Ecology of health: With the help of these tests you will be able to independently determine your physical fitness and draw up a training program ...

How to create an individual training program

With the help of these tests, you will be able to independently determine your physical fitness and draw up a training program.

When determining physical fitness, a calculator is used, when drawing up an individual training program, an adder and a dispenser are used.

Physical Condition Calculator is intended for a comprehensive assessment of the functional capabilities of the cardiovascular system and physical fitness according to the KONTREKS-2 scoring system (express control).

The CONTREX-2 system was developed by domestic scientists S.A. Dushanin, E.A. Pirogova and L.Ya. Ivashchenko (1984), they created several diagnostic systems for primary (KONTREKS-3), current (KONTREKS-2) and self-monitoring (KONTREKS-1).

Indicators for determining the level of physical condition according to the CONTREX-2 system are given below.

CONTREX-2 includes 11 indicators and tests, which are evaluated as follows:

1. Age. Each year of life gives 1 point. For example, at the age of 50, 50 points are awarded, and so on.

2. Body weight. Normal weight is estimated at 30 points. For each kilogram in excess of the norm, calculated according to the following formulas, 5 points are deducted:

men: 50 + (height - 150)x0.75 + (age - 21) / 4

women: 50 + (height - 150)x0.32 + (age - 21) / 5

For example, a 50-year-old man with a height of 180 cm has a body weight of 85 kg, and the normal body weight will be:

50 + (180 - 150) x 0.75 + (50 - 21) / 4 = 80 kg.

For exceeding the age limit by 5 kg of total amount points are subtracted 5x5 = 25 points.

3. Blood pressure. Normal blood pressure is estimated at 30 points. For every 5 mm Hg. Art. systolic or diastolic pressure above the calculated values ​​determined by the formula below, 5 points are subtracted from the total amount:

men: ADsist. = 109 + 0.5 x age + 0.1 x body weight;
ADdiast. \u003d 74 + 0.1 x age + 0.15 x body weight;

women: ADsist. \u003d 102 + 0.7 x age + 0.15 x body weight;
ADdiast. = 78 + 0.17 x age + 0.1 x body weight.

For example, a 50-year-old man with a body weight of 85 kg has a blood pressure of 150/90 mm Hg. Art.

The age norm of systolic pressure is:

109 + 0.5 x 50 + 0.1 x 85 = 142.5 mmHg Art.

Norm of diastolic pressure:

74 + 0.1 x 50 + 0.15 x 85 = 92 mmHg Art.

For exceeding the norm of systolic pressure by 7 mm Hg. Art. 5 points are subtracted from the total.

4. Pulse at rest. For each hit less than 90, one point is awarded. For example, a pulse of 70 per minute gives 20 points. With a pulse of 90 and above, points are not awarded.

5. Flexibility. Standing on a step with legs straightened at the knees, a forward lean is performed with a touch of the mark below or above the zero point (it is at the level of the feet) and maintaining the pose for at least 2 seconds. Each centimeter below the zero point, equal to or greater than the age norm given for men and women in Table. 1, is estimated at 1 point, if the standard is not met, points are not awarded. The test is carried out three times in a row, and the best result is counted.

For example, a 50-year-old man, while bending over, touched the mark 8 cm below the zero mark with his fingers. According to Table. 1, the standard for a 50-year-old man is 6 cm. Therefore, 1 point is awarded for meeting the standard and 2 points for exceeding it. The total amount is 3 points.

Table 1. Norms of motor tests for assessing basic physical qualities

Age, years	Flexibility, cm		Speed, cm		Dynamic force, cm		speed endurance		Speed-strength endurance		General Endurance
											10-minute run, m		2000 m, min.
	husband.	female	husband.	female	husband.	female	husband.	female	husband.	female	husband.	female	husband.	female
19	9	10	13	15	57	41	18	15	23	21	3000	2065	7,00	8,43
20	9	10	13	15	56	40	18	15	22	20	2900	2010	7,10	8,56
21	9	10	14	16	55	39	17	14	22	20	2800	1960	7,20	9,10
22	9	10	14	16	53	38	17	14	21	19	2750	1920	7,30	9,23
23	8	9	14	16	52	37	17	14	21	19	2700	1875	7,40	9,36
24	8	9	15	17	51	37	16	13	20	18	2650	1840	7,50	9,48
25	8	9	15	17	50	36	16	13	20	18	2600	1800	8,00	10,00
26	8	9	15	18	49	35	16	13	20	18	2550	1765	8,10	10,12
27	8	9	16	18	48	35	15	12	19	17	2500	1730	8,20	10,24
28	8	8	16	18	47	34	15	12	19	17	2450	1700	8,27	10,35
29	7	8	16	18	46	33	15	12	19	17	2400	1670	8,37	10,47
30	7	8	16	19	46	33	15	12	18	16	2370	1640	8,46	10,58
31	7	8	17	19	45	32	14	12	18	16	2350	1620	8,55	11,08
32	7	8	17	19	44	32	14	11	18	16	2300	1590	9,04	11,20
33	7	8	17	20	43	31	14	11	17	16	2250	1565	9,12	11,30
34	7	8	17	20	43	31	14	11	17	15	2220	1545	9,20	11,40
35	7	8	18	20	42	30	14	11	17	15	2200	1520	9,28	11,50
36	7	7	16	20	42	30	13	11	17	15	2200	1500	9,36	12,00
37	7	7	18	21	41	29	13	11	16	15	2100	1475	9,47	12,12
38	6	7	18	21	41	29	13	11	16	15	2100	1460	9,52	12,20
39	6	7	19	21	40	29	13	10	16	14	2000	1445	10,00	12,30
40	6	7	19	22	39	28	13	10	15	14	2000	1420	10,08	12,40
41	6	7	19	22	39	28	13	10	15	14	2000	1405	10,14	12,48
42	6	7	19	22	39	28	12	10	15	14	2000	1390	10,22	12,58
43	6	7	20	22	38	27	12	10	15	14	2000	1370	10,30	13,07
44	6	7	20	23	38	27	12	10	15	14	1950	1355	10,37	13,16
45	6	7	20	23	37	27	12	10	15	13	1950	1340	10,44	13,25
46	6	7	20	23	37	27	12	10	15	13	1900	1325	10,52	13,34
47	6	7	20	23	36	26	12	9	15	13	1900	1310	10,58	13,43
48	6	6	21	24	36	26	12	9	14	13	1900	1300	11,05	13,52
49	6	6	21	24	36	26	11	9	14	13	1850	1285	11,12	14,00
50	6	6	21	24	35	25	11	9	14	13	1850	1273	11,19	14,08
51	6	6	21	24	35	25	11	9	14	13	1800	1260	11,25	14,17
52	6	6	22	25	35	25	11	9	14	12	1800	1250	11,34	14,25
53	5	6	22	25	34	25	11	9	14	12	1800	1235	11,40	14,34
54	5	6	22	25	34	24	10	9	14	12	1750	1225	11,46	14,42
55	5	6	22	25	34	24	10	9	13	12	1750	1215	11,54	14,50
56	5	6	22	25	33	24	10	9	13	12	1750	1200	12,00	14,58
57	5	6	23	26	33	24	10	9	13	12	1700	1190	12,05	15,06
58	5	6	23	26	33	24	10	9	13	12	1700	1180	12,11	15,14
59	5	6	23	26	33	23	10	8	13	12	1700	1170	12,17	15,20
60	5	6	23	26	32	23	10	8	13	12	1650	1160	12,24	15,30

6. Speed. Assessed by the "relay" test for the speed of compression by the strongest hand of the falling ruler. For each centimeter equal to the age norm and less, 2 points are awarded.

The test is performed in a standing position. The strongest hand with extended fingers (palm edge down) is extended forward. The assistant takes a 50-cm ruler and sets it vertically (the number “zero” is facing the floor). In this case, your hand is approximately 10 cm below the end of the ruler.

After the “attention” command, the assistant must release the ruler within 5 seconds. The subject is faced with the task of grabbing the ruler with the thumb and forefinger as quickly as possible. The distance in centimeters is measured from the bottom edge of the palm to the zero mark of the ruler.

The test is carried out three times in a row, the best result is counted.

For example, for a 50-year-old man, the test result was 17 cm, which is 4 cm better than the age standard. For fulfilling the norm, there are 2 points and for exceeding it 4x2 = 8 points. The total amount is 10 points.

7. Dynamic strength (Abalakov's test). It is estimated by the maximum height of the jump up from a place. For each centimeter equal to and exceeding the standard value given in Table. 1 is awarded 2 points.

Test execution: the subject stands sideways to the wall next to a vertically fixed measuring scale (student ruler 1 m long). Without lifting his heels from the floor, he touches the scale as high as possible with his more active hand raised up. Then he moves away from the wall at a distance of 15 to 30 cm, without taking a step, jumps up, pushing off with both legs. With a more active hand, he touches the measuring scale as high as possible. The difference between the values ​​of the first and second touch characterizes the height of the jump. Three attempts are given, the best one counts.

For example, for a 50-year-old man, the result is 40 cm. This exceeds the age norm by 5 cm (see Table 1). For fulfilling the standard, 2 points are awarded, for exceeding - 5x2 = 10 points. The total is 10+2 = 12 points.

8. Speed ​​endurance. The maximum frequency of raising straight legs to an angle of 90 ° from a supine position in 20 seconds is calculated. For each lift equal to and exceeding the standard value, 3 points are awarded.

For example, in a 50-year-old man, the result of the test was 15 lifts, which exceeds the age norm by 4. 3 points are awarded for meeting the standard, and for exceeding 4x3 = 12 points. Total 15 points.

9. Speed-strength endurance. The maximum frequency of bending the arms in a lying position (women in an emphasis on their knees) is measured for 30 seconds with 4 points awarded for each bending equal to or exceeding the standard.

For example, when testing a 50-year-old man, the frequency of flexing the arms in support for 30 seconds was 18 times. This exceeds the age standard by 4 and gives 4x4 = 16 points, plus 4 points for fulfilling the standard value. The total amount is 20 points.

10. General endurance.

1) Persons not previously involved in exercise or those who have been exercising for less than 6 weeks can use the following indirect method.

Performing five endurance exercises (running, swimming, cycling, rowing, skiing or skating) for 15 minutes at a heart rate of at least 170 per minute minus age in years (the maximum allowable heart rate is 185 minus age) - gives 30 points, 4 times a week - 25 points, 3 times a week - 20 points, 2 times - 10 points, 1 time - 5 points, none and if the rules described above regarding the pulse and training equipment are not followed - 0 points.

No points are awarded for performing morning exercises.

general endurance is estimated by the result of a 10-minute run for the greatest possible distance. For the implementation of the standard given in table. 2, 30 points are awarded and for every 50 m of distance exceeding this value, 15 points. For every 50 meters below the age limit, 5 points are deducted from 30 points. The minimum number of points scored on this test is 0. The test is recommended for self-exercised individuals.

3) With a group form of classes the level of development of general endurance is assessed using races of 2000 m for men and 1700 m for women. The control is the standard time given in table. 1. 30 points are awarded for meeting the regulatory requirement and 15 points for every 10 seconds below this value. For every 10 seconds more than the age limit, 5 points are subtracted from 30 points. The minimum number of points for the test is 0.

For example, for a 50-year-old man, the result of a 10-minute run will be 1170 m, which is 103 m less than the age standard. Therefore, the total score for this test will be 30–10 = 20 points.

11. Recovery of the pulse.

1) For those who do not exercise after 5 minutes of rest in a sitting position, measure the pulse for 1 minute, then do 20 deep squats for 40 seconds and sit down again. After 2 minutes, measure the pulse again in 10 seconds and multiply the result by 6. Compliance with the initial value (before the load) gives 30 points, exceeding the pulse by 10 beats - 20 points, by 15 - 10 points, by 20 - 5 points, more than 20 beats - Subtract 10 points from the total.

2) Exercising for more than 6 weeks heart rate recovery is assessed 10 minutes after the end of a 10-minute run or a 2000 m run for men and 1700 m for women by comparing the pulse after running with the original value. Their coincidence gives 30 points, exceeding up to 10 strokes - 20 points, 15 - 10 points, 20 - 5 points, more than 20 strokes - 10 points should be subtracted from the total.

For example, in a 50-year-old man, the pulse rate before running was 70 per minute, 10 minutes after a 10-minute run - 72, which practically coincides with the initial pulse value and this provides 30 points.

results

After summing up the scores obtained for all 11 indicators physical state evaluated as:

- low– less than 50 points;
- below the average– 51–90 points;
- average– 91–160 points;
- above average– 160–250 points;
- high- more than 250 points. published

Instruction:“Carefully read ten sentences describing reactions to certain situations. You must evaluate each of them as true or false in relation to yourself. If the sentence seems to you true or mostly true, put next to the serial number - the letter "B", if not true or mostly incorrect - the letter "H".

1. I find it difficult to imitate the habits of other people.

2. I could probably play the fool to attract attention or amuse others.

3. I could make a good actor.

4. Other people sometimes think that I am experiencing something more deeply than it actually is.

5. In a company, I rarely find myself in the spotlight.

6.B different situations and in dealing with different people, I often behave in completely different ways.

7. I can only defend what I sincerely believe in.

8. To succeed in business and in relationships with people, I try to be the way they expect me to be.

9. I can be friendly with people I can't stand.

10. I am not always what I seem.

Calculation of results: 1 point is awarded for the answer "H" to questions No. 1,5,7 and for the answer "B" to all the rest. Calculate your points. If you sincerely answered the questions, then the following can be said about you:

0-3 points You have low communication control. Your behavior is stable and you do not consider it necessary to change depending on the situation. You are capable of sincere self-disclosure in communication. Some consider you "uncomfortable" in communication because of your straightforwardness.

4-6 points- You have an average communicative control, you are sincere, but not restrained in your emotional manifestations, you are considered in your behavior with other people.

7-10 - points - You have high communication control. You easily enter into any role, react flexibly to changing situations, feel good and are even able to anticipate the impression that you make on others.

People with high communicative control, according to Snyder, constantly monitor themselves, know well where and how to behave, control the expression of their emotions. At the same time, spontaneity of self-expression is difficult for them, they do not like unpredictable situations. Their position: "I am who I am at the moment." People with low communicative control are more direct and open, they have a more stable "I", little subject to change in various situations.

3. Test "Can you listen?"

The concept of "communication skills" includes not only the assessment of the interlocutor, the determination of his strengths and weaknesses, but also the ability to establish a friendly atmosphere, the ability to understand the problems of the interlocutor, etc.

Instruction:“Mark the situations that cause you dissatisfaction or annoyance and irritation when talking with any person - be it your friend, colleague, leader or just a random interlocutor.”

Situation options

situations defiant

1. The interlocutor does not give me a chance to speak out, I have something to say, but There is no way to insert a word. 2. The interlocutor constantly interrupts me during the conversation. 3. The interlocutor never looks in the face during a conversation, and I'm not sure if they are listening to me. 4. Conversation with a partner causes a feeling of waste of time. 5. The interlocutor is constantly fussing: a pencil and paper occupy him more than my words. 6. The interlocutor never smiles. I feel uneasy and anxious. 7. The interlocutor always distracts me with questions and comments. 8. Whatever I say, the interlocutor cools my ardor. 9. The interlocutor always tries to refute me. 10. The interlocutor distorts the meaning of my words and puts a different content into them. 11. When I ask a question, the interlocutor makes me defend myself. 12. Sometimes the interlocutor asks me again, pretending not to have heard. 13. The interlocutor, without listening to the end, interrupts me only to agree. 14. During the conversation, the interlocutor is concentrated on outsiders: he plays with a cigarette, wipes the glass, etc., and I am firmly convinced that he is inattentive at the same time. 15. The interlocutor draws conclusions for me. 16. The interlocutor is always trying to insert a word into my story. 17. The interlocutor always looks at me very carefully, without blinking. 18. The interlocutor always looks at me as if evaluating. It worries. 19. When I offer something new, the interlocutor says that he thinks the same. 20. The interlocutor replays, showing that he is interested in the conversation, nods his head too often, gasps and agrees. 21. When I talk about something serious, and the interlocutor inserts funny stories, jokes, anecdotes. 22. The interlocutor often looks at his watch during a conversation. 23. When I enter the office, he drops everything and turns all his attention to me. 24. The interlocutor behaves as if I'm preventing him from doing something important. 25. The interlocutor requires everyone to agree with him. Any of his statements ends with the question: “Do you think so too?” or "Do you disagree?"

Results processing: Calculate the percentage of situations that cause frustration and irritation.

70% - 100% - You are a bad conversationalist. You need to work on yourself and learn to listen.

40% - 70% - You have some flaws. You are critical of statements, you still lack some of the virtues of a good interlocutor, avoid hasty conclusions, do not focus on the manner of speaking, do not pretend, look for the hidden meaning of what was said, do not monopolize the conversation.

10% -40% - You are a good conversationalist, but sometimes you refuse your partner full attention. Repeat politely his statements, give him time to reveal his thought completely, adapt your pace of thinking to his speech and you can be sure that it will be even more pleasant to communicate with you.

0% - 10% - You are an excellent conversationalist. You know how to listen, your style of communication can become an example for others.

M. Snyder's test will allow you to determine the level of your communicative control. Is your behavior stable, or are you not restrained in your emotional manifestations? Are you able to respond flexibly to changing situations?

Read carefully ten sentences describing reactions to certain situations. You must evaluate each of them as true or false in relation to yourself.

If the sentence seems to you true or mostly true, put the letter “B” next to the serial number, if it is incorrect or mostly incorrect - the letter “H”.

1. It seems to me difficult the art of imitating the habits of other people.

2. I could probably play the fool to get attention or to amuse others.

3. I could make a good actor.

4. Other people sometimes think that I am experiencing something more deeply than it really is.

5. In a company, I rarely find myself in the spotlight.

6. In different situations and in communication with different people I often behave in completely different ways.

7. I can only defend what I sincerely believe.

8. In order to succeed in business and in relationships with people, I try to be the way they expect me to be.

9. I can be friendly with people I can't stand.

10. I'm not always what I seem.

People with high communicative control, according to Snyder, they constantly monitor themselves, know well where and how to behave, control the expression of their emotions. At the same time, spontaneity of self-expression is difficult for them, they do not like unpredictable situations. Their position: "I am who I am at the moment."

People with low communicative control more direct and open, they have a more stable "I", little subject to change in various situations.

Instruction:

One point is awarded for the answer "H" to questions 1, 5 and 7 and for the answer "B" to all the others.

Calculate your points.

If you sincerely answered the questions, then, apparently, the following can be said about you:

Results:

0-3 points- you have low communication control. Your behavior is stable, and you do not consider it necessary to change depending on situations. You are capable of sincere self-disclosure in communication. Some consider you "uncomfortable" in communication because of your straightforwardness. This can become a hindrance when working in a team, especially in a women's team, where, as you know, personal relationships mean a lot.

4-6 points- you have an average communicative control, you are sincere, but not restrained in your emotional manifestations, you are considered in your behavior with other people.

7-10 points- you have high communication control. You easily enter into any role, react flexibly to changing situations, feel good and are even able to anticipate the impression that you make on others. Professional communication is not a problem for you, but when it comes to deep relationships, sincerity and self-disclosure, you are uncomfortable without the usual roles and masks.

The formation of internal and external self-control helps to control life situations.

March 25, 2013

A person with external localization of self-control believes that the events happening to him are the action of external forces - chance, other people, etc. and do not depend on it. A person with internal localization of self-control considers the events happening to him as the result of his own activity. Between these two poles, many different positions are possible.

A high score on the above test corresponds to a high level of internal localization over any significant situations. Such people believe that most important events in their lives is the result of their own actions, that they can control them and, therefore, feel responsible for their life and destiny.

A low indicator corresponds to external localization. People of this type do not see the connection between their actions and events that are significant for them in their lives, do not consider themselves capable of controlling the development of these events and believe that most of them are the result of an accident or the actions of other people.

It is important for an entrepreneur to be closer to the pole of internal self-control. He must be aware that external circumstances are only the conditions in which he acts. They may be better or worse, but if he cannot act effectively in them, then this is due to HIS qualities.

Instructions for passing the self-control test

To pass the self-control test, answer "yes" or "no" according to your agreement or disagreement with the statements below.

1. Read each statement and decide how well it describes you. Be honest with yourself. Remember that no one can do everything very well, it is even bad to do everything very well.

• 5 - always;
• 4 - usually;
• 3 - sometimes;
• 2 - rarely;
• 1 - never.

3. Write your chosen score next to the statement. For example: "I remain calm in stressful situations" - 2 Those whose mark does not exceed "2" consider that this statement plays an insignificant role for them.

4. Some statements may be similar, but no two are exactly the same.

5.Please answer all questions.

Entrepreneurship Test Claims

1. Promotion depends more on luck than on the characteristics and efforts of a person.

2. Most divorces come from the fact that people did not want to adapt to each other.

3. Illness is a matter of chance: if you are destined to get sick, then nothing can be done.

4. People find themselves lonely because they themselves do not show interest and friendliness to others.

5. The fulfillment of my desires often depends on luck.

6. It is useless to make efforts in order to win the sympathy of other people.

7. External circumstances - parents and well-being - affect family happiness no less than the relationship of spouses.

8. I often feel like I have little influence on what happens to me.

9. As a rule, management is more effective when it fully controls the actions of subordinates, and does not rely on their independence.

10. My grades in the stake often depended on random circumstances, such as the mood of the teacher, than on my own efforts.

11. When I make plans, in general, I believe that I can carry them out.

12. What many people think is luck or good luck is actually the result of long, focused efforts.

13. I think that the right lifestyle can help health more than doctors and medicines.

14. If people are not suitable for each other, then no matter how hard they try to adjust family life they still can't.

15. The good that I do is usually appreciated by others.

16. Children grow up the way their parents raise them.

17. I think that chance or fate does not play an important role in my life.

18. I try not to plan too far ahead because a lot depends on how things turn out.

19. My grades in school depended most of all on my efforts and degree of preparedness.

20. In family conflicts, I often feel guilty for myself than for the opposite side.

21. The life of most people depends on a combination of circumstances.

22. I prefer the kind of guidance that allows you to determine for yourself what and how I do.

23. I think that my lifestyle is in no way the cause of my illnesses.

24. As a rule, it is an unfortunate set of circumstances that prevents people from succeeding in their business.

25. In the end, the people who work in it are responsible for the poor management of the organization.

26. I often feel that I can’t change anything in the existing relationships in the family.

27. If I want, I can win over almost anyone.

28. The rising generation is affected by so many different circumstances that the efforts of parents to educate them are often futile.

29. What happens to me is the work of my own hands.

30. It is difficult to understand why leaders act in this way and not otherwise.

31. A person who could not succeed in his work, most likely did not show enough effort.

32. More often than not, I can get what I want from my family members.

33. In the troubles and failures that were in my life, other people were more often to blame than myself.

34. A child can always be protected from colds if he is monitored and dressed correctly.

35. In difficult circumstances, I prefer to wait until problems resolve themselves.

44. Most of the failures in my life came from inability, ignorance or laziness and depended little on luck or bad luck.

The result of the self-control test

To determine the result of the self-control test, you need to assign points according to the following scheme.

Points on the scale of subjective internal self-control are awarded,

if the answer is "yes" to the following questions:
2, 4, 11, 12, 13, 15, 16, 17, 19, 20, 22, 25, 27, 29, 31, 32, 34, 36, 37, 39, 42, 44.

And if the answer is "no" to the following questions:
1, 3, 5, 6, 7, 8, 10, 14, 18, 21, 23, 24, 26, 28, 9, 30, 33, 35, 38, 40, 41, 43.

Each of these answers is assigned 1 point. Points are summed up. The maximum score is 44. The closer your total is to 44, the higher your level of internal self-control over any significant situations.

Individual lesson on the topic:

"Self-Control Behavior".

Event theme: individual lesson on the topic"Self-Control Behavior".

Target: To acquaint the child with the concept of self-control, to identify the features of self-control in this child, to explain the importance of self-control of behavior.

Tasks:

1. To form the correct attitude of the child to the will and self-control.

2. Reveal the child's self-control.

3. Motivate the child for the independent development of self-control.

Equipment: Leaves, pens.

Decor: Posters, drawings.

Lesson progress:

Preparatory stage.

Conducting the lesson:

Introduction.

Conversation: Characteristics of the will.

Volitional qualities of the personality.

Self-control test.

Conclusion.

3. The final stage.

Analysis

1. Introduction.

Directed ethical work, necessarily carried out by the teacher against the background of teaching mental self-regulation, should lay the foundations of morality in students.

There are options for completing groups, both from children or adolescents, and together with their parents. In the latter case, the program is built for the younger ones, but parents willingly participate in such activities. One of the advantages of the second option of work is the emergence of common interests in the family and overcoming its disunity.

Without special medical indications, exercises with reflexogenic zones of the emotional-volitional sphere should not be performed with children and adolescents (with the exception of the simplest exercises with anahata). The reason is that these exercises are incompatible with the intake of alcohol during and after the course.

The emphasis in the work should not be on obtaining high results, but on broadening the horizons, on broadly informing students in order to help them make a choice. life path when they grow up.

Enrich your classes with aesthetics and sports!

1. You can supplement them with choreography, music, photography, painting, tourism, hardening, ecology, literary criticism, philosophy - depending on the area of ​​competence of the teacher.

2. Perhaps the use of exercises with reflexogenic zones of the emotional-volitional sphere and other similar techniques by specially trained doctors for the treatment of certain children's neurological and mental diseases.

3. Most easily, children and adolescents master exercises with figurative representations. It is usually more difficult for them to master concentration

4. An interesting positive effect is the presence (but not participation on an equal footing) of children in out-of-town classes of groups where their parents study. With an unobtrusive attitude towards them, children turn on an important learning mechanism - imitation.

The problem of WILL, arbitrary volitional regulation behavior and its impact on various activities man has long occupied the minds of scientists.

It is known that human behavior is determined by various physiological and psychological mechanisms. On the one hand, these are unconditioned reflex and conditioned reflex mechanisms, and on the other, voluntary control, which is associated not only with physiological, but also with psychological mechanisms. The development and formation of the will and volitional qualities of a person begins from the very beginning. early childhood. Much contributes to this process, many factors influence it - both the communication of the child with peers, and the games in which he takes part. Educational activities provide great opportunities for the volitional development of the personality.

On the initial stage school education Educational activity occupies one of the central places in life and personal development children, it is the leading type of activity. The child's psyche, the development of his volitional qualities are not only manifested in activity, but also formed in it. However, in the process of educational activity, not only the volitional sphere of the student is formed, but also the volitional development of the personality has a direct impact on the course of educational activity and on the progress of schoolchildren. The issue of the influence of volitional development on the study and academic performance of schoolchildren is one of the topical issues of modern pedagogical psychology.

2. Characteristics of the will.

In psychology, will is defined as a property human psyche, which manifests itself in active self-determination and self-regulation of one's activity and behavior in spite of external and internal obstacles, influences and influences. Thanks to the will, a person can, on his own initiative, based on a perceived need, perform actions in a pre-planned direction and with a pre-foreseen energy. A person can organize his mental activity accordingly and direct it. By an effort of will, one can restrain the external manifestation of emotions or even show the opposite. Overcoming obstacles and difficulties is associated with the so-called. volitional effort, i.e. a special state of neuropsychic tension, which mobilizes the physical, intellectual and moral forces of a person.

The nature of the human will . Volitional actions are determined by external objective circumstances, in particular the conditions, lifestyle and human activities. These influences are remote and indirect and, as a result, are not always realized, which sometimes creates the illusion of absolute arbitrariness of human actions. Free will does not consist in an imaginary independence from the laws of nature and the laws of community development, and in, based on the knowledge of these laws, the ability to use them for certain purposes. However, human volitional activity, being objectively conditioned, is not understood as a fatal adherence to external circumstances, supposedly relieving a person from responsibility for his actions. It is possible to correctly understand and evaluate the volitional action of a person only if not only the goals, but also the motives of the action are known, since the same act, depending on this, can have a different moral characteristic.

The human will is characterized by various qualities : purposefulness, determination, perseverance, endurance (self-control), discipline, courage, courage, etc. Will plays an important role in the structure of character, being, in a certain sense of the word, its “core”.

3.Volevye personality traits.

The manifestation of will in various specific situations and in various activities allows us to talk about the volitional qualities of the individual.

The innate component is the ability due to natural inclinations, and the acquired component is the experience of a person: his skills and knowledge related to self-stimulation, the formed achievement motive, the formed strong-willed attitude not to give in to difficulties, which becomes a habit with repeated successful overcoming of such difficulties. The manifestation of each volitional quality depends on both one and the other component, i.e. this is both the realization of the ability to volitional effort, and the ability to manifest it.

Patience is understood in psychology as a single long-term opposition unfavorable factors(mainly physiological conditions) that cause fatigue, hypoxia or hunger, thirst, pain. The duration of volitional activity depends on the energy of activity: the stronger the need and the greater the energy resources of the body, the longer a person can maintain volitional tension.

Tenacity and stubbornness . Perseverance is understood by psychologists as the desire to achieve "here and now", i.e. instantaneous, desired or necessary, including success in activity, despite the existing difficulties and failures.

perseverance, according to the definition of the famous scientist V.K. Kalina, is an emotional-volitional quality, in which emotional and volitional components at different stages of activity can be represented in different ways.

Autonomy and initiative . Independence is defined as the ability to carry out any activity without outside help. It manifests itself in independent decision-making, the implementation of the planned, self-control, in taking responsibility for the actions of others. Independence as a strong-willed trait is already inherent in preschoolers, however, the motives for its manifestation in children of different ages are different.

Initiative is manifested in such actions of schoolchildren or their groups, which served as the beginning of a new movement or a change in the forms of activity. In moral terms, initiative is characterized by social courage, the absence of fear to take responsibility for the action taken.

Discipline and organization . Disciplined behavior presupposes the observance of the established order, organization, restraint. Disciplined behavior leads to the formation of discipline as a personality trait, which is based on the desire and ability to manage one's behavior in accordance with the tasks set.

Diligence - this is the desire to do any work, the task well and in good faith. On the one hand, a motivational and moral moment is clearly traced in diligence: the student’s desire to do work, the desire to show himself, the desire not to disgrace himself, to be honest with the task assigned, etc.

Energy is defined as the ability, by an effort of will, to quickly raise activity to the required level, up to the highest.

Heroism and courage .

integrity is a property of the individual, which is a reflection of the ideological nature of a person. A principled person is one who firmly (strictly) and consciously adheres to any principles, i.e. views, ideas, beliefs that determine the norm of his behavior. The basis for such firmness of views and beliefs can be as confidence in one's rightness, in the justice of one order or another.

A noticeable development of the will is observed in adolescence when there is a significant growth of a conscious attitude to reality, teaching, the growth of the motives of societies, order (a sense of duty, responsibility).

To correct indiscipline, the teacher can take the following measures: :

1. Involving undisciplined students in various types of socially useful activities, taking into account their interests and values, giving the assigned work significance for the entire team, and not just for a particular student.

2. Representation by undisciplined students of the initiative in some socially useful matters.

3. Strengthening in undisciplined students of faith in their own strength.

4. Use of methods of persuasion, encouragement, public approval, tact, trust.

5. Use of the public opinion of the class against the persistent violators of discipline.

The development of student independence. The development of independence goes through a number of stages. At the first stage, independence is manifested only in the execution of what was planned only by the teacher or the teacher together with the students. At the second stage, independence is manifested not only in performance, but also in self-control. At the third stage, they are joined by the possibility of independent planning of activities. At the fourth stage, a creative initiative appears, i.e. independence in setting a goal, choosing ways to achieve it, in taking responsibility for the implementation of the case.

4. Test for self-control.

Questionnaire to identify the severity of self-control in the emotional sphere, activity, behavior (social self-control) G.S. Nikiforov, V.K. Vasiliev, S.V. Firsov.

Instruction:

Now I will read to you (you) a series of questions that you will need to answer. There can be no right or wrong answers here. People are different, and everyone can express their opinion. At the top of the sheet, write your class, age, gender, first name, and the first letter of your last name. Answering each question, you will have to choose one of the three answers offered to you, the one that best suits your views and actions. If you don't understand something, ask.

1. Don't spend a lot of time thinking about answers. Give the answer that comes to your mind first.

2. Try not to resort too often to intermediate answers like: “I don’t know”, “something in between”, while choosing the option that suits you best.

3. Be sure to answer the questions in a row without missing anything.

4. Answer honestly and sincerely. Do not try to make a good impression with your answers, (answers can only be decrypted using a special key that only we know, and the answers to each question will not be considered at all, only general indicators are of interest), they (your answers) must be true you will help us a lot in our work. Thank you in advance for your help.

test material:

1. I am considered a quick-tempered, unrestrained person:

a) yes (0)

b) not sure (1)

c) no (2).

2. I give up my seat in public transport to the elderly and passengers with small children:

a) in any case (2)

b) sometimes (1)

c) only if insisted on it (0).

3. I tend to follow the manifestation of my feelings:

a) always (2)

b) sometimes (1)

c) rarely (0).

4. If something in the received task remains incomprehensible to me, I:

a) I always clarify all ambiguities before completing the task (2)

b) I do this sometimes (1)

c) I clarify ambiguities along the way (0)

5. I check my actions while I work:

a) constantly (2)

b) case by case (1)

c) rarely (0)

6. Before making any argument, I prefer to wait until I am convinced that I am right:

a) always (2)

b) usually (1)

c) only if appropriate (0)

7. I think that each specific situation requires a certain style of dress:

a) agree (2)

b) partly (1)

c) disagree (0)

8. I usually express my opinion after the elders in age and position:

a) yes (2)

b) not always (1)

c) no (0)

9. I like work that requires conscientiousness, precise skills:

a) yes (2)

b) something in between (1)

c) no (0)

10. If I blush, I always feel this:

a) yes (2)

b) sometimes (1)

c) no (0)

11. In the process of work, I try to check the correctness of its implementation:

a) always (2)

b) case by case (1)

c) only when I am sure that I made mistakes (0)

12. If I have doubts about whether I correctly understood the meaning of the read service text, then I:

a) I re-read the obscure place in the text (2)

b) I do this sometimes (1)

c) I do not betray this value, I proceed to the next stage of work (0)

13. At the end of the work, I bring my workplace in order, preparing it for the next working day:

a) usually (2)

b) sometimes (1)

c) rarely (0)

14. I am a rather demanding person and always insist that everything be done as correctly as possible:

a) yes (2)

b) something in between (1)

c) no (0)

15. In my actions, I always try to carefully adhere to the rules of conduct accepted in society:

a) yes (2)

b) not sure (1)

c) no (0)

16. I am not rude even with those people who are very unpleasant to me:

a) true (2)

b) not always (1)

c) false (0)

17. If when reading the instructions I meet any ambiguities, then I:

b) I do this sometimes (1)

c) trying to figure them out (2)

18. I often get angry with people too quickly:

a) yes (0)

b) sometimes (1)

c) no (2)

19. In public places, I try not to speak loudly:

a) always follow this rule (2)

b) sometimes I follow this rule (1)

c) rarely follow this rule (0)

20. Errors in the work performed should be corrected:

a) only if someone points them out (0)

b) something in between (1)

c) don't wait for others to point them out (2)

21. When I am very worried about something, I stop monitoring my actions:

a) almost always (0)

b) sometimes (1)

c) rarely (2)

22. When I plan my activities, I provide time for checking the work done:

a) always (2)

b) sometimes (1)

c) rarely (0)

23. When completing a task, I am satisfied only when due attention is paid to all the little things:

a) correct (2)

b) not sure (1)

c) wrong (0)

24. Speaking to an audience, I try to follow my voice and gestures:

a) always (2)

b) sometimes (1)

c) rarely (0)

25. I do not start work until I am convinced that everything necessary for this is already in its usual place:

a) usually (2)

b) sometimes (1)

c) rarely (0)

26. When leaving home, I don’t have the habit of checking if I turned off the light, gas, iron, iron and water:

a) agree (0)

b) not sure (1)

c) disagree (2)

27. In communication I:

a) freely express my feelings (0)

b) something in between (1)

c) do not express my feelings (2)

28. If I unwittingly violated the rules of conduct while in society, then I soon forget about it:

a) yes (0)

b) something in between (1)

c) no (2)

29. Sometimes I am told that my voice and mannerisms show excessive excitement:

a) yes (0)

b) not sure (1)

c) no (2)

30. I keep order in my room, all things always lie in their places:

a) yes (2)

b) something in between (1)

c) no (0)

31. I am a punctual person and usually I am not late for anything:

a) true (2)

b) not always (1)

c) false (0)

32. Under the influence of the moment, I rarely say things about which I later regret very much:

a) correct (2)

b) not sure (1)

c) wrong (0)

33. They tell me that when I tell something too enthusiastically, my speech becomes somewhat confused:

a) true (0)

b) partly (1)

c) wrong (2)

34. I eat with such pleasure that at the same time I am not always neat, like others:

a) correct (0)

b) not sure (1)

c) wrong (2)

35. When I'm upset, I make sure to hide my feelings:

a) correct (2)

b) something in between (1)

c) wrong (0)

36. When talking, I prefer:

a) express thoughts as they come to my mind (0)

b) something in between (1)

c) first formulate a better thought (2).

Interpretation:

About the propensity toemotional self-control testify to the answers on the points: 1,3,10,18,24,27,29,32,33,35.

About the propensity toself-control in activities : 4,5,9,11,12,13,14,17,20,22,23,25. At the same time, 4,12,25 are aimed at identifying the degree of severitypreliminary control , and 5, 11, 23 -current , i.e. self-control, already included in the process D.

About the propensity tosocial self-control behavior : 2, 6, 7, 8, 15, 16, 19, 26, 28, 30, 31, 34, 36.

The degree of severity of the tendency to self-control (by type and overall) is determined by the total score (in accordance with the scores for each answer - from 0 to 2).

social self control - this is a combination of emotional, communicative, behavioral and activity (self-control in activity) self-control.

Self-control in the emotional sphere - it is the ability of a person to keep emotions under control and restrain negative actions when faced with resistance or hostility from others or when working in stressful conditions.Emotional self-control is seen as a component of the construct of more high level in the hierarchy of personality constructs - adaptability (adaptability)

Self control in activities - propensity for organizational activity and achievement of success in those professions where objectivity, determination, balance are required. Determines the severity of the volitional characteristics of the individual. This factor is one of the most important for predicting the success of the activity. It is positively associated with the frequency of leadership selection and the degree of activity in solving group problems. High discipline, purposefulness, strong will, the ability to control one's emotions and behavior, consciousness, a tendency to observe etiquette. In order to meet such standards, the individual requires the application of certain efforts, the presence of clear principles, beliefs and consideration of public opinion.

Self control in behavior - if a person was able to change his behavior here and now, but this applies only to a specific situation, this is a situational change in his own behavior. If he changed his behavior in general, fundamentally, and this change for a long time concerns a large number significant situations, then we are talking about self-control of behavior.

The behavior of an individual with a pronounced ability to self-control is characterized by the following features.

– The ability to maintain a calm state, smooth restrained social relations and a calm environment when solving any, even complex problems.

– The ability to effectively manage your emotions.

– Ability to effectively manage the emotions of others.

5. Conclusion.

Will in psychology is defined as the ability of a person to act in the direction of achieving a consciously set goal, while overcoming external and internal obstacles. If necessary strong-willed person knows how to abandon the intended or ongoing action if it no longer meets the changed circumstances. Such a person also has the ability, if necessary, to refrain from this or that action.

Overcoming obstacles and difficulties is associated with the so-called. by force of will

The volitional sphere of personality is revealed in volitional qualities. All volitional qualities of a person are divided into two large classes: volitional qualities proper (simple qualities) and moral-volitional qualities (complex ones). In turn, the proper volitional qualities are divided into two groups. The first group includes volitional qualities associated with the purposefulness of the individual (patience, perseverance, perseverance), and the second group includes volitional qualities that characterize self-control (restraint, courage, determination, etc.).

The volitional qualities of a person are formed in the process of all human life, including in educational activities. In turn, the volitional qualities of schoolchildren influence their learning activities and achievement.

Literature.

1. Stolyarenko L.D. Pedagogical psychology. - Rostov near/Don: Phoenix, 2006. - 542 p.

2. Modern vocabulary in Pedagogy / Comp. Rapatsevich E.S. - Mn .: " modern word", 2001. - 928 p.

3. Reader in psychology. / Ed. A.V. Petrovsky. - M.: Enlightenment, 1987. - 447 p.