.337.

10. Dolotina, O.P. Homework should be interesting / O.P. Dolotina // Journal "Physical culture at school", No. 6, 1989, p.23.

11. Ermolaev Yu.A. Age physiology / Yu.A. Ermolaev. - Kazan, 1985. P. 212.

12. Ivanov, A.N. On checking homework / A.N. Ivanov // Journal "Physical culture at school", No. 11, 1989, p.32.

13. Laptev, A.P. Age features of the body / A.P. Laptev // "Physical culture and sport", 1984. No. 8.

14. Lyakh, V.I. A comprehensive program of physical education for students in grades 1 - 11 / V.I. Lyakh. - M., "Enlightenment", 1996. S. 244.

15. Maslennikov, S.M. Homework in grades 4 - 10 / S.M. Maslennikov // Journal "Physical culture at school", No. 12, 1986. p.20.

16. Matveev. L.P. Theory and methods of physical culture / L.P. Matveev. - M., Higher School, 1991. S.217.

17. Nabatnikova M.Ya. Fundamentals of managing the training of young athletes / M.Ya. Nabatnikov. - K., 1993.S.421.

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Homework in physical education

Movement for a child is not only a vital necessity, it is life itself. Without movement, there is no normal metabolism, normal growth and development, conditions for training the most important functions of the body. But children, especially urban ones, now move much less than their grandparents, even moms and dads. And we adults are to blame.

As soon as the child grows up, we hurry to teach him how to use the elevator, we seat him in the vacant seat in the bus, tram, metro, we don’t mind when he sits at the TV for a long time. And how many willingly let schoolchildren go on tourist or ski trips? And we ourselves do not often delight children with family trips out of town.

Caring for children is not only a personal matter, for everyone's health is the wealth of our society. Physical education ensures working capacity, the best quality of work, and readiness to defend the Motherland. So purely personal interest is combined with social significance.

The reform of the modern school is also subject to the fulfillment of grandiose plans for the improvement of the national economy. Its main task, to put it briefly, is a radical, qualitative improvement in education and training, their intensification in order to give students not just more knowledge, but more knowledge, skills, and abilities that are really useful and necessary for them and society.

But grandiose plans, as you know, are within the reach of healthy, strong, hardy and hardy people. Strong not only physically, but also in spirit, possessing bright cheerfulness, high moral qualities. For their formation, the physical education of children from the very first days of their life is absolutely necessary. We are talking about physical culture in the broadest sense of the word. You need to correctly combine work and rest, be able to work productively and actively relax, eat rationally, give up bad habits and systematically use all available types of physical exercises - gymnastics, walking, running, swimming, cycling, skiing and country walks.

Physical exercise used as

homework for students in grades 1 - 11

Complex №1 (A1, B1, V1)

Complex №2(A2,B1,V1)

Complex No. 3 (A3, B1, C3)

A: -development of strength and strength endurance.

in pull-ups and rope climbing.

Exercises to Prepare for Learning Requirements
in emphasis.

- exercises to prepare for the implementation of the training requirements associated with the use of the abdominal and back muscles.

B- development of agility, jumping ability, speed.

1 - exercises to prepare for the implementation of training requirements in jumping.

B: - development of flexibility

1 - formation of correct posture, prevention and correction of flat feet.

1 class

1 Pull-up, hanging lying (leaning on the floor only with heels) - Zx7 (m), Zx5 (d)

Hanging on bent arms - 8 sec. (m), 5 sec. (e).

Movement lying on the stomach on the bench with simultaneous and alternate interception - 3 interceptions (m), 2 interceptions (d)

Movement, lying on the back with interception - 3 p. (m), 2p. (e)

Swedish wall climbing 5 times

Hanging pull-ups on the crossbar (as many as they can)

Flexion and extension of the arms, in an emphasis while standing - 2x10 (m), 2x8 (d)

Flexion and extension of the arms in emphasis lying on the hips, without lifting the knees from the floor - 2x10 (m), 2x8 (d).

Flexion and extension of the arms, lying down - 2x6 (m), 2x4 (d)

Movement in an emphasis lying on hands with the help of a partner, grabbing him by the legs. 2x5 meters

Movement in an emphasis lying down without the help of legs - 2x5 meters

6. On the gymnastic bench, moving in an emphasis lying in front - 2p.

7. Jumping legs apart and legs together in emphasis on the bench - 2p x15 times.

8. Moving sideways in emphasis lying on the floor with legs resting on the bench - 2p.

9. From the stop lying in front on the bench, legs on the left or right on the floor, alternately pushing off with the legs, without touching the pelvis, transferring the legs over the bench - 2p.

From the stop on your knees, go to point-blank crouching - 2x8 times.

From the stop, crouching with a jump, the emphasis lying down -10 times.

Lying on your back, raising your torso, touch your socks with your hands - 10 times (d), 12 times (m).

Lying on your back raising straight legs - 10 times (m), 8 times (d).

Sed angle: spreading the legs to the sides and mixing; bending the legs, pulling the knees to the chest; breeding and adduction of legs with crosses - 1x10 (m), 1x8 (d)

Lying on the stomach, tearing off the legs and arms from the floor, perform (boat) - 10 times (m), 8 times (d)

Multi-hops - 2x10 (m), 2x8 (h)

Moving forward on two legs - 2x10 (m), 2x8 (d)

Jumping rope - 40 times (m), 50 times (d)

Jumping out of a deep squat - 15 times (m), 10 times (d)

Jumping from a hill to the floor and back to a hill - 15 times (m), 10 times (d)

Jumping legs apart and legs together on the bench - 2x15 times (m), 2x10 times (d)

Jumping over the bench sideways. 2 sets

Jumps up in place with a turn of 90°, 180°, 360° - 10 times (m), 8 times (d)

Jumping from a height with a soft landing - 10 times (m), 8 times (d)

Jump up with legs spread and soft landing - 10 times (m), 8 times (d).

From the stop lying with a push of the legs, come to point-blank range, standing, bending your legs apart - 8 times (m), 6 times (d)

Tilts of the head forward back to the right to the left, turns of the head to the right to the left.

Stick exercises. A stick behind the head, on the shoulder blades, behind on the bends of the elbows, at the bottom behind on straight arms - twists.

Half squats and squats.

Grabbing x shifting small objects with toes and arches of the feet.

Grade 2

Hanging pull-ups (leaning on the floor only with heels) - 2x10 (m), 2x10 (d)

Hanging on bent arms - 10 sec. (m), 10 sec. (e)

Hanging on bent arms with a jump from a hanging position with slightly bent legs (as many as possible).

Movement lying on the stomach on the bench with simultaneous and alternate transition - 5p (m), 3p (d)

Movement lying on the back with interception - 4p (m), 3p (d)

Flexion and extension of arms in an emphasis while standing - 2x12 (m), 2x8 (d)

Flexion and extension of the arms, in emphasis lying on the hips without lifting the knees from the floor - 2x12 (m), 2x8 (d)

Flexion and extension of the arms, lying down - 2x10 (m), 2x6 (d).

Movement in an emphasis lying down without the help of legs - 3x5 m (m), 2x5 m (d).


grabbing him by the legs - 3x5(m), 2x5(l).

On the gymnastic bench, moving in an emphasis lying in front - 3 r (m), 2 r (d).

Jumping legs apart and legs together in emphasis on the bench - 2 x 20r (m, d)

Moving sideways in an emphasis lying on the floor with legs resting on a bench -3 under (m, e).

From the emphasis lying in front on the bench, legs to the left or right on the floor, alternately pushing off with the legs without touching the pelvis, transferring the legs through the bench - 3 under (m, d)

From the stop on your knees, go to point-blank crouching - 2x10r (m), 2x8 (d)

From the stop, crouching with a jump, the emphasis lying -12r (m, d)

Lying on your back, raising your torso, touch your socks with your hands - 15r (m), 12r (d)

Lying on your back raising straight legs - 15r (m), 12r (d)

Sed angle: spreading the legs to the sides and mixing; bending the legs, pulling the knees to the chest; breeding and adduction of legs with crosses -1x12r (m), 1x10 (d)

Lying on your stomach, tearing your legs and arms off the floor, perform (boat) - 12r (m), 10 r (d).

Lying on your back, legs to the left, raising your legs to the right (watch) - 12 r (m), 10 (d).

Multi-jumps - 3x10 m (m, d).

Moving forward on two legs - Zx10 m (m), 2x10 m (d).

Jumping rope -50 (m), 60 (d).

Jumping out of a deep squat - 20r (m), 15r (d)

Jumping from a hill to the floor and back to a hill - 20 rubles (m), 15 rubles (d).

Jumping legs apart and legs together on the bench - 2x20 (m), 2x15 (d)

Jumping over the bench sideways - 3 under. (m), 2 under. (e).

Jumps up in place with a turn of 90 °, 180 °, 360 ° - 12r (m), 10r (d)

Jumping from a height with a soft landing - 12r (m), 10r (d)

Jump up with legs spread and soft landing - 12r (m), 10r (d)

From the stop lying with a push of the legs, come to point-blank standing with legs bent apart - 10 r (m), 8r (d)

B -1 (Performed in each homework assignment)

Raising and lowering the shoulders abduction and reduction, circular movements of the shoulders.

Shifting, throwing and catching stuffed balls.

Tilts and turns of the body in various positions.

Exercises with keeping the load on the head.

Tilts and turns of the body in various positions.

Half squats and squats.

Walking on toes, on heels, with pursed toes, on the outer sides of the foot.

Walking to the right, to the left along the rail of the gymnastic bench, along the pole, rope, gymnastic stick (the arch of the foot should wrap around the object).

Rolling from heels to toes and back, from socks to the outer sides of the foot and heel.

Exercises against the wall (touching the wall with the back of the head, shoulders, buttocks and heels).

3rd grade

Hanging pull-ups (leaning on the floor only with heels) - 2x12 (m), 2 x10 (d)

Pull-ups from hanging (m) - (max) times.

Movement lying on the stomach on the bench with simultaneous and alternate transition - 5p (m), Zp (d)

Movement lying on the back with interception - 5p (m), Zp (d)

Swedish wall climbing - 5 times (m, d)

Flexion and extension of arms in an emphasis while standing - 2x14 (m), 2x10 (d)

Flexion and extension of the arms, in emphasis lying on the hips without lifting the knees from the floor - 2x 14 (m) 2x 10 (d)

Flexion and extension of the arms, lying down - 2x12 (m), 2x8 (d).

Movement in an emphasis lying down without the help of legs - 4x5 m (m), 3x5 m (d)

Movement in an emphasis lying on hands with the help of a partner, grabbing him by the legs -4x5 (m), 3x5 (d)

On the gymnastic bench, movement in the emphasis lying in front - 4r (m), 3r (d)

Jumping legs apart and legs together in emphasis on the bench - 2x25r (m, d)

Moving sideways in emphasis lying on the floor with legs resting on the bench - 4 under. (m), 3 under (d)

From the emphasis lying in front on the bench, legs to the left or right on the floor, alternately pushing off with the legs without touching the pelvis, transferring the legs through the bench - 3 under. (m, d)

From the stop on your knees, go to point-blank crouching - 2x10 r (m), 2x8 (d)

From the stop, crouching with a jump, lying down - 12r (m, d)

Lying on your back, raising your torso, touch your socks with your hands - 18r (m), 14r (d)

Lying on your back raising straight legs - 18 r (m), 14 r (d).

Sed angle: spreading the legs to the sides and mixing; bending the legs, pulling the knees to the chest; breeding and adduction of legs with crosses - 1x15r (m), 1x12 (d)

Lying on your stomach, tearing your legs and arms off the floor, perform (boat) - 14r (m), 12r (d)

Lying on your back, legs to the left, raising your legs to the right (watch) - 14r (m), 12r (d).

Multi-jumps - Zx10 m (m, d).

Moving forward on two legs - 3x10 m (m), 2x10 m (d).

Jumping rope - 60 (m), 70 (d).

Jumping out of a deep squat - 22r (m), 17r (d)

Jumping from a hill to the floor and back to a hill - 22r (m), 17r (d)

Jumping legs apart and legs together on the bench - 2x22 (m), 2x17 (d)

Jumping over the bench sideways - 3 under (m), 2 under (d)

Jumps up in place with a turn of 90 °, 180 °, 360 ° - 14r (m), 12r (l)

Jumping from a height with a soft landing - 14r (m), 12r (d)

Jump up with legs spread and soft landing - 14r (m), 12r (d)

From an emphasis lying with a push of the legs, come to point-blank standing with legs bent apart - 12r (m), 10r (d).

B -1 (Performed in each homework assignment)

Tilts of the head forward back to the right to the left, turns of the head to the right, to the left.

Raising and lowering the shoulders abduction and reduction, circular movements of the shoulders.

Stick exercises. Stick behind the head, on the shoulder blades, behind the bends of the elbows. Down at the back on straight arms - twists.

Shifting, throwing and catching stuffed balls.

Tilts and turns of the body in various positions.

Lying on your back, hands forward - fingers interlaced downwards, pass the right (left) leg without touching the "ring", the same sitting, standing.

Lean forward touching your knees

Exercises with keeping the load on the head.

Half squats and squats.

Walking on toes, on heels, with pursed toes, on the outer sides of the foot.

Walking to the right, to the left along the rail of the gymnastic bench, along the pole, rope, gymnastic stick (the arch of the foot should wrap around the object).

Grasping the shifting of small objects with the toes and arches of the feet.

Rolling from heels to toes and back, from socks to the outer sides of the foot and heel.

Exercises against the wall (touching the wall with the back of the head, shoulders, buttocks and heels).

4th grade

Hanging pull-ups (leaning on the floor only with heels) - 2x14 (m), 2x12 (d)

Hanging on bent arms - 12 sec. (m), 10 sec. (e)

Hanging on bent arms with a jump from a hanging position with slightly bent legs (as many as possible), (e)

Pull-ups from the hang (m) - 3 under (max) times.

Movement lying on the back with interception - 5p (m), 3p (d)

Swedish wall climbing (sideways, back, diagonally, with turns in a circle - 6 times (m, d)

Pulling the legs to the chest in the hang -10 times (m), 8 times (d)

Flexion and extension of arms in an emphasis while standing - 2x15 (m), 2x12 (d)

Flexion and extension of the arms, in emphasis lying on the hips without lifting the knees from the floor - 2x15 (m), 2x12 (d)

Flexion and extension of the arms, lying down - 2x14 (m), 2x10 (d)

Movement in an emphasis lying down without the help of legs - 4x5m. (m), Zx5m. (e).

Movement in an emphasis lying on hands with the help of a partner -
grabbing him by the legs - 4x5 (m), 3x5 (d).

On a gymnastic bench, movement in an emphasis lying in front - 4p (m), 3p (d)

Jumping legs apart and legs together in emphasis on the bench - 2x30r (m, d)

Moving sideways in an emphasis lying on the floor with legs resting on a bench - 5 under. (m), 3 under (d)

From the emphasis lying in front on the bench, legs to the left or right on the floor, alternately pushing off with the legs without touching the pelvis, transferring the legs through the bench - 4 under (m), Z under (d)

From the stop on your knees, go to point-blank crouching - 2x12r (m), 2x10r (d)

From the stop, crouching with a jump, the emphasis lying -15r (m), 12r (d)

Lying on your back, raising your torso, touch your socks with your hands - 20r (m), 15r (d)

Lying on your back raising straight legs - 20r (m), 15r (d)

Sed angle: spreading the legs to the sides and mixing; bending the legs, pulling the knees to the chest; breeding and adduction of legs with crosses - 2x15 p. (m), 2x12 p. (e)

Lying on your stomach, tearing your legs and arms off the floor, perform (boat) - 15r (m), 13r (d).

Lying on your back, legs to the left, raising your legs to the right (watch) - 15r (m), 13r (d).

Multi-jumps - 4x10m (m, d).

Moving forward on two legs - 4x10m (m), 3x10m (d).

Jumping rope - 70 (m), 80 (d).

Jumping out of a deep squat - 24r (m), 19r (d)

Jumping from a hill to the floor and back to a hill - 24r (m), 19r (e).

Jumping legs apart and legs together on the bench - 2x25 (m), 2x20 (d)

Jumping over the bench sideways - 4 under. (m), 3 under. (e)

Jumps up in place with a turn of 90 °, 180 °, 360 ° - 16r (m), 14r (l)

Jumping from a height with a soft landing - 16r (m), 14r (d)

Jump up with legs spread and soft landing - 16r (m), 14r (d)

From the stop lying with a push of the legs, come to point-blank standing with legs bent apart - 14r (m), 12r (d)

B -1 (Performed in each homework assignment)

Tilts the head forward back to the right to the left, turns the head to the right to the left.

Raising and lowering the shoulders abduction and reduction, circular movements of the shoulders.

Stick exercises. Stick behind the head, on the shoulder blades, behind the bends of the elbows. Down at the back on straight arms - twists.

Shifting, throwing and catching stuffed balls.

Tilts and turns of the body in various positions.

Bridge from supine position

Exercises with keeping the load on the head.

Half squats and squats.

Walking on toes, on heels, with pursed toes, on the outer sides of the foot.

Walking to the right, to the left along the rail of the gymnastic bench, along the pole, rope, gymnastic stick (the arch of the foot should wrap around the object).

Grasping the shifting of small objects with the toes and arches of the feet.

Rolling from heels to toes and back, from socks to the outer sides of the foot and heel.

Exercises against the wall (touching the wall with the back of the head, shoulders, buttocks and heels).

5th grade

Hanging pull-ups (leaning on the floor only with heels) - 2x16 (m), 2x14 (d)

Hanging on bent arms - 14 sec. (m), 12sec. (e)

Hanging on bent arms with a jump from a hanging position with slightly bent legs - (10 sec), (d)

Pull-ups from hanging (m) - 4 under (max) times.

Movement, lying on the stomach on the bench with simultaneous and alternate transition - 5p (m), 3p (d)

Climbing on the Swedish wall (sideways, back, diagonally, with turns in a circle.) - 8 times (m, d)

Pulling the legs to the chest in the hang - 12 times (m), 10 times (d)

Flexion and extension of the arms in an emphasis while standing. - 2x17 (m) 2x14 (d)

Flexion and extension of the arms, lying on the hips without lifting the knees from the floor. - 2x 17 (m) 2x 14 (d)

Flexion and extension of the arms, lying down - 2x15 (m), 2x10 (d)

Movement in an emphasis lying on hands with the help of a partner -

On the gymnastic bench, movement in the emphasis lying in front - 5r (m), 3r (d)

Jumping legs apart and legs together in emphasis on the bench - 2x35r (m, d)

Movement with turns in an emphasis lying on the floor with legs resting on a bench - 4 under. (m), 3 under (d)

From the emphasis lying in front on the bench, the legs on the left or right on the floor at the same time pushing off with the legs without touching the pelvis, transferring the legs through the bench - 4 under. (m), 3 under. (e)

From the stop on your knees, go to point-blank crouching - 2x15 p. (m), 2x12 p. (e)

Jump at point-blank range, crouching on a bench and arching jump - 13 times (m, d)

Lying on the back, legs bent at the knees, hands behind the head, raising the torso to touch the knees with the elbows - 20r (m), 15r (d)

Lying on your back raising straight legs - 22r (m), 17r (d).

Sed angle: spreading the legs to the sides and mixing; bending the legs, pulling the knees to the chest; breeding and adduction of legs with crosses - 2x15r (m), 2x12 (d). Rotation with straight legs - 10 times

Lying on your stomach, hands behind your head without touching the floor with your elbows, bend your legs up and come to the SP. - 15r (m), 13r (d).

Lying on your back, legs to the left, raising your legs to the right (watch) - 17r (m), 15r (d)

Multi-jumps - 5x10m (m, d).

Promotion on two legs forward - 5x10m (m), 3x10 m (d)

Rope jumping - 80(m), 90(d)

Jumping out of a deep squat - 25r (m), 20r (d)

Jumping from a hill to the floor and back to a hill - 25r (m), 20r (d)

Jumping legs apart and legs together on the bench - 2x30 (m), 2x25 (d)

Jumping over the bench sideways - 5 under. (m), 3 under. (e)

Jumps up in place with a turn of 90 °, 180 °, 360 ° - 18r (m), 15r (d)

Jumping from a height with a soft landing - 17r (m), 15r (d)

Jump up with legs spread and soft landing - 17r (m), 15r (d)

Jumping high, raise forward - straight legs apart, reach your socks with your hands to land softly - 10 r (m), 8 r (d)

B -1 (Performed in each homework assignment)

Tilts the head forward back to the right to the left, turns the head to the right to the left.

Raising and lowering the shoulders abduction and reduction, circular movements of the shoulders.

Stick exercises. Stick behind the head, on the shoulder blades, behind the bends of the elbows. Down at the back on straight arms - twists.

Shifting, throwing and catching stuffed balls.

Tilts and turns of the body in various positions.

Bridge from supine position

Lying on your back, hands forward to the bottom, fingers interlaced, pass the right (left) leg without touching the "ring", the same sitting, standing.

Tilt forward touching the knees with the forehead

Exercises with keeping the load on the head.

Half squats and squats.

Walking on toes, on heels, with pursed toes, on the outer sides of the foot.

Walking to the right, to the left along the rail of the gymnastic bench, along the pole, rope, gymnastic stick (the arch of the foot should wrap around the object).

Grasping the shifting of small objects with the toes and arches of the feet.

Rolling from heels to toes and back, from socks to the outer sides of the foot and heel.

Exercises against the wall (touching the wall with the back of the head, shoulders, buttocks and heels).

6th grade

Hanging pull-ups (leaning on the floor only with heels) - 2x18 (m), 2x15 (d)

Hanging on bent arms - 15 sec. (m), 13sec. (e)

Hanging on bent arms with a jump from a hanging position with slightly bent legs - (12 sec), (d)

Pull-ups from hanging (m) - 5 under (max) times. (You can use it)

Movement, lying on the stomach on the bench with simultaneous and alternate transition - 5p (m), 3 p (d)

Movement lying on the back with interception - 5p (m), 3 p (d)

Swedish wall climbing without the help of legs - 5r (m), 3r (d)

Pulling the legs to the chest in the hang - 14 times (m), 12 times (d)

Flexion and extension of the arms in an emphasis while standing - 2x20 (m), 2x 17 (d)

Flexion and extension of the arms, in emphasis lying on the hips without lifting the knees from the floor - 2x20 (m), 2x 17 (d)

Flexion and extension of the arms, lying down - 2x17 (m), 2x12 (d)

Movement in an emphasis lying down without the help of legs - 5x5m. (m), 3x5m. (e)

Movement in an emphasis lying on hands with the help of a partner -
grabbing him by the legs - 5x5 (m), 3x5 (d).

On the gymnastic bench, moving in an emphasis lying in front - 5p (m), 3 p (d).

Jumping over the bench to the left and right with the support of the hands - 2x20 (m), 2x15 (d)

Movement with turns in an emphasis lying on the floor with legs resting on a bench - 5 under. (m), 3 under (d).

Jump at point-blank range, crouching on a bench and arching jump - 15 times (m, d)

Lying on the back, legs bent at the knees, hands behind the head, raising the torso to touch the knees with the elbows, 25r (m) 20r (d)

Lying on your back raising straight legs. 24r (m) 19r (d).

Sed angle: spreading the legs to the sides and mixing; bending the legs, pulling the knees to the chest; breeding and adduction of legs with crosses. -2x20r (m) 2x15 (d). Rotation with straight legs - 12 times.

Lying on your stomach, hands behind your head without touching the floor with your elbows, bend your legs up and come to the SP. -17r (m), 15r (d).

Jumping rope four times folded back and forth.

Jump on a goat at close range, crouching from a place, (height 80 cm) -10 r (m), 8r (d)

Jumping rope - 90 (m), 100 (d).

Jumping out of a deep squat - 27r (m), 22r (d)

Jumping from a hill to the floor and back to a hill - 27r (m), 22r (d)

Jumps up in place with a turn of 90°, 180°, 360° - 20r (m), 17r (d)

Jumping from a height with a soft landing - 20r (m), 17r (d)

Jump up with legs spread and soft landing - 20r (m), 17r (d)

Jumping high, raise forward - straight legs apart, reach your socks with your hands to land softly - 12r (m), 10r (d)

B -1 (Performed in each homework assignment)

Tilts the head forward back to the right to the left, turns the head to the right to the left.

Raising and lowering the shoulders abduction and reduction, circular movements of the shoulders.

Stick exercises. Stick behind the head, on the shoulder blades, behind the bends of the elbows. Down at the back on straight arms - twists.

Shifting, throwing and catching stuffed balls.

Tilts and turns of the body in various positions.

Bridge from supine position

Lying on your back, hands forward to the bottom, fingers interlaced, pass the right (left) leg without touching the "ring", the same sitting, standing.

Tilt forward touching the knees with the forehead

Exercises with keeping the load on the head.

Half squats and squats.

Walking on toes, on heels, with pursed toes, on the outer sides of the foot.

Walking to the right, to the left along the rail of the gymnastic bench, along the pole, rope, gymnastic stick (the arch of the foot should wrap around the object).

Grasping the shifting of small objects with the toes and arches of the feet.

Rolling from heels to toes and back, from socks to the outer sides of the foot and heel.

Exercises against the wall (touching the wall with the back of the head, shoulders, buttocks and heels).

7th grade

Hanging pull-ups (leaning on the floor only with heels) - 2x20 (m), 2x17 (d)

Hanging on bent arms - 17 sec. (m), 15sec. (e)

Hanging on bent arms with a jump from a hanging position with slightly bent legs - (14 sec), (d)

(You can use)

Rope climbing without legs - 120 cm (m)

From the hang on the crossbar, raising the legs to an angle of 90 ° - 14r (m), 12r (d)

Hang angle (hold) (m) - max (sec.)

Flexion and extension of arms in an emphasis while standing - 2x22 (m), 2x17 (d)

Flexion and extension of the arms, in emphasis lying on the hips without lifting the knees from the floor - 2x22 (m), 2x 17 (d)

Flexion and extension of the arms, lying down - 2x19 (m), 2x12 (d)

From the emphasis lying hands on the bench repulsion with cotton - 15r (m), 8r (d)

Movement with turns in an emphasis lying on the floor with legs resting on a bench - 5 under (m), 3 under (d)

From the emphasis lying in front on the bench, legs to the left or right on the floor, simultaneously pushing off with the legs, without touching the pelvis, transferring the legs through the bench - 5 under (m), 3 under (d)

From the stop on your knees, go to point-blank crouching - 2x20r (m), 2x15 (d)

Jump at point-blank range, crouching on a bench and arching jump - 17 times (m, d)

Lying on the back, legs bent at the knees, hands behind the head, raising the torso to touch the knees with the elbows - 26r (m), 20r (d)

Lying on your back raising straight legs - 26r (m), 20r (d)

Sed angle: spreading the legs to the sides and mixing; bending the legs, pulling the knees to the chest; breeding and adduction of legs with crosses - 2x20 (m), 2x15 (d) Rotation with straight legs - 14 times.

Lying on your stomach, hands behind your head without touching the floor with your elbows, bend your legs up and come to the SP. - 19r (m), 17r (d)

Lying on your back, legs to the left, raising your legs to the right (watch) - 17r (m), 15r (d).

Jumping rope four times folded forward and backward - 15r (m)

Jumping on a goat at close range, crouching from a place, (height 80 cm) - 12 r (m), 10 r (d)

Jumping rope - 100r (m), 110r (d)

Jumping out of a deep squat - 29r (m), 23r (d)

Jumping from a hill to the floor and back to a hill - 29r (m), 23r (d)

Jumping legs apart and legs together on the bench - 2x35 (m), 2x30 (d)

Jumping over the bench sideways - 5 under. (m), 3 under. (e).

Jumping up, bending up, jumping up 360 ° together - 2p (m), 8p (d)

Jumping high, raise forward - straight legs apart, reach your socks with your hands to land softly -14r (m), 10r (d)

B -1 (Performed in each homework assignment)

Tilts the head forward back to the right to the left, turns the head to the right to the left.

Raising and lowering the shoulders abduction and reduction, circular movements of the shoulders.

Stick exercises. Stick behind the head, on the shoulder blades, behind the bends of the elbows. Down at the back on straight arms - twists.

Shifting, throwing and catching stuffed balls.

Tilts and turns of the body in various positions.

Bridge from supine position

Lying on your back, hands forward to the bottom, fingers interlaced, pass the right (left) leg without touching the "ring", the same sitting, standing.

Walking on toes, on heels, with pursed toes, on the outer sides of the foot.

Walking to the right, to the left along the rail of the gymnastic bench, along the pole, rope, gymnastic stick (the arch of the foot should wrap around the object).

Grasping the shifting of small objects with the toes and arches of the feet.

Rolling from heels to toes and back, from socks to the outer sides of the foot and heel.

Exercises against the wall (touching the wall with the back of the head, shoulders, buttocks and heels).

8th grade

Hanging pull-ups (leaning on the floor only with heels) - 2x22 (m), 2x17 (d)

Hanging on bent arms - 19 sec. (m), 15sec. (e)

Rope climbing without legs - 200 cm (m)

From the hang on the crossbar, raising the legs to an angle of 90 ° - 16r (m), 14r (d)

Climbing the Swedish wall without the help of legs - 7p (m), 5p (d)

Flexion and extension of the arms in an emphasis while standing - 2x17 (d)

Flexion and extension of the arms, in emphasis lying on the hips without lifting the knees off the floor - 2x17 (d)

Flexion and extension of the arms, lying down - 2x24 (m), 2x12 (d)

From the emphasis lying hands on the bench repulsion with cotton - 20r (m), 10r (d)

Flexion and extension of the arms in an emphasis lying down with cotton - 17r (m)

Movement with turns in an emphasis lying on the floor with legs resting on a bench - 5 under. (m), 3 under (d).

From the stop on your knees, go to point-blank crouching - 2x20 (m), 2x15 (d)

Jump at point-blank range crouching on a bench and jump bending -20 times (m, d)

Lying on your back, legs bent at the knees, hands behind your head, raising your torso to touch your knees with your elbows - 28r (m), 22r (d)

Lying on your back raising straight legs - 28r (m), 22r (d)

Sed angle: spreading the legs to the sides and mixing; bending the legs, pulling the knees to the chest; breeding and adduction of legs with crosses - 2x25r (m), 2x20 (d) Rotation with straight legs - 16 times.

Lying on your stomach, hands behind your head without touching the floor with your elbows, bend your legs up and come to the SP. - 22r (m), 18r (d)

Lying on your back, legs to the left, raising your legs to the right (watch) - 18r (m), 16r (d)

Jumping rope four times folded forward and backward - 20r (m)

Jump on a goat at close range, crouching from a place, (height 80 cm) - 14r (m), 10r (d)

Jumping rope - 110r (m), 120r (d).

Jumping out of a deep squat - 30r (m), 25r (d)

Jumping legs apart and legs together on the bench - 2x35 (m), 2x30 (d)

Jumping over the bench sideways - 5 under. (m), 3 under. (e)

Jumping up, bending up, jumping up 360 ° together - 14r (m), 10r (d)

Jumping from a height of 80 cm with a soft landing - 20r (m), 18r (d)

Jump up with legs spread and soft landing - 20r (m), 18r (d)

Jumping high, lift forward - straight legs apart, reach your socks with your hands to land softly - 14r (m), 10r (d)

B -1 (Performed in each homework assignment)

Tilts the head forward back to the right to the left, turns the head to the right to the left.

Raising and lowering the shoulders abduction and reduction, circular movements of the shoulders.

Stick exercises. Stick behind the head, on the shoulder blades, behind the bends of the elbows. Down at the back on straight arms - twists.

Shifting, throwing and catching stuffed balls.

Tilts and turns of the body in various positions.

Bridge from supine position

Lying on your back, hands forward to the bottom, fingers interlaced, pass the right (left) leg without touching the "ring", the same sitting, standing.

Tilt forward touching the knees with the forehead

Exercises with keeping the load on the head.

Half squats and squats.

Walking on toes, on heels, with pursed toes, on the outer sides of the foot.

Walking to the right, to the left along the rail of the gymnastic bench, along the pole, rope, gymnastic stick (the arch of the foot should wrap around the object).

Grasping the shifting of small objects with the toes and arches of the feet.

Rolling from heels to toes and back, from socks to the outer sides of the foot and heel.

Exercises against the wall (touching the wall with the back of the head, shoulders, buttocks and heels).

Grade 9

Hanging pull-ups (leaning on the floor only with heels) - 2x20 (d)

Hanging on bent arms - 20 sec. (e)

From hang pull-ups (m) - 6 under (max) times.

Rope climbing without the help of legs 250 cm for a time - 5 sec. (m)

From the hang on the crossbar, raising the legs to an angle of 90 ° - 18r (m), 15r (d)

Climbing the Swedish wall without the help of legs - 7p (m), 5p (d)

Hang angle (hold) (m) - max (sec)

Lifting a coup at close range from a hang - 4r (m)

Flexion and extension of the arms in an emphasis while standing - 2x20 (d)

Flexion and extension of the arms, in emphasis lying on the hips without lifting the knees from the floor - 2x20 (d)

Flexion and extension of the arms, lying down - 2x27 (m), 2x 14 (d)

From the emphasis lying hands on the bench repulsion with cotton - 25r (m), 12r (d)

Flexion and extension of the arms in an emphasis lying down with cotton - 20r (m)

From stop on your knees go to point-blank crouching - 2x15 (d)

Jump at point-blank range, crouching on a goat and bending over - 15r (m), 10r (d)

Lying on your back, legs bent at the knees, hands behind your head, raising your torso to touch your knees with your elbows - 30 r (m), 25 r (d)

Lying on your back raising straight legs - 30r (m), 24r (d)

Sed angle: spreading the legs to the sides and mixing; bending the legs, pulling the knees to the chest; breeding and adduction of legs with crosses - 2x25r (m), 2x20 (d). Rotation with straight legs - 18 times.

Lying on your stomach, hands behind your head without touching the floor with your elbows, bend your legs up and come to the SP. - 24r (m), 20r (d)

Folding knife exercise - 15r (m), 12r (d)

Jump on a goat at close range, crouching from a place, (height 80 cm) - 16 r (m), 12 r (d)

Jumping rope - 125r (m), 130r (d)

Jumping out of a deep squat - 35r (m), 30r (d)

Jumping from a hill to the floor and back to a hill - 30r (m), 25r (d)

Jumping legs apart and legs together on the bench - 2x35 (m), 2x30 (d)

Jumping up, bending up, jumping up 360 ° together - 16r (m), 12r (d)

Jumping from a height of 80 cm with a soft landing - 20r (m), 18r (d)

Jump up with legs spread and soft landing - 20r (m), 18r (d)

Squats on the left and right legs without support - 10 r (m), 8 r (d)

B -1 (Performed in each homework assignment)

Tilts the head forward back to the right to the left, turns the head to the right to the left.

Raising and lowering the shoulders abduction and reduction, circular movements of the shoulders.

Stick exercises. Stick behind the head, on the shoulder blades, behind the bends of the elbows. Down at the back on straight arms - twists.

Shifting, throwing and catching stuffed balls.

Tilts and turns of the body in various positions.

Bridge from supine position

Lying on your back, hands forward to the bottom, fingers interlaced, pass the right (left) leg without touching the "ring", the same sitting, standing.

Lying on your back, raise your legs to touch your knees on the right, then on the left behind your head.

Exercises with keeping the load on the head.

Half squats and squats.

Walking on toes, on heels, with clenched toes, on the outer sides of the foot.

Walking to the right, to the left along the rail of the gymnastic bench, along the pole, rope, gymnastic stick (the arch of the foot should wrap around the object).

Grasping the shifting of small objects with the toes and arches of the feet.

Rolling from heels to toes and back, from socks to the outer sides of the foot and heel.

Exercises against the wall (touching the wall with the back of the head, shoulders, buttocks and heels).

Grade 10

Hanging pull-ups (leaning on the floor only with heels) - 2 x 25 (d)

Hanging on bent arms - 22 sec. (e)

From hang pull-ups (m) - 6 under (max) times.

Rope climbing without the help of legs 400 cm for a time - 8 sec. (m)

From hanging on the crossbar, raising the legs to an angle of 90 ° - 20r (m), 15r (d)

Climbing the Swedish wall without the help of legs - 7p (m), 5p (d)

Hang angle (hold) (m) - max (sec)

Flexion and extension of the arms in an emphasis while standing - 2x22 (d)

Flexion and extension of the arms, in emphasis lying on the hips without lifting the knees from the floor - 2x22 (d)

Flexion and extension of the arms, lying down - 2x35 (m), 2x15 (d)

From the emphasis lying hands on the bench repulsion with cotton - 30r (m), 15r (d)

Flexion and extension of the arms in an emphasis lying down with cotton - 25r (m)

From the stop on your knees go to point-blank crouching - 2x15 (d)

Jump at point-blank range, crouching on a goat and bending over - 15 times (m), 10p (d)

A-3

Lying on the back, legs bent at the knees, hands behind the head, raising the torso to touch the knees with the elbows - 35r (m), 30r (d)

Lying on your back raising straight legs - 33r (m), 25r (d)

Sed angle: spreading the legs to the sides and mixing; bending the legs, pulling the knees to the chest; breeding and adduction of legs with crosses - 2x25r (m), 2x20 (d). Rotation with straight legs - 20 times (m)

Lying on your stomach, hands behind your head without touching the floor with your elbows, bend your legs up and come to the SP. - 25r (m), 20r (d)

Lying on your back, legs to the left, raising your legs to the right (watch) - 20r (m), 16r (d)

Folding knife exercise 20r - (m) 15r (d)

Jumping rope four times folded forward and backward - 25r (m)

Jump on a goat point-blank crouching from a place, (height 80 cm) - 18 r (m), 12 r (d)

Jumping rope - 130r (m), 140r (d)

Jumping out of a deep squat - 40r (m), 30r (d)

Jumping from a hill to the floor and back to a hill - 35r (m), 25r (d)

Jumping up, bending up, jumping up 360 ° - 18r (m), 15r (d)

Jumping from a height of 80 cm with a soft landing - 20r (m), 18r (d)

Jump up with legs spread and soft landing - 20r (m), 18r (d)

Jumping high, raise straight legs forward apart, reach your socks with your hands to land softly - 16r (m), 12r (d)

Squats on the left and right legs without support - 12r (m), 10r (d)

B -1 (Performed in each homework assignment)

Tilts the head forward back to the right to the left, turns the head to the right to the left.

Raising and lowering the shoulders abduction and reduction, circular movements of the shoulders.

Stick exercises. Stick behind the head, on the shoulder blades, behind the bends of the elbows. Down at the back on straight arms - twists.

Shifting, throwing and catching stuffed balls.

Tilts and turns of the body in various positions.

Bridge from supine position

Lying on your back, hands forward to the bottom, fingers interlaced, thread

Lying on your back, raise your legs to touch your knees on the right, then on the left behind your head.

Exercises with keeping the load on the head.

Half squats and squats.

Walking on toes, on heels, with pursed toes, on the outer sides of the foot.

Walking to the right, to the left along the rail of the gymnastic bench, along the pole, rope, gymnastic stick (the arch of the foot should wrap around the object).

Grasping the shifting of small objects with the toes and arches of the feet.

Rolling from heels to toes and back, from socks to the outer sides of the foot and heel.

Exercises against the wall (touching the wall with the back of the head, shoulders, buttocks and heels).

Grade 11

Hanging pull-ups (leaning on the floor only with heels) - 2 x25 (d)

Hanging on bent arms - 25 sec. (e)

From hang pull-ups (m) - 6 under (max) times.

Rope climbing without the help of legs. 400 cm for a time - 8 sec. (m)

From hanging on the crossbar, raising the legs to an angle of 90 ° - 25r (m), 15r (d)

From hanging pull-ups in a wide grip on the head (m) - max

Hang angle (hold) (m) - max (sec)

Lifting a coup at close range from a hang - 5r (m)

Flexion and extension of the arms in an emphasis while standing - 2x25 (d)

Flexion and extension of the arms, in emphasis lying on the hips without lifting the knees from the floor - 2x25 (d)

Flexion and extension of the arms, lying down - 2x45 (m), 2x18 (d)

From the emphasis lying hands on the bench repulsion with cotton - 35r (m), 15r (d)

Flexion and extension of the arms in an emphasis lying down with cotton - 30 r (m)

From the stop on your knees go to point-blank crouching - 15r (m)

Movement in an emphasis on bars with turns - 5r

Push-ups on uneven bars with sagging - 10 r

Lying on the back, legs bent at the knees, hands behind the head, raising the torso to touch the knees with the elbows - 40r (m), 30r (d)

Lying on your back raising straight legs - 40r (m), 30r (d)

Sed angle: spreading the legs to the sides and mixing; bending the legs, pulling the knees to the chest; breeding and adduction of legs with crosses - 2x30r (m), 2x25 (e) Rotation with straight legs - 20 times (m).

Lying on your stomach, hands behind your head without touching the floor with your elbows, bend your legs up and come to the SP - 30r (m), 25r (d)

Lying on your back, legs to the left, raising your legs to the right (watch) - 20r (m), 16r (d)

Folding knife exercise - 25r (m), 18r (d)

Jumping rope four times folded forward and backward - 30r (m)

Jump on a goat at close range, crouching from a place, (height 80 cm) - 20 r (m), 15 r (d)

Jumping rope - 140r (m), 150r (d)

Jumping out of a deep squat - 50r (m), 30r (d)

Jumping from a hill to the floor and back to a hill - 40r (m), 30r (d)

Jumping up, bending over, jumping up 360 ° - 20r (m), 15r (d)

Jumping from a height of 80 cm with a soft landing - 20r (m), 18r (d)

Jump up with legs spread and soft landing - 20r (m), 18r (d)

Jumping high, raise straight legs forward apart, reach the socks with your hands and land softly - 18r (m), 12r (d)

Squats on the left and right legs without support - 14r (m), 10r (d)

B -1 (Performed in each homework assignment)

Tilts the head forward back to the right to the left, turns the head to the right to the left.

Raising and lowering the shoulders abduction and reduction, circular movements of the shoulders.

Stick exercises. Stick behind the head, on the shoulder blades, behind the bends of the elbows. Down at the back on straight arms - twists.

Shifting, throwing and catching stuffed balls.

Tilts and turns of the body in various positions.

Bridge from supine position

Lying on your back, hands forward to the bottom, fingers interlaced, pass the right (left) leg without touching the "ring", the same sitting, standing.

Lying on your back, raise your legs to touch your knees on the right, then on the left behind your head.

Exercises with keeping the load on the head.

Half squats and squats.

Walking on toes, on heels, with pursed toes, on the outer sides of the foot.

Walking to the right, to the left along the rail of the gymnastic bench, along the pole, rope, gymnastic stick (the arch of the foot should wrap around the object).

Grasping the shifting of small objects with the toes and arches of the feet.

Rolling from heels to toes and back, from socks to the outer sides of the foot and heel.

Exercises against the wall (touching the wall with the back of the head, shoulders, buttocks and heels).

The total volume of expediently organized activities necessary for normal physical development during the formation of the body must correspond to at least 10-15 hours per week.

The intensification of the educational process at school and at home leads to a decrease in the volume of motor activity by 50%. About 40% of children are developed inharmoniously, 20% are overweight. At the same time, it is known that the functions of the central nervous system of students after intensive mental work are well restored in conditions of physical activity.

It is known that the majority of school-age children have various deviations in health (up to 80%). The main percentage of deviations is acquired in the process of finding children in school and, which is typical, in the graduating classes, diseases of the musculoskeletal system occupy the first place among other diseases, and the second - diseases associated with visual impairment. There are many reasons for this. The main ones are: insufficient motivation for regular independent physical exercises and a decrease in the motor activity of schoolchildren as a result, as a result, of improving social and living conditions. Particularly noteworthy is the widespread introduction into everyday life of such a blessing of civilization as a TV set and, more recently, a computer. Most schoolchildren in their free time lead a sedentary lifestyle, do not take part in sports, many do not have the skills and habits of a healthy lifestyle in everyday life and do not use tempering procedures.

In a modern school, schoolchildren have signs of a small motor regime in terms of volume. The reason for this is the high occupancy of classes, the lack of places for classes, equipment, inventory, the insufficient interest of children in independent physical exercises, and a small amount of knowledge about a healthy lifestyle. At present, children's opportunities for physical culture and sports are being reduced, because. sports sections mainly operate on a commercial basis, the level of payment in which is not available to certain categories of families with children. Unsatisfied need for motor activity negatively affects the harmonic physical development, motor fitness of younger students.

It is impossible to overcome the danger of physical inactivity hanging over a teenager. Therefore, one of the urgent tasks facing the teacher of physical culture is to ensure, with the support of the entire teaching staff and the public activists of the children, the mass character of students' classes after school hours. First of all, we need to search for various effective and affordable ways to promote the intensification of work to improve physical fitness, physical activity and improve the health of school-age children.

Among other urgent tasks that require further, including scientific and methodological, improvement, the formation of schoolchildren's skills and abilities to independently engage in physical exercises is of particular importance.

The health of the young generation is the wealth of the country. In this regard, physical culture and sports in the coming years should gain a truly enormous scope among schoolchildren, serve as a life-giving source of vigor and health.

Homework is an integral part of the learning process, which consists in the fulfillment by students, on the instructions of the teacher, of independent educational and practical work after class assignments. This work is closely related to classroom activities, complements them, contributes to a more durable and conscious assimilation of knowledge, skills and abilities.

Of particular importance in this regard are assignments of a creative nature, requiring the modification of the material and combining it in a new way, as well as assignments for the application of theoretical knowledge in production, in workshops and at the school site. Along with the general, for all students, homework is practiced individually, aimed at overcoming the backlog in something, the formation of any skills and abilities or the development of sustainable inclinations of individual students.

Independent educational work of students is the activity of students in the learning process, carried out on the instructions of the teacher, under his guidance, but without his direct participation. Most independent work directly

related to curriculum requirements. The teacher is the organizer and leader of independent educational work. He teaches rational methods of independent educational work, develops a well-thought-out system of tasks.

It makes sense to start work on the introduction of homework in physical education from the early grades, since in this age period, children clearly show a conscientious attitude to all the instructions of the teacher. In the future, this will help to form a positive attitude towards homework. It is very important that the teacher is able and able to adequately evaluate their indicators of independent work.

1. Relationship between homework and self-study.

The need to develop the independence of students was repeatedly emphasized by the great Russian teacher K.D. Ushinsky. He considered independent homework to be an obligatory continuation of the educational process, drew attention to the leading role of the teacher, and emphasized that it was the school that should encourage the mental abilities to be independent. In educational activities, the teacher must constantly remember the need to transfer not only knowledge, skills and abilities, but also the formation of the need for independent acquisition of new knowledge.

Independent physical activity includes:

1. Independent conduct by students of outdoor games, relay races;
2. Drawing up a complex of physical education minutes and motor pauses;
3. Performing gymnastics before class;
4. Performing a complex of morning hygienic gymnastics in various versions;
5. Hometasks.
6. Participation in sports and recreational activities: skiing, sledding or skating, morning and evening jogging, hiking with parents on weekends, swimming in the pool.

Rules for organizing independent physical education classes:

1. Exercises should be easy to coordinate and accessible to students.

2. Exercises are selected, the quantitative results of which, if systematically performed, increase after a certain time.

3. According to the execution time, tasks are divided into short-term and long-term ones.

4. Tasks are given individually and in groups.

5. Assignments become more difficult over time.

6. The task corresponds to individual characteristics.

The formation of schoolchildren's skills and habits to independently engage in physical exercises has become an integral task of the current comprehensive program of physical culture. In the process of developing independence, the qualities necessary for the student are successfully formed: attention, responsibility, organization, accuracy, discipline.

In the educational process, at the lessons of physical culture, you can apply a number of methodological techniques aimed at developing independence and accuracy among students:

1. Encouragement to comprehend the exercise or game with the help of the question posed.
2. Use of logical riddles.
3. Involving students in the explanation of educational materials.
4. Mutual analysis of the actions of a friend.
5. Application of comparisons, comparisons.
6. Identification of the main, essential in the movements performed.
7. Stimulation of students to compose new exercises, games.
8. Organization of independent activities of students.

The student must answer the following questions: “What will be the comments on the exercises performed?”, “What requirements are violated during the performance?”, “List the mistakes made”, “What are the additions?”, “Who does not agree with the comments?”

Many schools have been cultivating students' independent work at home for many years in order to improve their physical development. Homework is an integral part of the learning process, a characteristic feature of which is their organic part with a physical education lesson. It is believed that homework is of great importance for teaching the skills of independent study work, a sense of responsibility for the task assigned. It has not only educational, but also educational value. This is especially important when the task of the school is to nurture the need for constant self-education.

The teacher's ability to arouse students' interest in completing assignments is most valuable in pedagogical practice. The purpose of homework is to organize tasks in such a way that students learn how to perform physical exercises on their own, and are able to apply the acquired knowledge in independent practical activities.

Homework in physical culture helps to improve health, increase motor activity, motor fitness. The homework system teaches students to observe a certain motor regimen, and this is already a step towards educating students' organization and discipline. Doing homework helps to master the learning material. This is the essence of homework.

Homework for primary school students is aimed at solving the following tasks:

1. Improving the health of children.
2. Increasing the motor activity of children and familiarizing them with systematic physical exercises.
3. Strengthening the main muscle groups.
4. Development of physical qualities of students.
5. Formation of correct posture.

1. Preparation and development of the educational material of the program for the implementation of educational standards.
2. Formation of a healthy lifestyle in children.
3. Education in students of purposefulness, willpower, efficiency to overcome difficulties.
4. The development of the simplest methods of self-control of the reaction of the body to the load in students.

1. Organization and content of homework for primary school students.

Although the majority of primary school students cope with the requirements of the curriculum, even studying the educational material only in physical education classes, it is recommended to teach children from the first grade to regular physical exercises and start giving homework. They should not be difficult to coordinate and do not require special equipment at home.

When giving a task, the teacher must explain the purpose of all exercises. This helps to increase the special knowledge of students, as well as the formation of independent study skills. General developmental exercises, physical exercises, posture exercises are given at home most often immediately after they are completed in the introductory part of the lesson.

Exercises in running, throwing and jumping are given at home after they are learned and consolidated in the main part of the lesson. Sometimes it is necessary to remind about the tasks in the final part of the lesson, paying attention to the correct execution of the exercise. This contributes to the concentration of attention, a gradual decrease in the load and a stronger memorization of tasks.

Depending on the tasks set, tasks can be given for a different period of time (for 30 days, for 2 weeks, for a series of lessons), during which some motor actions are taught. It is recommended to use homework cards indicating the dosage of exercises. The first exercise in such cards indicates the one that is the main one for this student and to which special attention should be paid. In order for students to be fluent in the cards, they need to be taught the basic terms.

Homework in physical education should be written down by the teacher in the plan-outline. The tasks that are given for the entire class or group of students are indicated. They are written at the end of the lesson. However, the teacher can give and check them in any part of the lesson.

To determine the dosage of homework exercises, the teacher is guided by the regulatory requirements that the curriculum imposes on students of this age. At the same time, the state of health, indicators of physical development and motor fitness of each individual student are necessarily taken into account.

For the successful completion and application of homework, a number of conditions must be met:

1. To ensure that students know the requirements of the curriculum and the levels of development of basic motor skills that they should achieve at their age.
2. Convince students of the practical benefits of homework as a necessary addition to physical education lessons.
3. Skillfully highlight the main thing, on what and in what period to work for a particular student.
4. Thoroughly study the homework material with students in the lesson.
5. To be able to determine the degree of impact of the exercises used on the body of schoolchildren, to know how to properly regulate this impact.
6. To draw students' attention to the organization and methodology of conducting homework exercises.
7. Teach students the correct terminology, teach them how to use it when writing homework assignments.
8. Be sure to let students know when they need to check their homework.
9. Fix homework assignments in the annual plans for the passage of educational material.
10. It is not recommended to give tasks to perform complex exercises that require conditions and insurance.

Homework is designed to increase the weekly motor mode of the student, so it is recommended to perform them at least twice a week for 15 to 35 minutes. This is especially important during ski training classes (in 2-3 quarters), when the lessons are coupled and, in fact, students study twice a week. This is not enough for the formation of skills, and for the development of qualities. Homework is best done outdoors or in a well-ventilated area.

In order to rationally introduce homework assignments, it is necessary to work with parents, familiarize them with the features of physical education homework assignments, and involve them in creating conditions for regular physical education assignments for their children. At the parent meeting, they should be introduced to the requirements for the independent work of their children, tell them how they can help them, what sanitary and hygienic conditions and safety conditions must be observed when doing homework. Parents of students should be informed that homework is best done in between preparing lessons in other subjects. The time spent on homework should not exceed 20-30 minutes in total.

The place reserved for classes should be of such a size that the child does not touch household items and furniture during the exercises. It is desirable to exercise on a soft rug and preferably barefoot. Given that homework is a set of simple exercises, the equipment of places for classes is not particularly difficult.

If the child is interested in doing physical exercises, is regularly engaged in physical education and has accumulated experience in independent studies, it is necessary to further encourage him in this matter. To do this, it is necessary to equip the “home stadium” with more complex equipment and simulators.

It is possible to equip a place for schoolchildren not only in the apartment, but also, if conditions permit, in the open air in the yard. Outdoor activities are very beneficial for children of all ages, regardless of their fitness level. Active physical activity in the fresh air contributes to the hardening of the child's body, as well as replenishment of his "motor baggage"

When selecting exercises for homework, you should focus on:

1. The content and objectives of the topic under study.
2. Individual development of physical abilities of students, their age and gender characteristics.

In order for students to independently complete the exercises at home, it is recommended that they be given:

1. General developmental exercises such as charging, posture exercises learned in the lesson and intended for daily performance by students in the morning;
2. Exercises with objects - balls, jump ropes, a gymnastic stick, if the students did not accurately and accurately perform them in the lesson;
3. Repeating turns on the spot at your own expense or at the expense of a friend;
4. Learning the text of physical education minutes.

Homework assignments can be individual, group or for the whole class. Physical exercises are selected and changed depending on the assimilation of educational material by students. The term for performing general developmental exercises and a complex of physical exercises is set on average at one month. At the end of the term, a final check of all students is carried out and a modified complex is given (2-3 exercises are replaced) for the next period of time.

Homework can be cross-cutting and thematic:

through assignments throughout the school year for each class are the same for both boys and girls. They are aimed at achieving and maintaining the optimal level of development of motor qualities during the entire period of training.

Examples of cross-cutting tasks:

1. Running jumps from a two-meter run.
2. Jumping from a squat with moving forward.
3. Flexion and extension of the arms in the lying position.
4. Pull-ups - boys, pull-ups in the lying position - girls.
5. Jumping in place (for the number of times).
6. Rope jumping.
7. Squats on one leg, holding on to a support.
8. Lifting the body from a prone position.
9. Run in place.
10. Lying on your back, raising and lowering straight legs with a touch of the floor behind your head.
11. Jumping out of a squat.
12. Sitting forward and backward to the supine position.

Thematic Homework solves the problem of more purposeful preparation of students for the development of individual sections of the curriculum and contributes to the development of motor qualities. It is carried out ahead of time in the study of one or another section of the program.

1. Complexes of general developmental exercises learned in the lesson.
2. Morning gymnastics complexes, consisting of 5-6 exercises that affect various muscle groups: shoulder girdle, back muscles, abdominals, muscles of the lower extremities. Start and end gymnastics by walking on the spot.
3. Stretching exercises:

- in a semi-squat for the back and front of the thigh;

- in the prone position for the back, front and inner thighs;

- in a semi-squat or in an emphasis on the knees for the muscles of the back;

- standing for the pectoral muscles and shoulder girdle.

1. Posture exercises.

Standing against the wall, take the correct posture;

Walking with objects on the head;

Exercises to strengthen the foot;

Exercises in the starting position lying on the stomach: raising the arms and shoulder

belts, leg raises, "fish", "swing";

Exercises in the starting position lying on your back to strengthen the abdominal muscles.

5. Exercises in throwing the ball:

Throws and catches;

Throwing at a target;

Throws and catches from under the foot.

6. Exercises in jumping on the spot and from the spot:

Multi-jumps;

A combination of jumps and jumps in place or with movements with various

Hand movements;

Jumping from a place to a given distance;

Jumping for maximum results.

Approximate set of exercises:

1. Hanging angle.
2. Squats on one leg.
3. Sitting, legs are fixed, hands on the belt, bending back with subsequent return to the starting position.
4. Lifting weights (dumbbells, kettlebells, sandbags) on straight arms.
5. Rotation of the hoop around the body.
6. Jumping rope at the maximum (individual) pace.
7. Climbing the gymnastic ladder.
8. Jumping with hand touching the landmark.
9. Throwing the ball into the wall at maximum pace.
10. Multi-jumps.

It should be borne in mind that the older the student, the faster his interest in sports falls, the students skip physical education classes. Therefore, when developing exercises for homework, you can first take into account the interest of students. So, for example, various areas of fitness are currently enjoying great prestige. To do this, it is necessary to learn several complexes with students, to advise what kind of music to choose.

Homework for ski training.

Doing homework in ski training, in comparison with other types of physical exercises, has its own characteristics and certain difficulties. To complete the ski training tasks, you need ski equipment, a closely located ski track and a slope (2-3 about ). It will be interesting for children, and with the help of exercises on the slope one of the main tasks can be solved - to teach how to maintain balance when sliding on one and two skis.

Slope exercises:

1. Direct descent in a high stance.
2. Straight descent with the transfer of body weight from foot to foot.
3. Descent straight - arms to the sides.
4. Descent with the extension of the right (left) ski forward.
5. Descent on the right - left ski.
6. Descent obliquely.
7. Descent with overcoming the gates of ski poles.
8. Descent with stepping turn.

Walks, weekend skiing with parents are a good form of organizing children's homework. For primary school students in winter, sledding can also be homework, which contributes to the development of coordination of movements. Tasks to consolidate the technique of the studied ways of skiing should be given individually.

8th ed. - M.: 2012. - 207 p.

The textbook contains the Mandatory minimum of educational material for the course "Physical Education" and is written in accordance with the Comprehensive Program of Physical Education for students in grades 1-11. The textbook contains theoretical information about the basics of physical culture, compulsory educational material on sports games, athletics, gymnastics, elements of martial arts, swimming and ski training. Self-study hockey, badminton, skating and skateboarding are also described.

Format: pdf/zip

The size: 38.1 MB

Introduction 5

Section 1. What you need to know

§ 1. Influence of age characteristics of the body on physical development and physical fitness 10

§ 2. The role of the musculoskeletal system in the performance of physical exercises 12

§ 3. The value of the nervous system in the control of movements and regulation of body systems 14

§ 4. Mental processes in teaching motor actions 17

§ 5. Self-control during physical exercises 18

§ 6. Fundamentals of training and self-training in motor actions 25

§ 7. Personal hygiene during exercise 26

§ 8. Injury prevention and first aid for injuries and bruises 28

§ 9. Improvement of physical abilities 31

§ 10. The history of the emergence and formation of physical culture 33

§ 11. Physical culture and the Olympic movement in Russia 34

§ 12. Olympics...

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