Related report: « Health-saving technologies in physical education lessons »

Domestic scientists (A.P. Matveev, V.I. Lyakh, L.B. Kofman, V.S. Kuznetsov) theoretically substantiated the meaning, content of physical education classes, worked out the issues of the method of conducting, based on their different types and forms. All this formed the basis of various physical culture programs, providing a solution to the issues of preserving and strengthening the health of schoolchildren, based on the requests of the state at a certain stage in the development of society. “Health does not mean simply the absence of disease: it is something positive, it is a cheerful and willing fulfillment of the duties that life places on a person.”

Based on the foregoing, I consider the goal of my professional activity to be the search for the most optimal means of preserving and strengthening the health of students, the creation of favorable conditions for the formation of an attitude towards a healthy lifestyle in children. This work should form a personality from the child, developed comprehensively and harmoniously. My main areas of focus are:

1. Strengthening discipline and instilling a conscious attitude to physical education and sports;

2. Increasing the general average level of physical fitness of students;

3.Popularization and promotion of a healthy lifestyle;

4. Stimulating the participation of children in competitions in various sports.

There are principles of health-saving technologies, without which the lesson will not carry a positive content. Therefore, I build my work methodology according to the following principles:

1Accounting for age-related individual characteristics;

2. Accounting for the state of health of the student and his individual psychophysical characteristics when choosing forms, methods and means of education;

3. Structuring the lesson into 3 parts depending on the level of performance of students (introductory part, main and final part)

4. The use of health-saving actions to maintain working capacity and expand the functional capabilities of the students' organism.

Due to the age characteristics of schoolchildren, the use of strength exercises in physical education lessons is limited. They must have a speed-strength orientation, with a limitation of static components. Based on this, I use speed exercises taking into account age characteristics.

At primary school age, I use a variety of tasks that require quick short-term movements and local movements. These are exercises with a short and long rope, relay races with running, exercises with throws and catching the ball, etc.

In middle school age, I use speed-strength exercises: jumps, multi-hops, jumps and jumps at a pace, variable accelerations in running, throwing, as well as repeated overcoming of short distances (from 30 to 60 m) at maximum speed.

At senior school age I use a complex of actual speed, speed-strength exercises and exercises for the development of speed endurance. I increase the running distance to develop speed to 80-100 m.

I combine speed exercises in children with muscle relaxation exercises: I teach them the ability to relax muscles in the course of the exercises (for example, in running after repulsion, you need to relax the muscles of the lower leg).

Teaching motor skills and abilities is the most important task of the lesson in physical education. On the initial stage learning (the stage of knowledge and skills) the technique of sprinting, I use the frontal method. When teaching the work of the hands, I explain to the students the technique of the starting position and starting acceleration. The next stage of training is distance running and finishing acceleration. When teaching distance running, I focus students on the straightness of movement (the shortest path), as well as on the correct setting of the foot when running and the work of the hands.

One of the conditions successful learning gymnastic exercises is the constant improvement of physical qualities, so I pay a lot of attention in the lessons to their development and improvement, including in the lessons of teaching gymnastics. These are general developmental exercises with stuffed balls: for example, lifting a stuffed ball 4-5 times with each hand individually up and lowering it.

In autumn and spring I conduct monitoring (test) on the basics of physical training, includes:

1.Speed ​​abilities - run 30m, s

2. Coordination abilities - shuttle run 3x10m, s

3.Speed-strength abilities - long jump from a place, cm

4. Endurance - 6-minute run, m

5. Power - pulling up on a high bar from the hang, the number of times (boys), the press, the number of times in 30s (girls).

One of the problems is how to build work with children who are overly slender or, conversely, overweight? How can such children be involved in full-fledged physical education, what should I pay special attention to in the first place? Here are a few specific examples of work in the various sections of the curriculum:

During running training, I always make sure that both overweight and thin, like all weakened children, do not run “through strength”. When running for endurance, especially at the initial stage of training, they always follow the premise: Tired - you can take a step, but never abruptly stop running, do not stop.

In the sprint, I try to complete the races in such a way that there is not too much difference in the speed training of the guys.

I organize jumps and throws in groups formed according to the motor fitness of students. In high jumps, I often use an inclined rope. For those who find it difficult, and it can be both overweight and excessively thin, they overcome the rope from the end where it is stretched closer to the ground. When throwing, I always emphasize the physical strength of overweight guys and good coordination of thin ones.

Depending on the tasks to be solved and the physical condition of the students, I vary the length of the distance covered, the number of repetitions, the duration of pauses in relay races and games.

At the end of each lesson or part of it, I reflect on the state of the child, his attitude to what is happening, his experiences in the lesson.

The most important component of health-saving activity is the rational organization of the motor regime, integral part which mobile games can be used. The inclusion of games in a lesson or a training session in extracurricular activities always causes positive emotions in children, a special interest in learning and improving certain skills and abilities.

Taking into account the age characteristics of students is important when choosing a game in the lesson. I use the most accessible games: pioneer ball, shootout, folk outdoor games. Their positive side is: a minimum of time spent on learning the technique and a maximum of time for the game itself. This approach gives a real opportunity to get out of the most difficult situation of immobility of children.

Introductory part - 8-10 min. I use methods of frontal or circular training.

The main part - 20-25 minutes. In it we solve the lessons educational tasks.

Game - 10-12 min. For younger children, I offer games with a story, relay races, outdoor and folk games. For middle school age - mobile and sports (pioneer ball, football, basketball), relay race games. For senior school age - mainly sports games (volleyball, basketball, football).

The final part - 1-2 minutes. for summing up the lesson, reflection.

As a result of conducting lessons according to such a scheme, against the background of emotional activity, indicators of the physical fitness of students improve. The cohesion of the guys has noticeably increased, their relationships have improved, friendly ties have strengthened, and interest in independent physical exercises has increased.

When conducting lessons in elementary school, I use the same type of exercises for all classes, but with different complexity and dosage of their implementation. When preparing a lesson, I select the appropriate program material and differentiate it by class. For example, we perform exercises with the ball like this:

2nd grade students toss the ball and catch it after clapping their hands behind their backs 6-8 times; 3rd-4th grade students toss and catch the ball with one hand or throw the ball with one hand and catch it with the other after hitting the ball on the floor 10-18 times .

In order not to overly expand the range of training tools, I gradually complicate any of the exercises already mastered by introducing various obstacles, additions to the rules, and changing the way of movement. For example, I allow 4th graders to pass the ball to partners with only two hands or only one hand from the shoulder, in the 5th grade - to pass with a step, and then carry out this exercise with two balls.

With the help of relay races and outdoor games such as "Day and Night", "Jumpers", "Pass and sit down", aimed at developing a certain motor quality or improving one motor skill, I regulate the duration and intensity of work, the duration and nature of rest.

When teaching schoolchildren to play basketball, for the development of speed-strength abilities in outdoor games, I use stuffed balls, weighing from one kilogram in grade 4 and up to 3-4 kilograms in grades 8-9. The essence of the health-saving technology is that the game must be completed at the moment when the students are still passionate, but the first signs of fatigue are already visible. According to my observations, these signs are manifested in a decrease in the interest of the players, the appearance of lethargy in movements, inattention, more frequent violation of the rules, an increase in the number of technical errors during throws and passes, as well as reddening of the skin, a sharp increase in breathing, sweating, etc.

To relieve excessive physical stress during the game, I periodically take breaks, filling them with an analysis of technical or tactical errors, clarifying certain points of the rules, scoring or introducing additional obstacles and requirements for the players.

The end of the game should not be unexpected for the participants, for this I warn the players: “We play for 1 more minute”, “We play until the ball is scored in the basket”, or if the score is equal, I say: “The team that made two accurate throws into the opponent’s basket earlier won” .

In high school I use additional tasks. For example, before the start of a two-sided game, I set the condition that those players who do not have time to return to their own half of the court (or to the free throw area) with a productive fast break of the opponents must make 5-10 jumps in place with pulling their knees to their chest or jump on one foot to their shield (front line) and only then join the game, while their partners, in the meantime, organize a retaliatory attack, being in a numerical minority.

In grades 9-10, with the help of basketball, I solve various problems of comprehensive physical training of students. So, I offer high school students a game with the task of putting pressure on defense all the time and attacking as quickly as possible (for this, I limit possession of the ball to 10 seconds). At the same time, each student spends 3-4 shifts on the site for 2 minutes each, and in 4-5-minute pauses he is engaged in juggling and throws. This task contributes to the directed education of high-speed abilities of high school students.

The work of a physical education teacher is unthinkable without implementation extracurricular activities which contributes to the formation of a positive attitude towards a healthy lifestyle among students. In order to implement school curriculum"Healthy Lifestyle", I organize and conduct school-wide sports holidays and competitions: monthly Health Days, "Sports Games", "Funny Starts".

A differentiated and individual approach to students allows us to create a situation of success for children with different physical abilities.

Health-saving educational technologies are many of the psychological and pedagogical techniques familiar to most teachers, methods, technologies that do not cause direct or indirect harm to health (Smirnov N.K.).

Health and a healthy lifestyle do not yet occupy the first places in the hierarchy of human needs in our society. But in accordance with the Law “On Education”, it is the health of schoolchildren that belongs to the priority areas of state policy in the field of education.

The issue of maintaining the health of students at school today is very acute. Physicians note a trend towards an increase in the number of students with various functional abnormalities, chronic diseases. However, in curriculum There is only one subject that can, to a certain extent, compensate for the negative impact of the intensification of the educational process: an increase in physical inactivity, a decrease in the physical activity of students - this is the subject "Physical Education".

Therefore, every physical education teacher faces questions:

How to organize the activities of schoolchildren in the classroom in order to give each student the optimal load, taking into account his preparedness, health group?

How to develop students' interest in physical education lessons, the need for a healthy lifestyle, given the emergence of stronger interests in the lives of schoolchildren?

How to make an attractive physical education lesson for all children? How to achieve an optimal combination of health-improving, training, educational components of physical activity in a lesson?

How to make the subject "Physical Education" have a holistic effect on schoolchildren, stimulating their conscious self-development, self-improvement, self-realization.

When addressing these issues, contradictions.

On the one hand, a teacher of physical culture in the process of his activity must take into account the multifunctionality of the lesson, on the other hand, an increase in the requirements for its valeological orientation;

on the other hand, a high level of requirements for the physical fitness of graduates, on the other hand, a decrease in interest in physical education lessons.

Therefore, there is problem, relevant for both pedagogical science and practice: how to effectively organize the educational process without harming the health of schoolchildren? It can be answered subject to the approach to the organization of training from the standpoint of the three principles of valueology: the preservation, strengthening and formation of health.

IN AND. Kovalko writes that the success of work on the implementation of health-saving technologies depends on many components:

active participation in this process of the students themselves;

creation of a health-saving environment;

high professional competence and literacy of teachers;

systematic work with parents;

close interaction with the socio-cultural sphere.

Preparing a child for a healthy lifestyle based on health-saving technologies should become a priority in the activities of every educational institution for school-age children. To achieve the goals of health-saving technologies, the following conditions must be taken into account:

• The first condition for recovery is the creation of a hygienic regime at physical education lessons. My duties include the ability and readiness to see and identify obvious violations of the requirements for hygienic conditions for the lesson and, if possible, change them in better side– herself, with the help of the administration, a medical worker, class teachers
• The second is the use of the healing forces of nature, which has a significant impact on the achievement of the goals of health-saving technologies in the classroom. Conducting outdoor activities helps to activate biological processes, increase the overall performance of the body, slow down the process of fatigue, etc.
• The most important condition is to provide an optimal motor regime during physical education lessons, which allows satisfying the physiological need for movement, contributes to the development of basic motor qualities and maintenance of working capacity at high level throughout school day, weeks and years.

Only the complex use of these funds will help solve the problem of recovery.

I understand perfectly well that it is impossible to force all schoolchildren to engage in physical culture and their health, for this we need certain incentives and motives.

To create conditions for motivation for physical education, I use:

1. Valeological education of students and their parents.

At parent-teacher meetings, I widely cover issues related to the state of health, the conditions for its preservation and strengthening, talk about disease prevention, and the need for good nutrition. I include parents in the process of discussing problems, I give statistical data. In the classroom, I practice talking about a healthy lifestyle. When performing various exercises, I explain to the children the meaning of each of them. For the purpose of a more visual representation of a healthy lifestyle, I use computer presentations. This in a special way stimulates the cognitive activity of students, increases interest in the topic, and contributes to the assimilation of the basic rules for maintaining a healthy lifestyle.

2. The main types of non-traditional lessons are role-playing lessons, health lessons. At the lessons of children's health, I divide them into groups, in groups of weakened children I follow the principles and norms for providing children with such exercises that help relieve mental stress, I exclude long-term static loads. I use physical exercises that are aimed not only at physical development children, but also having a therapeutic and educational effect, corrective, corrective exercises. For example, walking on stairs, gymnastic sticks, rope strengthens and develops the muscles of the foot and prevents the development of flat feet. Rope and hoop exercises contribute to the formation of correct posture, have a beneficial effect on the cardiovascular and respiratory systems.

3. I combine game, competitive and circular methods. Applying this or that method, I take into account the age characteristics of students, do not allow overwork, direct their actions and control the load. In order to fully and accurately describe the technique of exercises, for clarity, I show the sequence of actions. In my practice, I use the methods of analysis of exercises, I suggest, I help to perform, but at the same time I take into account the physical development and level of physical fitness of the child. I am sure that the methods of persuasion and encouragement have a special impact on children.

It is on the interest of children in classes that it is necessary to build lessons, thereby forming skills and abilities that provide motivation for health. In my lessons I try to create such conditions so that the child “has an appetite” to engage in physical culture and sports, so that he understands the usefulness of movements for his health.

But only in physical education lessons we will not be able to solve the problem of organization physical activity students, prevention of hypodynamia. And here an important role is played by extra-curricular forms of physical culture and health-improving and sports-mass work.

Prevention of physical inactivity largely depends on the position of the family to this problem. That is why I place great emphasis on involving families in various extracurricular activities. In our school, there are already traditional events with the participation of parents: “Dad, mom, I am a sports family”, “Merry anthill”, “Bogatyr's games”, “Together with dad it's good”.

To analyze my activities, I conduct an annual monitoring of the state of physical fitness of students in order to:

1. To identify the state of physical fitness and health of schoolchildren.
2. Develop recommendations for individual work to improve the physical fitness of students.
3. To analyze the effectiveness of work on physical education, the preservation and strengthening of the health of students at school.

This monitoring is carried out according to the following scheme:

To the generally accepted control tests offered by the program, I add tests of presidential competitions, I conduct them not twice a year, but every quarter. The tests are aimed at developing basic motor qualities: flexibility, endurance, strength, speed, coordination abilities. According to the testing data, groups of students that need to be corrected are identified, and I carry out correctional work with them. To do this, I develop sets of exercises aimed at developing lagging physical qualities.

I enter the test results of each class in the “Health Passport”, and the students fill out self-control diaries, in which it is very clearly visible whether there is a positive trend or not, and what should be worked on especially. Thus, many students are trying to improve their results, and it remains only for me to suggest how to do this.

Analyzing the results of my work, I note that the introduction of a system of work on health-saving educational technologies has made it possible to:

1. Increase academic performance in the subject.

2. To increase the dynamics of the growth of physical fitness of students.

3. Increase students' interest in physical education and motivation to maintain a healthy lifestyle.

4. Increase the dynamics of the health status of students

Health-saving technologies should undoubtedly be used in the process of improving the health of schoolchildren, in particular, in physical education lessons.

Health-saving technologies in physical education lessons

Health-saving technologies in physical education are a set of techniques, methods, techniques, teaching aids and approaches to the educational process, in which at least 4 requirements are met:
1. Accounting for the individual characteristics of the child.
2. The activity of a teacher in terms of the implementation of health-saving technologies in physical education lessons should include familiarization with the results of medical examinations of children, their consideration in educational work; assistance to parents in building a healthy life of students and the family as a whole
3. Avoid excessive debilitating physical, emotional, stress during mastering educational material.
4. Ensuring such an approach to the educational process that would guarantee the maintenance of only a favorable moral and psychological climate in the team. Among the health-saving technologies used in the education system, there are several groups that differ in different approaches to protecting health and, accordingly, in different methods and forms of work. Physical culture teachers are close to sports and health technologies. They are aimed at the physical development of students. These include: hardening, training of strength, endurance, speed, flexibility and other qualities that distinguish a healthy, trained person from a physically weak one.
By the nature of the action, the following technologies are distinguished:

Stimulants. They allow you to activate the body's own forces, use its resources to get out of an undesirable state. Examples can be - temperature hardening, physical activity.

Protective and preventive. This is the fulfillment of sanitary and hygienic standards and requirements. Limitation of the maximum load, excluding overwork. The use of safety equipment and protective devices in gyms that exclude injuries.

Compensatory-neutralizing technologies. These are physical education minutes, physical education breaks, which to some extent neutralize the adverse effects of static lessons.

Information-training technologies. Provide students with the level of literacy needed to effectively care for their health.

Means of health-saving technologies.
To achieve the goals of health-saving educational technologies of training, the following groups of means are used:
1. means of motor orientation;
2. healing forces of nature;
3. hygiene factors.
The complex use of these tools allows us to solve the problems of pedagogy of health improvement.
The means of motor orientation include such motor actions that are aimed at the implementation of the tasks of health-saving educational technologies of training. This is movement; physical exercises, physical education minutes and moving changes; emotional discharges and moments of "peace", gymnastics (health, finger, corrective, respiratory, for prevention colds, for cheerfulness); physical therapy, outdoor games; specially organized motor activity of the child (health-improving physical education, timely development of the basics of motor skills); massage, self-massage; psychogymnastics, trainings, etc.
The use of the healing forces of nature has a significant impact on the achievement of the goals of health-saving educational learning technologies. Conducting classes in the fresh air helps to activate the biological processes caused by the learning process, increase the overall performance of the body, slow down the process of fatigue, etc.
Taking into account the influence of meteorological conditions (solar radiation, the effect of air and water temperature, changes in atmospheric pressure, movement and ionization of air, etc.) on certain biochemical changes in the human body that lead to changes in the health status and performance of students can help to remove the negative impact of education on schoolchildren.
As relatively independent means of healing, one can single out sun and air baths, water procedures, herbal medicine, aromatherapy, inhalation, vitamin therapy (vitaminization of the diet, iodization of drinking water, the use of the amino acid glycine twice a year - in December and spring in order to strengthen the memory of schoolchildren). It is possible to introduce new elements into the life of the school - phytobars, a physiotherapy room, health trainings for teachers and students.
The hygienic means of achieving the goals of health-saving educational learning technologies that promote health and stimulate the development of the adaptive properties of the body include:

Fulfillment of sanitary and hygienic requirements regulated by SanPiNs; personal and public hygiene (cleanliness of the body, cleanliness of places of employment, air, etc.); ventilation and wet cleaning of premises; compliance with the general mode of physical activity, diet and sleep; teaching children basic skills in washing hands, using a handkerchief when sneezing and coughing, etc. teaching children elementary methods of a healthy lifestyle (HLS), the simplest skills in providing first aid for cuts, abrasions, burns, bites); organizing the procedure for vaccinating students in order to prevent infections; limitation of the maximum level of training load in order to avoid overwork.
Failure to comply with hygienic requirements for conducting classes reduces the positive effect of the health-saving educational technologies of training.

One of the main requirements for the use of the above means is their systematic and complex application in the form of classes using preventive techniques; with the use of functional music; audio accompaniment of lessons, with alternating classes with high and low physical activity; in the form of rehabilitation measures; through mass health-improving events, health-improving health holidays; going out into nature, excursions, through health-saving technologies of the process of learning and development in working with the family in order to promote a healthy lifestyle in the system of organizational, theoretical and practical classes in parent lectures, in working with the teaching staff as teaching teaching staff in an innovative educational institution.

Autonomous educational institution

higher professional education

"Leningrad State University named after A.S. Pushkin"

Boksitogorsk Institute (branch)

Final qualifying work

Pedagogical health-saving technologies at physical culture lessons in grades 5-7

Student 4-f gr.

Specialty 050720.52

A.Yu. Bazhulin

Supervisor

Physical education teacher

V.V. Eretin

Pikalevo 2013

Introduction

1.3 Means, methods and techniques of health-saving technologies

CHAPTER 2. Organization of educational activities in the conditions of health-saving technologies in the classroom

physical education

2.3 The effectiveness of the use of health-saving technologies in physical education lessons in grades 5-7

Conclusion

Bibliography

Applications

Introduction

In accordance with the Law of the Russian Federation "On Education", the health of schoolchildren is attributed to the priority areas of state policy in the field of education.

Health is one of the most important components of human well-being, happiness, one of the inalienable human rights, one of the conditions for successful social and economic development of any country.

The issue of maintaining the health of students at school today is very acute. The intensity of students' educational work is very high, which is a significant factor in the deterioration of health and the growth in the number of various deviations in the state of the body. The reasons for these deviations are a sedentary lifestyle (physical inactivity), the accumulation of negative emotions without physical discharge, as a result of which psycho-emotional changes occur: isolation, imbalance, excessive excitability.

Due to the deteriorating level of health of the younger generation, there is a need to organize a physical education lesson with an emphasis on solving the health problems of physical education, without violating the educational component of the process. Therefore, at the lessons of physical culture, it is necessary to pay special attention to the organization of health-saving factors, which determines the relevance of the final qualifying work.

The purpose of the work: to study health-saving technologies, to consider the impact of the use of sports and health technologies in physical education lessons on the health of students in grades 5-7.

Object of research: health-saving technologies at physical culture lessons.

Subject of study: the impact of health-saving technologies on the health of students in physical education lessons.

Research objectives:

1. Study and analysis of literary sources on the research topic.

2. To study the principles, methods and means of health-saving technologies.

3. Consider the impact of health-saving technologies on the health of students in grades 5-7 at physical education lessons.

4. To investigate the practical application of sports and health technologies in physical education lessons in grades 5-7.

The hypothesis of the study is that health-saving technologies can be effective if methods and means are correctly defined, and the principles of their application in physical education lessons are disclosed.

Theoretical base of the research. Questions, application of health-saving technologies in physical education lessons, in different time such scientists as Maksimenko A.M., Matveev L.P., Lyakh V.I., Kholodov Zh.K. were engaged, whose works formed the basis for writing this entry qualifying work.

Research methods: analysis of psychological, pedagogical and literature, experiment, statistical data processing.

Research base: elementary school MBOU "Secondary School No. 2" in Pikalevo.

The novelty of the study is as follows:

The effectiveness of health-saving technologies in physical education lessons in grades 5-7 has been determined;

It has been experimentally proven that the use of health-saving technologies in physical education lessons in grades 5-7 contributes to the preservation and strengthening of students' health, provides an increase in physical fitness, functional state, physical development and health level of students.

The practical significance of the work lies in the fact that the results of the study can be used in practical work to organize work at physical education lessons that promote the health of schoolchildren, improve indicators of physical and functional fitness, as well as form adolescents' interest and need in systematic physical education.

The structure of the final qualifying work. The final qualifying work consists of an introduction, which reflects the relevance, formulates the purpose of the study and sets the research objectives, outlines the main ways of their implementation.

The first chapter deals with health-saving educational technologies, their classification, principles, means, methods of health-saving technologies, stages of the learning process.

The second chapter describes the organization of educational activities in the conditions of health-saving technologies in physical education lessons, the main forms of organization of education, the technology of organizing a physical education lesson, the role of a physical education teacher in improving the health of students, shows the effectiveness of using health-saving technologies in physical education lessons in grades 5-7 .

In conclusion, conclusions about the study are presented.

The list of references is represented by a list of literary sources used in the preparation of the final qualifying work.

Application contains practical material research.

health-saving lesson physical culture

CHAPTER 1. Theoretical basis health-saving technologies

1.1 The essence of health-saving technologies in the process of physical education

The physical development of schoolchildren includes those qualitative changes that occur in strengthening and improving the physical strength of a person and his health under the influence of a favorable environment. natural environment and specially organized education. Along with the implementation of physical development, it is designed to arouse interest and need for physical culture and sports, to promote a deep understanding of the psychophysiological foundations of physical education and health promotion, as well as mental, moral and aesthetic development.

Physical education acts as a multifaceted process of organizing active physical culture and health-improving activities of students, aimed at strengthening the need for physical culture and sports, understanding their psychological foundations, developing physical strength and health, as well as developing sanitary and hygienic skills and healthy lifestyle habits (24 , p. 98).

An essential component of the content of physical education is the enrichment of students with a system of knowledge about the essence and social significance of physical education lessons and their impact on the comprehensive development of the individual. Active development of the values ​​of physical culture can be successfully carried out if the student knows himself as a person, knows his age characteristics, physical abilities and their impact on his health.

A great place in physical education is occupied by the formation of sanitary and hygienic skills in the organization of work and reasonable rest, the correct alternation of mental studies with physical exercises and a variety of practical activities among schoolchildren. This includes maintaining proper body and clothing hygiene, adherence to the requirements of the daily routine, as well as sanitary and hygienic rules in the school.

A very important content part of physical education is the development of students' motor skills and abilities, the development and improvement of the external culture of behavior: posture, gait, dexterity, speed of motor reactions.

Physical education classes at school have a real chance to affect, first of all, the level of physical health of schoolchildren - the level of growth and development of organs and systems of the body, which is based on functional reserves that provide adaptive reactions.

Health-saving technologies just imply an integrated approach to improving the health of students. The complex of health saving measures in the framework of the implementation of physical education at school includes the following activities:

Carrying out complex diagnostics;

Organization of training sessions with a health-saving orientation;

Promotion of healthy lifestyles;

The use of physical exercises for the prevention of diseases;

The use of complexes of exercises of therapeutic physical culture with children (4, p. 35).

Health-saving technology is a system of measures that includes the relationship and interaction of all factors of the educational environment aimed at maintaining the health of a child at all stages of his education and development (4, p. 190). In this case, at least 4 requirements must be met:

1. Taking into account the individual characteristics of students.

2. Instilling knowledge in the child in the ability to independently protect himself from stress, resentment, insults, teaching him the means of psychological protection.

3. Avoid excessive debilitating physical, emotional, intellectual stress when mastering educational material.

4. Ensuring such an approach to the educational process, which would guarantee the maintenance of only a favorable moral and psychological climate in the team (4, pp. 191-192).

Groups of health-saving technologies used in the education system, which use a different approach to protecting health, and, accordingly, different methods and forms of work:

1. Medical and hygienic technologies, which include a set of measures aimed at maintaining proper hygienic conditions in accordance with the SanPinNov regulations, and the functioning of a medical office in schools. Creation of dental, physiotherapy and other medical rooms to provide daily assistance to schoolchildren and teachers, conducting physical therapy classes, “mountain air” rooms, etc.

2. Physical culture and health technologies that are aimed at the physical development of those involved: hardening, training strength, endurance, speed, flexibility and other qualities. Basically, these technologies are implemented in physical education lessons and in the work of sports sections.

3. Ecological health-saving technologies help to educate schoolchildren in love for nature, the desire to take care of it, and familiarize students with research activities in the field of ecology, etc., all this has a powerful pedagogical impact, shaping the personality, strengthening the spiritual and moral health of students.

4. Technologies for ensuring life safety are implemented by specialists in labor protection, protection in emergency situations, architects, builders, public utilities, etc. (10, p. 135).

By the nature of the action, the following technologies are distinguished:

Stimulants. They allow you to activate the body's own forces, use its resources to get out of an undesirable state. Examples can be - temperature hardening, physical activity.

Protective and preventive. This is the fulfillment of sanitary and hygienic standards and requirements. Limitation of the maximum load, excluding overwork. The use of safety equipment and protective devices in gyms, excluding injuries.

Compensatory-neutralizing technologies. These are physical education minutes, physical education breaks, which to some extent neutralize the adverse effects of static lessons.

Information-training technologies. Provide students with the level of literacy necessary for effective health care (10, p. 204).

Since the preservation of health is considered in this case as a special case of the main task - preservation, the requirements and recommendations of these specialists are subject to mandatory consideration and integration into the general system of health-saving technologies. The literacy of students on these issues is ensured by studying the OBZh course, teachers - by the BZD courses, and the director is responsible for ensuring safe conditions for staying at the school.

Health-saving educational technologies should be recognized as the most significant of all those listed in terms of the degree of impact on the health of students. Their main distinguishing feature is not the place where they are implemented, but the use of psychological and pedagogical techniques, methods, technologies, approaches to solving emerging problems.

1.2 Principles of health-saving technologies

The purpose of health-saving educational technologies is to provide the student with the opportunity to maintain health during the period of study at school, to form the necessary knowledge, skills, and habits for a healthy lifestyle, to teach him to use the acquired knowledge in everyday life. The main indicator that distinguishes all health-saving educational technologies is regular express diagnostics of the state of students and monitoring of the main parameters of the development of the body in dynamics (beginning-end of the school year), which allows us to draw appropriate conclusions about the state of health of students.

The goals of health-saving educational technologies of education define the principles of education, which reflect the pressing social needs. They act in an organic unity, forming a system that includes general methodological and specific principles that express the specific patterns of healing pedagogy.

General methodological principles are the main provisions that determine the content, organizational forms and methods of the educational process in accordance with the general goals of health-saving educational technologies.

A systematic impact on the body and psyche of students can be successful only if the methodology for applying health-saving effects is consistent with the laws of this application (18, pp. 75 - 76).

Consider the principles of health-saving technologies.

The principle of consciousness and activity - aims at the formation of students' deep understanding, sustainable interest, meaningful attitude to cognitive activity. An increase in consciousness and activity is facilitated by the use by the teacher of special methodological techniques that solve the problems of rehabilitation pedagogy. Realizing the health-improving effect of vigorous activity on the body, the child learns to independently and creatively solve cognitive problems.

The principle of activity - involves in students a high degree autonomy, initiative and creativity.

The principle of visibility - obliges to build the learning process with the maximum use of forms, involving the human senses in the process of cognition. The principle of visualization contributes to the directed impact on the functions of the sensory systems involved in the cognitive process.

The principle of systematicity and consistency is manifested in the relationship of knowledge, skills and abilities. Regularity, regularity, continuity in the educational process throughout the entire period of study in a general education school ensures the principle of systematicity. Assimilation of the benefits of health-saving measures requires their repetition.

The principle of repetition of skills and abilities is one of the most important. As a result of repeated repetitions, dynamic stereotypes are developed. The nature of the elements of activity can be manifested in a change in exercises and the conditions for their implementation, in a variety of methods and techniques, various forms ah jobs.

The inclusion of variable changes in stereotypes implies the observance of the principle of gradualness. It implies continuity from one level of education to another.

The principle of accessibility and individualization has its own characteristics in the health-improving orientation of health-saving educational technologies.

The principle of individualization is carried out on the basis of the general patterns of training and education. Based on individual characteristics, the teacher comprehensively develops the child, plans and predicts his development. Taking into account the level of individual readiness of the student, his motor abilities and state of health, ways of improving skills and abilities, building a motor mode, familiarizing with various forms of cognitive activity are outlined. Using the natural data of the child, the teacher directs and stabilizes his comprehensive development. The purpose of the principle of accessibility and individualization is seen in the exclusion of negative and harmful consequences for the body of students due to excessive requirements and tasks.

The principle of continuity expresses the patterns of building the pedagogy of health improvement as an integral process. It is closely related to the principle of systemic alternation of loads and rest. The combination of high activity and rest in various forms of student activity increases their effectiveness, which is expressed in the dynamism of regular changes in the content and form of functional load parameters from lesson to lesson, from stage to stage.

The principle of cyclicity contributes to streamlining the process of healing pedagogy. It consists in a repeating sequence of classes, which improves the preparedness of the child for each subsequent stage of learning.

The formation of motor skills and abilities, the motor abilities of the child, the functional capabilities of the body develop in the process of using the means of health-saving technologies based on the principle of taking into account the age and individual characteristics of students. The principle of all-round and harmonious development of the individual is of paramount importance. It promotes the development of psychophysical abilities, motor skills and abilities, carried out in unity and aimed at the comprehensive - physical, intellectual, spiritual, moral and aesthetic - development of the child's personality.

The principle of health orientation solves the problem of strengthening the health of the child in the learning process.

The principle of an integrated interdisciplinary approach to teaching schoolchildren involves close interaction between teachers and medical workers.

The principle of active learning, which consists in the widespread use of active forms and methods of learning (training in pairs, group work, gaming technologies, etc.).

The principle of connection between theory and practice calls for students to be persistently taught to apply their knowledge on the formation, preservation and promotion of health in practice, using the surrounding reality not only as a source of knowledge, but also as a place for them. practical application(15, pp. 124-126).

Conclusion: in the educational community educational process should be guided by the principles of health-saving technologies, as they are aimed at strengthening the physiological and mental health students, on the development of cognitive activity of students. To implement these principles, the means, methods and techniques of health-saving technologies are used.

1.3 Means, methods and techniques of health-saving technologies

The age of students in grades 5-7 refers to adolescence. At this time, there is a powerful rise in vital activity, a deep restructuring of the body. Teenagers are characterized by increased activity - they want to know everything, and even more - to be able to. These features of age development create prerequisites for the inclusion of adolescents in active physical education and sports. The needs for motor activity, physical activity, communication and self-affirmation are manifested in unity, and their satisfaction occurs in the first place. The purpose of health-saving educational technologies is to provide the student with the opportunity to maintain health during the period of study at school, to form the necessary knowledge, skills, and habits for a healthy lifestyle, to teach him to use the acquired knowledge in everyday life. To achieve these goals, the following groups of funds are used:

1) means of motor orientation;

2) healing forces of nature;

3) hygiene factors (13, p. 87).

The complex use of these tools allows us to solve the problems of pedagogy of health improvement.

The means of motor orientation include such motor actions that are aimed at the implementation of the tasks of health-saving educational technologies of training. This is movement; physical exercises; physical education and moving changes; emotional discharges and moments of "rest" gymnastics (health, finger, corrective, respiratory for the prevention of colds, for cheerfulness); physical therapy, outdoor games; specially organized motor activity of the child (health-improving physical education, timely development of the basics of motor skills); massage, self-massage; psycho-gymnastics, trainings, etc. (14, p. 204-205).

The use of the healing forces of nature has a significant impact on the achievement of the goals of health-saving educational learning technologies. Conducting classes in the fresh air helps to activate the biological processes caused by the learning process, increase the overall performance of the body, slow down the process of fatigue, etc.

Taking into account the influence of meteorological conditions (solar radiation, the effect of air and water temperature, changes in atmospheric pressure, movement and ionization of air, etc.) on certain biochemical changes in the human body that lead to changes in the health status and performance of students can help to remove the negative impact of education on schoolchildren.

Sun and air baths, water procedures, herbal medicine, inhalation, vitamin therapy (vitaminization of the diet, iodization of drinking water, the use of the amino acid glycine twice a year - in December and spring in order to strengthen the memory of schoolchildren) can be distinguished as relatively independent means of healing. It is possible to introduce new elements into the life of the school - phytobars, a physiotherapy room, health trainings for teachers and students.

The hygienic means of achieving the goals of health-saving educational learning technologies that promote health and stimulate the development of adaptive properties of the body include: fulfillment of sanitary and hygienic requirements regulated by SanPiNs; personal and public hygiene (cleanliness of the body, cleanliness of places of employment, air, etc.); ventilation and wet cleaning of premises; compliance with the general mode of physical activity, diet and sleep; instilling elementary skills in washing hands, using a handkerchief when sneezing and coughing, teaching children elementary methods of a healthy lifestyle, basic first aid skills for cuts, abrasions, burns, bites; organizing the procedure for vaccinating students in order to prevent infections; limitation of the maximum level of training load in order to avoid overwork.

Non-observance of hygienic requirements for conducting classes reduces the positive effect of health-saving educational technologies of training.

One of the main requirements for the use of the above means is their systematic and complex application in the form of classes using preventive techniques; audio accompaniment of lessons, with alternating classes with high and low physical activity; in the form of rehabilitation measures; through mass recreational activities; access to nature, excursions, through sports and health-improving health-saving technologies of the process of learning and development in working with the family in order to promote a healthy image.

Methods of health-saving technologies.

The methods of health-saving educational teaching technologies are understood as methods of using means that allow solving the problems of health improvement pedagogy (3, p. 193).

A teaching method is an ordered activity of a teacher aimed at achieving a given learning goal (1, p. 68). Teaching methods are often understood as a set of ways, ways to achieve goals, solve educational problems. In health-saving educational technologies of teaching, two groups of methods are used (7, p. 155).

Specific (characteristic only for the process of rehabilitation pedagogy) and general pedagogical (used in all cases of education and upbringing). Only the optimal combination of specific and general pedagogical methods in accordance with methodological principles can ensure the successful implementation of a set of tasks of health-saving educational technologies for teaching.

General pedagogical methods include: storytelling, conversation, discussion, exercises, visualization, practical method, game, competitive method, educational, educational and educational programs.

In the structure of methods, techniques are distinguished as an integral part in the implementation of the method. Receptions can be classified as follows:

* protective and preventive (personal hygiene and hygiene education);

* compensatory-neutralizing (physical education, gymnastics, physiotherapy exercises, trainings that allow you to partially neutralize stressful situations);

* stimulating (include elements of hardening, physical activity, psychotherapy techniques);

* information and training (letters addressed to parents, teachers).

The use of methods and techniques depends on the professionalism of the teacher, on his personal interest.

1.4 Stages of the learning process in the conditions of health-saving technologies

In the process of learning, in accordance with the ideas of health-saving educational technologies, the task is to form the necessary knowledge, skills and abilities of the student in a healthy lifestyle, teach how to use the knowledge, skills and abilities, teach how to use the knowledge gained in everyday life.

The entire learning process in the context of health-saving pedagogy includes three stages, which differ from each other both in particular tasks and in the features of the methodology (2, p. 95).

1. The stage of initial acquaintance with the basic concepts, ideas.

The goal is to form the basis of a healthy lifestyle for the student and to achieve the implementation of elementary rules of health saving.

Main goals:

1) To form a semantic idea of ​​the elementary rules of health saving.

2) Create elementary ideas about the basic concepts of a healthy lifestyle.

3) Achieve the implementation of the elementary rules of health saving (at the level of the initial skill).

4) Prevent misunderstanding of the basic concepts of a healthy lifestyle.

These problems are solved one by one. Ideas about the elementary rules of health saving are formed as a result of the teacher’s explanation, the perception of the movements shown in the physical education minutes, viewing visual aids, analyzing one’s own muscle and other sensations that arise during the first attempts to complete the complexes, and observing the actions of other students. All this creates an indicative basis, without which it is impossible to master the rules of health saving.

Stage of in-depth study.

The goal is to form a full understanding of the basics of a healthy lifestyle.

Main goals:

1) Clarify the idea of ​​the elementary rules of health saving.

2) Achieve conscious implementation of the elementary rules of health saving.

3) Formation of practically necessary knowledge, skills, rational methods of thinking and activity.

These tasks can be solved simultaneously. The effectiveness of training at this stage largely depends on the correct and optimal selection of methods, techniques and teaching aids. Using active learning methods, it is necessary to use visualization in combination with it, aimed at creating feelings of a healthy lifestyle. The method of verbal influence changes its forms, the analysis and analysis of the rules of health savings, conversation, discussion become the leading ones.
At this stage, a complex of various means is widely used (means of motor orientation; health-improving forces of nature; hygienic factors).

The effectiveness of the use of various means is achieved with strict observance of the following points: a) the goals and objectives of using a particular tool in a particular lesson; b) the structural relationship of this tool and method with the main content of the lesson; c) control and self-control of the implementation of the rules of health savings.

The stage of consolidating knowledge, skills and abilities for health protection and their further improvement.

The goal is the ability to translate into a skill that has the possibility of its targeted use.

Main goals:

1) Achieve stability and automatism in the implementation of health-saving rules.

2) Achieve the implementation of the rules of health saving in accordance with the requirements of their practical use.

3) Ensure that the rules of a healthy lifestyle are used in a variety of ways, depending on specific practical circumstances.

These tasks can be solved both simultaneously and sequentially, as they are interconnected. At this stage, the number of repetitions of the use of basic concepts and ideas about a healthy lifestyle in normal and new, unusual conditions increases, which allows you to develop a flexible skill in applying existing knowledge in various conditions.

Thus, having studied the literature, we came to the conclusion that in order to improve knowledge, skills and abilities in health saving, various methods and techniques are used: a practical method, a cognitive game, a situational method, a gaming method, a competitive method, active teaching methods, educational, educational and educational programs. The teacher chooses the means in accordance with the specific conditions of work. These can be elementary movements during the lesson; physical exercises; physical education and moving changes; "minutes of rest", various types of gymnastics (health, finger, corrective, breathing, for the prevention of colds, for vivacity); physiotherapy; outdoor games; specially organized motor activity of the child (health-improving physical education, timely development of the basics of motor skills), massage, trainings.

CHAPTER 2. Organization of educational activities in the conditions of health-saving technologies at physical education lessons

AT modern school lesson form of education is the main one. This form provides for various forms of organization of the educational process: home study work (self-study), excursions, practical classes and industrial practice, seminars, extracurricular educational work, extracurricular activities, consultations, tests, exams.

Lesson forms of classes are characterized by the fact that the activities of students are managed by a teacher who, for a strictly established time in a specially designated place, manages the educational process with a relatively constant group of students (class) in accordance with the requirements of the pedagogical laws of education and upbringing. At the same time, the frequency of classes, their duration and interconnection are strictly observed. In our country, physical education lessons are held 3 times a week and have a duration of 45 minutes (except for first grade students) (6, p. 98).

In the theory and practice of teaching, the following classifications of lessons are traditional: according to the main didactic goal; according to the main method of their implementation; on the main stages of the educational process (17, p. 155).

Classification according to the main method of conducting divides them into lessons: in the form of a conversation; in the form of a lecture; in the form of an excursion; independent work of students; laboratory and practical work; combinations of various forms of training (24, p. 135).

If the main stages of the educational process are taken as the basis for the classification, lessons of the following types are distinguished: introductory; initial acquaintance with the material; formation of concepts, establishment of laws in practice; repetitions and generalizations; control; mixed or combined (24, p. 136).

In an endless stream of many lessons, one can note a certain repetition and isolate the structures of lessons that occur more often than others. Thus, the structures of lessons of various types are determined:

1) combined (mixed);

2) lessons in learning new knowledge;

3) lessons in the formation of new skills;

4) lessons of generalization and systematization;

5) lessons of control and correction of knowledge, skills;

6) lessons in the practical application of knowledge and skills (20, p. 56).

The objectives of the lesson, its content and structure, teaching methods - all this should be aimed at ensuring that students experience satisfaction in the process of educational work in the lesson. The modern teacher is free in his choice of building a lesson. It is important that the lesson is achieved the main objective learning.

2.1 Organization of physical education lessons in grades 5-7

Physical education lessons use health-saving technologies in physical education - this is a set of techniques, methods, techniques, teaching aids and approaches to the educational process, in which at least four requirements are met:

1) Accounting for the individual characteristics of the child.

2) The activity of a teacher in terms of the implementation of health-saving technologies in physical education lessons should include familiarization with the results of medical examinations of children, their consideration in educational work; assistance to parents in building a healthy life of students and the family as a whole.

3) Avoid excessive debilitating physical, emotional, stress during the development of educational material.

4) Ensuring such an approach to the educational process that would guarantee the maintenance of only a favorable moral and psychological climate in the team (24, p. 204).

Currently, health-saving educational technologies used in physical education lessons in grades 5-7 include technologies that are based on age features cognitive activity of children, learning at the optimal level of difficulty (complexity), variability of methods and forms of learning, the optimal combination of motor and static loads, learning in small groups, the use of visualization and a combination of various forms of providing information, creating an emotionally favorable atmosphere, the formation of positive motivation for learning (“pedagogy of success”), on cultivating knowledge on health issues among students (22, p. 177).

It is very important for the teacher to organize the lesson correctly, because. it is the main form pedagogical process. The level of hygienic rationality of the lesson largely determines the functional state of schoolchildren in the process of learning activities, the ability to maintain mental performance at a high level for a long time and prevent premature fatigue. We must not forget that hygienic conditions affect the state of the teacher, his health. And this, in turn, affects the condition and health of students. According to the Research Institute of Pediatrics, students in grades 5-7: 14% of children are practically healthy; 50% of children have deviations in the development of the musculoskeletal system; 35 - 40% of children suffer from chronic diseases (11, p. 78).

The main modern requirements applied to a lesson with a complex of health-saving technologies:

The rational density of the lesson (the time spent by schoolchildren on educational work) should be at least 60% and not more than 75-80% (10, p. 136);

The number of types of educational activities (questioning, writing, reading, listening, storytelling, looking at visual aids, answering questions, solving examples, etc.) should be 4-7, and their change should be carried out after 7-10 minutes. (10, p. 139);

The lesson should include activities that promote the development of memory, logical and critical thinking;

During the lesson, at least 2 teaching technologies should be used (when choosing technologies, it is also necessary to take into account: whether they contribute to the activation of initiative and creative self-expression of students);

Training should be carried out taking into account the leading channels for the perception of information by students (audiovisual, kinesthetic, etc.);

The scientific character of the studied material should be controlled;

It is necessary to form external and internal motivation of students' activities;

It is necessary to carry out an individual approach to students, taking into account personal capabilities;

In the lesson, you need to create a favorable psychological climate and, of course, situations of success and emotional relaxation, because. the result of any work, and especially mental, depends on the mood, on the psychological climate - in an unfriendly environment, fatigue comes faster;

It is necessary to include in the lesson technological techniques and methods that promote self-knowledge, self-esteem of students;

To increase efficiency and suppress fatigue, it is necessary to include physical exercises in the lesson, determine their place, content and duration (preferably at the 20th and 35th minutes of the lesson, lasting 1 minute, consisting of 3 light exercises with 3-4 repetitions each) (11, p. 175);

It is necessary to produce purposeful reflection throughout the lesson and in its final part.

To prepare and conduct a lesson that meets all of the above requirements, the teacher's professional competence in matters of health-saving educational technologies is necessary, so there is a need for additional raise qualifications of teachers of any specialty and working with a different contingent of students, creating conditions for an interested attitude to learning. Situations of success contribute to the formation of positive motivation for the learning process as a whole, thereby reducing emotional tension, improving the comfort of the relationship of all participants in the educational process, thereby implementing the basics of health-saving technologies in the organization of the educational process.

At the lessons of physical culture, it is necessary to pay special attention to the organization of health-saving factors.

Control tests, tasks, tests and should only provide initial information for the development of individual tasks, the essence of which is that the student must move further in each regular period of time, which will be confirmed by the next test. If this did not happen, then the teacher should make appropriate adjustments to the individual tasks. It is fundamentally important that at the same time the student should not be compared with others on the principle of “better or worse than others”, but compared with himself: today I have become better than yesterday, and tomorrow I will try to become better than today. However, for this task to be real and stimulate students to active work. So far, the assessment criteria are based on comparing the results of mastering knowledge and skills with some far-fetched "average" values. In this case, a strong student does not feel the need for everyday educational work, and a weak one, feeling doomed, does not feel the desire for it. And if the student does not understand the significance of the educational material, then the selectively working subconscious mind immediately after receiving the grade helps him quickly forget unnecessary material. In this case, the consistency in mastering the basics of knowledge is violated, and each new material turns out to be divorced from the previous one, independent and even far-fetched.

When conducting physical education lessons, it must be remembered that the physical load on the student's body should increase gradually, reaching a maximum in the second half of the lesson, and then gradually decrease again to the level that was at the beginning of the lesson. In accordance with this, the most typical scheme of a physical education lesson is the following:

Introductory part (3-5 min). The purpose of this part of the lesson is to get the students organized, increase their attention, and create a cheerful mood in the classroom. In the introductory part, the construction and calculation of students takes place, the report is submitted to the duty officers. Then the teacher explains the tasks and content of the lesson, conducts light combat exercises, walking, running and performing various attention exercises (21, p. 104).

The next stage of the lesson is the preparatory part (8-15 minutes). In this part of the lesson, the task is to prepare students for the implementation of basic exercises, the comprehensive effect on the muscles and ligaments of the body is enhanced, exercises are carried out for dexterity, coordination of movements and the development of a sense of rhythm (21, p. 105).

Then comes the main part of the lesson (20-30 minutes). In this part of the lesson, basic physical exercises are carried out: running, jumping, throwing grenades, shots, climbing, games, etc. The teacher should pay special attention to the development of dexterity, strength, endurance, determination and the ability of students to act in a team. In order to maintain the attention and interest of students in classes, it is necessary to diversify the exercises, explain their meaning and effect on the body (21, p. 107).

The last stage of the lesson is the final part. In this part of the lesson, you should bring the students to a calm state and summarize the lessons. The content of the final part - walking, elements of drill. In physical education lessons, girls should be given a slightly smaller load than boys, and if possible, it is better to divide the class into two subgroups. Naturally, when conducting physical education classes, it is necessary to take into account the age of students, to prevent their overload and overwork.

2.2 The role of the physical education teacher in maintaining and strengthening the health of students

Physical culture among other subjects occupies one of the priority places. It lays the foundations of physical and spiritual health, on the basis of which the versatile development of the personality is only possible. The basis of physical culture is expedient methods and norms of physical activity aimed at improving the natural qualities and abilities of the individual. This is the only subject that forms in students a competent attitude towards themselves, towards their body, contributes to the education of strong-willed and moral qualities, the need to promote health and self-improvement.

A physical education teacher must be a good organizer, have a wide range of training in order to conduct lessons at the highest level, organize and take an active part in all sports events together with children (inside and outside the school), organize classes in various sports sections in extracurricular time, by personal example, try to show students about the need and benefits of playing sports.

In many cases, the personal example of the teacher and his knowledge in the field of physical education give a strong motivation and impetus to classes.

The main task of a physical education teacher is to preserve and strengthen the health of the younger generation. Physical education is the only subject in the school that performs precisely these tasks. By his actions, a physical education teacher can destroy a young, growing organism, or he can turn him from a weak, sickly little man into a full-fledged, healthy citizen of his country.

The teacher's activity in the aspect of the implementation of health-saving technologies in physical education lessons should include familiarization with the results of medical examinations of children, their consideration in educational work; assistance to parents in building a healthy life of students and the family as a whole.

The criterion for the health-saving qualities of educational technologies in solving protection against pathogenic factors with their help will be the presence or absence of a deterioration in the health of students and teachers, which is in obvious connection with the impact of such factors. This criterion is consistent with the practice of our healthcare system (you should only go to the doctors when you get sick). It conflicts with the principles of preventive medicine and the concept of health adopted by the World Health Organization, according to which health is not only the absence of disease, but also the state of complete physical, mental and social well-being of children's health status largely depends on their attitude to physical culture, Therefore, one of the tasks of the teacher is to instill interest in his subject.

The need to preserve the health of schoolchildren is now a top priority for the school. The future of our country depends on the improvement of society as a whole. Consistent, systematic work directed to the child from all sides (parents, teachers), not imposing it, but convincing, leads to a positive result. Appendix 1 presents the Health Passport of students in grades 5 - 7 for 2012 - 2013 academic year. From his materials it follows that in each class the number of students is from 21 to 24 people. The majority of students (about 90%) are in the main health group, preparatory group about 6% of children belong, and about 2% belong to the special one. 4% of students have exemption from physical education classes

From the diagram compiled on the basis of the data of the Health Passport of students in grades 5-7 for the 2012-2013 academic year and placed in Appendix 2, it can be seen that out of 134 students, only 42% (57 students) are healthy students, and 58% (77 students .) are students with various types of diseases.

Achieving a positive pedagogical effect, high results of teaching activities is provided by targeted health-saving technologies. The word technology in pedagogy denotes a set of pedagogical processes of physical education of schoolchildren (training, education, development).

Health-saving technologies ensure the achievement of a positive pedagogical effect, high results of teaching activities. On the other hand, it is a technique for the implementation of physical education, a procedural part of the physical education of schoolchildren (13, p. 78).

Pedagogical technique is the main part of pedagogical skill. Pedagogically thought-out technology of physical education, aimed at the formation of the motor mode of schoolchildren, leads children to a certain level of physical development, strengthening their health, achieving sports results. The effectiveness of the lesson primarily depends on how the teacher will implement the plan he has outlined, apply the most rational forms of organizing the educational process and methodological techniques, use the available equipment, inventory, teaching aids, take into account the specifics of the place where classes are held - a gym or a school playground, stadium or park, flat or rough terrain. It is very important that in the lesson the teacher selects exactly those means and methods that will bring the highest results, cause students' activity, and increase interest in physical education lessons. In each lesson, a high motor density should be achieved so that all students actively exercise.

Depending on the objectives of the lesson, it is necessary to choose a method of organizing the educational work of students that would allow the best way solve the assigned educational tasks.

Thus, when introducing students to new material and learning relatively simple exercises that do not require special insurance and assistance, as well as when improving the performance of well-mastered movements, the frontal method of organizing the work of a student is used.

The advantages of this lesson are the maximum coverage of students with motor activity and, consequently, a greater motor density of the lesson.

One of the main tasks of a physical education teacher in grades 5-7 is teaching motor actions, determined by the content educational programs in physical education. In this process, the teacher faces problems related to the content (what to study, what to repeat) and procedural (how to organize, how to plan, what methods to use, how to control) provision of the process of physical education. In the theory of learning, methods, methodological techniques and methods are defined and classified.

Particular attention should be paid to the dosing of physical activity in the classroom. It should be differentiated, because the solution of the health-improving task and the achievement of the effect of physical fitness of students primarily depend on this. In order to more or less accurately determine the load in the lesson, the teacher must take into account the state of health of the functional capabilities of schoolchildren, their physical fitness, individual characteristics, as well as the degree of previous loads when studying previously studied material. During the lesson, the load can be adjusted by changing the number of repetitions, the pace of exercises, the amount of weights, the duration of the tasks.

The objectives of the lesson, its content and structure, teaching methods - all this should be aimed at ensuring that students experience satisfaction in the process of educational work in the lesson. The modern teacher is free in his choice of building a lesson. It is important that the main goal of training is achieved.

Thus, it can be argued that in order to organize and conduct lesson forms of classes, it is characteristic that the activities of students are managed by a teacher who, for a strictly established time in a specially designated place, manages the educational process with a relatively constant composition of a group of students (class) in accordance with the requirements of pedagogical laws of training and education, while the frequency of classes, their duration and interconnection are strictly observed. The scheme of the physical education lesson: introductory part, preparatory part, main part of the lesson, final part of the lesson. One of the main tasks of a physical education teacher in grades 5-7 is to teach motor actions, determined by the content of educational programs in physical education.

2.3 The effectiveness of the use of health-saving technologies in physical education lessons in grades 5-7

In the first chapter, we considered the principles, means, methods, structure of health-saving technologies and revealed that health-saving technologies provide schoolchildren with the opportunity to maintain and improve their health during the period of schooling, form their necessary knowledge, skills and abilities for a healthy lifestyle, teach them to use the acquired knowledge in everyday life.

The level of physical development and the state of health have a huge impact on the development of mental performance of the student.

Having considered health-saving technologies, we came to the conclusion that these technologies can be used as a means of preserving the health of schoolchildren, increasing their performance in physical education classes.

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state budgetary educational institution Samara region average comprehensive school No. 1 of the city of Pokhvistnevo, urban district of Pokhvistnevo, Samara region

The use of health-saving technologies in physical education lessons in the system of work Sagdeeva S. Ya.

Completed:

Physical education teacher

GBOU secondary school No. 1 of the city of Pokhvistnevo

Sagdeev Saniahmed Yadkarovich

Pokhvistnevo, 2012

Introduction

1. Theoretical aspect. Health-saving educational technologies

1.3. Methods of health-saving technologies

2.2. Technologies, means and methods of teaching

2.2.1. The use of modern educational technologies in the lessons of physical culture (SOT).

2.2.3. Implementation of interdisciplinary connections

2.2.4. Non-traditional lessons

2.2.7. Extracurricular forms of physical education

2.3. Monitoring the state of physical fitness

students

3. The effectiveness of the work system

Conclusion

Bibliography

Application

Introduction

The relevance of the work

Health is the main value of a person, it is at school age that the foundations of health-saving thinking and behavior of an individual are laid. On the other hand, the school environment most often does not create conditions for promoting health. According to experts, about 90% of children have deviations in physical and mental health; 30-35% of children entering school already have chronic diseases; over the years of training, the number of visual impairments and posture has increased five times, the number of mental health disorders has increased four times, the number of children with diseases of the digestive system has increased three times: up to 80% of young men of military age are not ready for service in the Armed Forces according to medical criteria. Such a state of health is the result of a long-term adverse impact of not only socio-economic, environmental, but also a number of pedagogical factors.

The intensity of students' educational work is very high, which is a significant factor in the deterioration of health and the growth in the number of various deviations in the state of the body. The reasons for these deviations are:

In accordance with the Law “On Education”, the health of schoolchildren is one of the priority areas of state policy in the field of education. Therefore, the physical education teacher faces questions: how to organize the activities of schoolchildren in the classroom in order to give each student the optimal load, taking into account his preparedness, health group? How to develop students' interest in physical education lessons, the need for a healthy lifestyle? When addressing these issues, contradictions. On the one hand, a high level of requirements for the physical fitness of graduates, on the other hand, a decrease in interest in physical education lessons.

The relevance of the work lies in the solution Problems : how to effectively organize the educational process without harming the health of schoolchildren?

For this reason, one of the priority h One of the main problems in my work was the preservation and strengthening of the health of children, the formation of their concept of the value of health and a healthy lifestyle. The essence of the work is to ensure the physical health, healthy lifestyle of students through the optimal combination of theory and practice, the choice of modern means, methods and forms in the process of teaching physical culture. Given the analysis of the current situation, we are convinced of the expediency of using health-saving technologies as one of the ways to preserve and improve the health of students.

presenter pedagogical idea experience:creation of conditions for the development of schoolchildren's motivation for physical education, strengthening and maintaining the health of students on the basis of health-saving teaching technologies.

Target: to identify and show the possibilities of using health-saving technologies in physical education lessons as one of the best ways of physical development, preservation and strengthening of students' health.

Tasks :

1. To study the scientific and methodological basis of health-saving technologies.

2. To study the classification, principles, means, methods of health-saving technology.

3. To identify the optimal forms of organization of training.

4. Describe the system of work on the use of health-saving technologies in physical education lessons.

Novelty of experience consists in the implementation of innovative health-saving technologies in physical education lessons, the use of valeological techniques to motivate students to a healthy lifestyle.

Practical significance:the materials of this work can be used in the preparation and planning of material for physical education lessons, extracurricular activities.

work system for the implementation of a comprehensive program can be presented in the form of a diagram:

1. Theoretical aspect

Health-saving educational technologies

1.1. Classification of educational technologies

Technology is a well-thought-out model of collaborative pedagogical activity on the design, organization and conduct of the educational process with the unconditional provision of comfortable conditions for students and teachers.

Health saving technologiescombine all areas of activity of an educational institution in the formation, preservation and strengthening of the health of students andare considered as a set of techniques and methods for organizing the educational process without harming the health of schoolchildren and teachers.Health saving can act as one of the tasks of a certain educational process. It could be an educational processmedical and hygienic focus (carried out in close contactteacher - medical worker - student); physical culture and health(priority is given to physical education classes), etc. Only through an integrated approach to teaching schoolchildren can the problems of forming and strengthening the health of students be solved.

The fundamental priorities for health education are as follows:

1. A healthy child is a practically achievable norm child development.

2. Improvement - a set of therapeutic and preventive measures and a form of development of the psychophysical capabilities of children.

3.Individually- differentiated approach- the main means of health-improving work with students.

Target health-savingeducational technologies of education - to provide the student with the opportunity to maintain health during the period of study at school, to form in him the necessary knowledge, skills, skills in a healthy lifestyle, to teach him to use the acquired knowledge in everyday life.

1.2. Principles of health-saving pedagogy

General methodological principles- these are the main provisions that determine the content, organizational forms and methods of the educational process in accordance with the general goals of health-saving educational technologies.

The principle of consciousness and activity -aims at the formation of students' deep understanding, sustainable interest, meaningful attitude to cognitive activity.

Activity principle- requires students to have a high degree of independence, initiative and creativity.

The principle of visibility- obliges to build the learning process with the maximum use of the forms of involving the human senses in the process of cognition.

The principle of systematic and consistentmanifested in the relationship of knowledge, skills and abilities. Regularity, regularity, continuity in the educational process throughout the entire period of study.

The principle of repetition- as a result of repeated repetitions, dynamic stereotypes are developed.

The principle of gradualness. It implies continuity from one level of education to another.

The principle of accessibility and individualization. Based on individual characteristics, the teacher comprehensively develops the child, plans and predicts his development. The purpose of the principle of accessibility and individualization is seen in the exclusion of negative and harmful consequences for the body of students due to excessive requirements and tasks.

Continuity principleis closely related to the principle of systemic alternation of loads and rest. The combination of high activity and rest in various forms of student activity increases their effectiveness. Streamlining the process of pedagogy of healing contributes tocycle principle. It consists in a repeating sequence of classes, which improves the preparedness of the child for each subsequent stage of learning.

The formation of motor skills and abilities, the motor abilities of the child, the functional capabilities of the body develop in the process of using the means of health-saving technologies based onthe principle of taking into account the age and individual characteristics of students.

The principle of wellness orientationsolves the problems of strengthening the health of the child in the learning process.

The principle of an integrated interdisciplinary approach to teaching schoolchildreninvolves close interaction between teachers and medical workers.

Principle of active learning, which consists in the widespread use of active forms and methods of teaching (training in pairs, group work, gaming technologies, etc.).

The principle of formation of responsibility in students for their own health and the health of those around them.

The principle of connection between theory and practice- encourages students to persistently teach to apply their knowledge on the formation, preservation and promotion of health in practice.

1.3 . Methods of health-saving technologies

Under Methods health-saving educational technologies of training are understood as ways of using means that allow solving the problems of pedagogy of health improvement. Teaching methods are often understood as a set of ways, ways to achieve goals, solve educational problems. In health-saving educational technologies of training, two groups of methods are used:

Specific (characteristic only for the process of rehabilitation pedagogy) andgeneral pedagogical(used in all cases of training and education). Only the optimal combination of specific and general pedagogical methods in accordance with methodological principles can ensure the successful implementation of a set of tasks of health-saving educational technologies for teaching.

In the structure of the method, there are tricks , as an integral part, a separate step in the implementation of the method. Receptions can be classified as follows:protective and preventive(personal hygiene and hygiene education);compensatory-neutralizing(gymnastics; health-improving, finger, corrective, respiratory and other gymnastics; physiotherapy exercises; massage; self-massage; psycho-gymnastics and trainings that allow you to partially neutralize stressful situations); stimulating (elements hardening, physical activity, methods of psychotherapy, herbal medicine, etc.);information and training(letters addressed to parents, students, teachers).

1.4. The structure of the learning process in the context of health-saving pedagogy

The whole process of learning in the conditions of health-saving pedagogy includes three stages, which differ from each other both in particular tasks and in the features of the methodology.

The first. The stage of initial acquaintance with the basic concepts and concepts.

Target - to form the basics of a healthy lifestyle for the student and to achieve the implementation of the elementary rules of health saving.

Main goals:

1. To form a semantic idea of ​​the elementary rules of health saving.

2. Create elementary ideas about the basic concepts of a healthy lifestyle.

3. Achieve the implementation of the elementary rules of health saving (at the level of the initial skill).

4. Prevent misunderstanding of the basic concepts of a healthy lifestyle.

Second. Stage of in-depth study.

Target – to form a full understanding of the basics of a healthy lifestyle.

Main goals:

1. Clarify the idea of ​​the elementary rules of health saving.

2. Achieve conscious implementation of the elementary rules of health saving.

3. Formation of practically necessary knowledge, skills, rational methods of thinking and activity.

Third. The stage of consolidating knowledge, skills and abilities for health protection and their further improvement.

Target - the ability to translate into a skill that has the possibility of its targeted use.

Main goals:

1. To achieve stability and automatism in the implementation of the rules of health saving.

2. To achieve the implementation of the rules of health saving in accordance with the requirements of their practical use.

3. Provide a variable use of the rules of a healthy lifestyle, depending on specific practical circumstances.

2. Description of the system of work on the use of health-saving technologies in physical education lessons

2.1. Goals and objectives of educational activities

The main goal of pedagogical activity is to create conditions for the physical development, preservation and strengthening of the health of schoolchildren.

The main task of educational activity is:

1. Complex implementation of the basic components of the program.

2. Solving the main tasks of physical education at each stage of education.

In the selection of content lies a comprehensive program of physical education. When planning training material, I am guided by the following:

The training material, first of all, must comply with the requirements of the standard and be focused on the final result;

The basis is the basic level of the content of education, but at the same time, each student is given the opportunity to choose the content of the activity in the lesson, based on the level of physical fitness of his motor abilities and health status. The implementation of a health-saving space in the classroom looks something like this:

2.2 Technologies, means and methods of teaching

To achieve the goals of health-saving technologies, the following groups of means are used:

hygiene factors;

The healing powers of nature;

Means of motor orientation.

The first condition for recovery is the creation of a hygienic regime at physical education lessons. My duties include the ability and readiness to see and identify obvious violations of the requirements for hygienic conditions for the lesson and, if possible, change them for the better - myself, with the help of the administration, doctors.

Scheme. Hygienic means of achieving health saving

The second condition is the use of the healing forces of nature, which has a significant impact on the achievement of the goals of health-saving technologies in the classroom. Conducting outdoor activities helps to activate biological processes, increases the overall performance of the body, slows down the process of fatigue, etc.

The most important condition is to provide an optimal motor regime at physical education lessons, which allows satisfying the physiological need for movement, contributes to the development of basic motor qualities and maintaining a high level of performance throughout the school day, week and year.

Teaching methods:

Verbal (story, conversation, explanation),

Visual (demonstration of the correct execution of exercises),

Practical (performing a motor action, independent and individual work).

Receptions:

Work in pairs, triplets, teams;

Independent work; differentiated choice of tasks;

Explanation;

Show;

Monitoring the health of students;

Ways of organizing educational activities:

Frontal (exercises are performed by all students at the same time),

Group (exercises are performed simultaneously by several groups),

Individual (individual students receive tasks and independently complete them),

Flow (students perform exercises one after another).

To create conditions for motivation for physical education, I use:

• modern educational technologies;
• combination of methods, techniques of physical education;
• intersubject communications;
• non-traditional lessons;
• work with gifted children;
• valeological education of students and their parents;
• extracurricular forms of physical education.

2.2.1. The use of modern educational technologies in physical education lessons (SOT)

One of the means for effective provision of a new quality of education for schoolchildren is the use of modern educational technologies by a physical education teacher.

Among health-saving technologiescan be highlightedstudent-centered learning technologies, taking into account the characteristics of each student and aimed at the fullest possible disclosure of his potential. This may includedifferentiated learning technologies, collaborative learning, adaptive gymnastics, various gaming technologies.

Gaming technologies

Game activityin the lessons of physical culture occupies an important place in the educational process. The value of play activity lies in the fact that it takes into account the psychological and pedagogical nature of the child, meets his needs and interests. The intrinsic value of the game lies in the fact that it is carried out not under the pressure of vital necessity, but from the physiological need of students to move and play. Game forms of work in the educational process can carry a number of functions:

Educational;

Educational;

Correction-developing;

Psychotechnical;

Communicative;

Entertaining;

Relaxation.

I pay special attention to outdoor games in the primary and secondary levels, since at this age the foundations of gaming activities are laid, aimed at improving gaming skills and technical and tactical interactions necessary for further study and mastery of sports games. And, of course, outdoor games are an excellent base for the development of motor abilities and skills. In the Athletics section of the program, I use outdoor games aimed at consolidating and improving the skills of running, jumping and throwing, at developing speed, speed-strength abilities, spatial orientation abilities, etc. In the section of the program "Sports games" - games and relay races for mastering the tactical and technical skills of the studied sports games. In the section "Gymnastics" - outdoor games with elements of martial arts. At the lessons of ski training I use and conduct outdoor games for mastering and consolidating the technique of skiing.

In extracurricular activities at our school, great attention is also paid to sports and outdoor games. Students attend sections of basketball, football, volleyball, ski racing. The school holds tournaments in athletics, basketball, mini-football, volleyball, "Merry Starts", Health Days, etc. All this gives a positive result.

A positive emotional mood, a sense of joy among students is one of the criteria for a successful lesson.

Technology of adaptive gymnastics

Adaptive gymnastics in the system of physical education is necessary for special medical groups, as well as for students with health problems. However, children belonging to the main health groups also need special remedial classes that allow them to more successfully overcome training loads.

Nowadays, more and more children with poor health are coming to school.

doctor, class teachers, the teacher conducts a comprehensive diagnosis. The results of this diagnosis are reflected in the student's Health Passport. The dynamics of changes is taken into account when individual work with students. Based on the results of the diagnostics, recommendations are made for correcting the health of the student, on the basis of which the child is sent to individual and group classes.

Corrective or adaptive gymnastics - method physiotherapy exercises for children with manifestations of MMD, lung diseases, with impaired posture. Includes static (70%) and dynamic (30%) exercises. The method is based on the principles of left-right hemispheric interactions of the brain and the physiological stereotype of movements (circular, cross).

Adaptive gymnastics, as a preventive method, is useful for all children, but especially for younger students, since when they enter school, physical and mental stress increases, and this requires a certain adaptation on the part of the child. Especially well adaptive gymnastics has proven itself when working with children aged 7-10 years with manifestations of minimal brain dysfunction, expressed in violation of reading, writing, various neurotic reactions. Classes are held 3 times a week for 15 minutes. The exercises offered by this gymnastics are aimed at:

To improve and strengthen the spring function of the foot, and therefore to correct posture;

To relieve children of overwork, excitation through the performance of static and psychophysical exercises;

To strengthen the spine

Group activity technology

Group technologies help restore physical and spiritual strength, give rise to healthy sports passion, team spirit, the spirit of striving for victory, a sense of pride in successfully held competitions.

The result of the widespread use of game and group technologies in physical education classes at our school was a change in attitude to the subject. Students of all ages, who regularly used team and outdoor games, attend physical education classes regularly and with pleasure. High results in competitions became an indicator of the success of using these technologies in the classroom. For recent years our team educational institution win prizes in city, district, zonal and regional competitions.

2.2.2. Combination of methods, techniques of physical education

To create a health-saving space, I combine a game, competitive and circular method, taking into account the age characteristics of students, do not allow overwork, direct their actions and control the load.

In order to fully and accurately describe the technique of exercises, I show the sequence of actions clearly. In my practice, I use the methods of analysis of exercises, help to perform, but at the same time take into account the physical development and level of physical fitness of the child. I am convinced that the methods of persuasion and encouragement have a special impact on children.

I teach you to consciously evaluate the physical development of your own body and make up sets of exercises. Students themselves monitor their own state of well-being during classes and make up their own sets of exercises. I explain to students that the systematic nature of special exercises and the sequence of their implementation consolidate the results achieved in the course of classes. This causes interest in classes, activity and a desire to work on oneself on one's own. When choosing methods and techniques, I take into account general pedagogical and methodological requirements. Explaining new material, learning and consolidating it, I draw the attention of children to the main mistakes in the technique of performing exercises, teach them to analyze and evaluate them. I pay a lot of attention to homework. I have developed and collected complexes of homework assignments. Thanks to them, students learn to be independent, actively participate in the process of self-improvement.

2.2.3. Implementation of interdisciplinary connections

One of the forms of development of cognitive interest is interdisciplinary connections in the lesson, this is facilitated by the integration of the content of the educational material of the lesson of physical culture with the content of other subjects.

Interdisciplinary connections perform a number of functions in teaching: methodological, educational, developing, educating, constructive.

The benefits of integrated classes are that they:

Contribute to increasing the motivation of learning, the formation of educational activities, the cognitive interest of students, a holistic scientific picture world and consideration of the phenomenon from several sides.

Interdisciplinary connections significantly enliven teaching, stimulate the cognitive activity of students.

At the initial stage of training, students get acquainted with certain mathematical concepts when building in one line (this is a straight line), in a column of two, three (parallel lines), in a circle - (circle), etc. Work on general physical training is impossible without understanding such biological concepts as respiration, metabolism. This allows, on the one hand, to study the subject more deeply, and on the other hand, to develop a stable habit of systematic studies. The student's life experience and the acquired knowledge and skills in these disciplines make it possible to carry out the relationship of the content of education with other subjects at the lessons of physical culture, which contributes to the formation of a sustainable interest in physical culture.

2.2.4 Non-traditional lessons.

The main types of non-traditional lessons are role-playing games, health lessons using adaptive gymnastics. In health lessons, children are divided into groups. In groups of weakened children, I follow the principles and norms for providing children with such exercises that help relieve mental stress, and exclude prolonged static loads. I use physical exercises that are aimed not only at the physical development of children, but also have a therapeutic and educational effect, corrective, corrective exercises. (for example, walking on a ladder for feet, bumps, a rope strengthens and develops the muscles of the foot and prevents the development of flat feet). Rope and hoop exercises contribute to the formation of correct posture, have a beneficial effect on the cardiovascular and respiratory systems.

2.2.5. Working with gifted children

Leading in the knowledge of sports talent is the determination of the possibilities of a person's motor organization and his mental abilities, which can be both innate and acquired in the process of activity. The task of the teacher is to create a situation that would maximally load the leading ability of each child - in this case, his sports activity or create an educational environment for the development of already manifested abilities, conditions for revealing his potential, to meet the needs of this student.

When choosing the content and methods of working with gifted children, I take into account that each age stage of child development corresponds to different types leading activity. So for example at elementary school(children 7-10 years old) is a game activity aimed at developing physical qualities through the game. In this age group, I try to identify gifted children at the initial stages and involve them in regular physical education and attend sports sections of the school and the city. This is where parental involvement is important. Since in the development and formation of giftedness great importance also has parental involvement.

For adolescence (11-15 years old), the leading activity is social and communicative activity - joint subject activity: competitions, contests, sports days. In this age group, I include gifted children in competitions with the same gifted children or older because competition and even the experience of defeat gives good results. In communicating with peers, a gifted child quite often takes on the role of an organizer of group activities and games, so I involve such children:

exercise demonstrations,

Instructor activities in working with lagging behind,

refereeing competitions,

Assistance in organizing and holding sports holidays and days of health.

For the older age (16-17 years old), the leading type of activity is design and research activities as a necessary means of self-determination of the student. At the same time, the "object of design" for the student is himself. He must choose in the world around him and predict in himself such abilities that are necessary for the successful socialization of the child in an independent life.

At this age I try to involve children in:

Participation in competitions and competitions,

Participation in subject Olympiads of various levels,

Speeches with the promotion of healthy lifestyles,

Sports activities for younger students.

The practice of our school has shown that the following forms of work are most suitable for working with gifted students in physical education:

Sectional classes by sports;

Contests;

Participation in the Olympiads;

Work according to individual plans;

Summer health-improving grounds for children;

Cooperation with other schools;

Competition.

In my work, I try to do everything to identify gifted and capable children, so that they would be interested in learning at school, set an example for other students, and introduce them to sports activities and self-development.

2.2.6. Valeological education of students and their parents

At parent-teacher meetings, I widely cover issues related to the state of health, the conditions for its preservation and strengthening.

In the classroom I practice conversations about a healthy lifestyle. When performing various exercises, I explain to the children the meaning of each of them. I also instill hygienic skills in the child, I provide for his participation in the regulation of the general regime of the day, in particular, the regime of movements during the day. I bring up the correct attitude of children to the hardening of the body.

On the formation of the value of health, an educationalwork with parents.

parent meetingscover the following topics:

Promotion of individual, family responsibility for the health of the child;

Formation of a healthy lifestyle in the family, a conscious attitude of children and their parents to the state of health as the main success factor in the subsequent stages of life.

With the participation of parentssports events are held:

- "Funny starts";

- "Health Day";

- “Dad, mom and I are a sports family”;

Joint trips to the nature of students and parents.

1. Extracurricular forms of physical education

An important role is played by extra-curricular forms of physical culture and health-improving and sports-mass work. They allow you to increase the amount of motor activity and contribute to a more complete realization of their individual abilities and motor potential.

In order to increase the motor activity of students, extracurricular work is organized in a sequence that is aimed at consolidating the skills and abilities acquired in the classroom. All events, as a rule, are held according to the sections of the curriculum. The main extracurricular forms of physical education are:

The school organizes and conducts sports holidays, Health Days, friendly meetings, Gatherings of high school students, organizes the preparation of teams for school,city, district, zonal and regional competitions.We try to involve as many children as possible in sports events and competitions. Participation in competitions at the school, city and district levels largely contributes to the involvement of schoolchildren in circle classes.

For the fifth year I have been leading sports recreation groups. Work in this direction has an effective impact on the physical development, preservation and strengthening of the health of schoolchildren. My pupils, as a rule, do not get sick and show a high level of physical fitness, they fulfill all the standards for passing tests and tests.

The issue of preserving and strengthening health is the main one in planning the work of a school health camp. One of the forms of organization of recreation in the school camp is outdoor activities, sports games. It promotes health; exposure to fresh air, exposure to the sun and physical activity, all this increases endurance, performance, creates a charge of vivacity for the whole year.

2.3 Monitoring the health and physical fitness of students

Monitoring tasks:

1. To identify the state of physical fitness and health of schoolchildren.

3. Analyze the effectiveness of work on physical education, preservation and strengthening of the health of students at school.

The assessment of the health-improving potential and health-saving activities of the school is systematically monitored.

For 10 years, monitoring of the health status of students and analysis of the dynamics has been functioning. For three years, children's health indicators for certain types of diseases have been improving, there are no injuries.

Monitoring the health status of students and physical fitnessas follows:

NUMBER OF STUDENTS BY HEALTH GROUPS.

Health Dynamics

Type of disease	Number of students with this type of disease
	2008-2009 academic year (total students - 688)	2009-2010 academic year (total students - 662)	2010-2011* academic year (total students - 659)	2011-2012 academic year (total students - 651)
visual impairment	109/15,8%	121/18,3%	128/19,4%	128/19,7%
Musculoskeletal disorders	52/7,5%	45/6,7%	65/9,7%	54/8,3%
Posture disorders	158/23%	185/27,9%	189/27,5	179/27,5%
Total students with chronic diseases	398/57,8%	379/57,3%	390/56,7	354/54,4%
Total students with disabilities	9/1,3%	9/1,4	9/1,3	7/1,1%

* In 2010, only 9.5% of students with the first health group came to study in the first grades.

NUMBER OF INJURY CASES

ACADEMIC YEAR	NUMBER OF CASES
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012

SHARE OF STUDENTS COVERED IN SPORTS (SECTIONS, GROUPS) ORGANIZED AT THE EDUCATIONAL INSTITUTION

ACADEMIC YEAR	NUMBER AND SHARE OF STUDENTS
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012	54,00%

3. Work efficiency

Analyzing the results of my experience, I note that usage health-saving educational technologies allowed to increase:

Progress in the subject;

The dynamics of the growth of physical fitness of students;

Students' interest in physical education and motivation to maintain a healthy lifestyle.

Subject Achievement

Year	Average mark	learning
2007 - 2008		100 %
2008 - 2009		100 %
2009 - 2010		100 %
2010 - 2011		100 %
2011 - 2012		100 %

The results of the sports contest for schoolchildren of the city of Pokhvistnevo

Year	Classes	Place
2007 - 2008
	10-11
2008 - 2009
	10-11
2009 - 2010
	10-11
2010 - 2011
	10-11
2011 - 2012
2008 - 2009	Zuev P. Blinov M. Frolov M. Panova A. Blinov M.	9 "A" 11 "A" 8 "A" 10 "A" 11 "A"	1 place 2nd place 3rd place 3rd place 2nd place
Physical Culture 2009 - 2010	Kalinin V. Ponomareva O. Panova A. Karimov V. Frolov M.	9 "B" 11 "A" 11 "A" 10 "A" 9 "A"	1 place 2nd place 3rd place 2nd place 2nd place	3rd place participation
Physical Culture 2010 - 2011	Rustamov D. Agafonova E. Pervukhin V. Bassyrov T. Tikhanov A. Frolov M. Karimova V. Molodtsova T.	9 "B" 8 "B" 9 "A" 9 "A" 10 "A" 10 "A" 11 "A" 11 "A"	View	Topic	Organization
2008	Diploma	Laureate of the school competition "Teacher of the Year 2008"	MOU secondary school №1
2009	Honorary charter Thank You Letter Gratitude	For the good organization of sports - mass work For active participation in the City Spartakiad and promotion of healthy lifestyles For excellent student preparation following the results of the "Meeting of high school students	MOU secondary school №1 SVU MOiN SO MOU secondary school №1
2010	Honorary charter heads of the city Pokhvistnevo	For success in organizing and improving the educational process, a great personal contribution to the development of education of the city of O. Pokhvistnevo	Head of city Pokhvistnevo
2011	Diploma Gratitude Gratitude Gratitude Gratitude Gratitude	For the quality preparation of students for the final certification For participation in the second open shooting tournament "Voroshilovsky shooter" For assistance in holding the military sports game "I have the honor" For a responsible attitude to conduct open lesson on the introduction of new educational technologies, the creation of high activity of students during training For the preparation of students who took the IV team place on the VII Olympic Games students of the Samara region in track and field cross-country For the preparation of students of the district stage of the All-Russian Olympiad for schoolchildren	MOU secondary school №1 SSR administration of Pokhvistnevo MOU secondary school №1 SVU MOiN SO SVU MOiN SO
2012	Gratitude Diploma	For assistance in holding the III open tournament in bullet shooting "Voroshilovsky shooter" For the results achieved in the education of citizens, basic military training	SSR administration of Pokhvistnevo 21 Military Commissariat of the Samara Region.

Conclusion

So c The goal of health-saving pedagogy is to provide a school graduate with a high level of real health, equipping him with the necessary baggage of knowledge, skills and abilities necessary for leading a healthy lifestyle, and cultivating a culture of health in him. V n The integration of health-saving technologies into the educational process makes it possible to achieve positive changes in the health status of schoolchildren. However, health-saving technologies cannot be wrested from common system education, they contribute to the competent and rational use of other methods and means of training, development and education. Currently, health-saving educational technologies include technologies that are based on the age-related characteristics of children's cognitive activity, learning at the optimal level of difficulty (complexity), variability of methods and forms of teaching, the optimal combination of motor and static loads, learning in small groups, using visualization and combining various forms of providing information, creating an emotionally favorable atmosphere, forming a positive motivation for learning (“pedagogy of success”), on cultivating students' knowledge on health issues.

It is very important for a teacherorganize the lesson correctly, as it is the main form of the pedagogical process. The level of hygienic rationality of the lesson largely determines the functional state of schoolchildren in the process of learning activities, the ability to maintain mental performance at a high level for a long time and prevent premature fatigue.

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Application

Characteristics of a health-saving lesson

2. Dynamic organization of the lesson: - physical education minute, - posture of students during the lesson.

3. Psychological approach during the lesson: - taking into account the individual characteristics of students, - taking into account the temperament of students, - the ability to work with different groups, - a differentiated approach to teaching.

4.Psychological climate of the lesson: - Majority of the lesson, - Demonstration of a trusting approach to students, - Emotional relaxation in the lesson, - Creation of a situation of success.

5. Some pedagogical knowledge and skills: - alternation various kinds activities, - the alternation of methods, their number, - the density of the lesson, - the pace of the end of the lesson, - determining the moment of onset of student fatigue and reducing their learning activity, - the teacher's ability to assess the level of students' performance.

6. Formation of a healthy lifestyle and a culture of health in the classroom: - inclusion of models of lessons on health issues in the curricula, - setting an educational task to instill a culture of health.

Lesson analysis scheme from the standpoint of health saving

1. Hygienic conditions in the classroom: cleanliness, temperature and freshness of the air, the rationality of class lighting and blackboards, etc.
2. The number of types of learning activities used by the teacher (4-7 types per lesson).
3. Duration and frequency of alternation of various types of educational activities (7-10 minutes).
4. The number of types of teaching used by the teacher (at least 3 per lesson; no later than in 10-15 minutes).
5. The use of methods that contribute to the activation of the initiative and creative self-expression of students (methods of free choice, active methods aimed at self-knowledge and development).
6. The duration of the use of TCO in accordance with hygiene standards.
7. Physical education minutes and physical education breaks (at the 15-20th minute of the lesson, 1 minute of 3 light exercises with 3-4 repetitions).
8. Inclusion (if possible) in the content of the lesson of questions related to health and in a healthy way life.
9. The presence of students' motivation for learning activities in the classroom.
10. Favorable climate in the classroom. No micro-conflicts.
11. The dominant expression on the teacher's face. The presence of emotional and semantic discharges.

At the end of the lesson, pay attention to the indicators:

• Final lesson density (60% - 80%).
• The moment of onset of fatigue in students (5-10 minutes before the end of the lesson).
• The pace and features of the end of the lesson. The negative ones include:

1. Unreasonably fast pace of the final part;
2. Lack of time for student questions;
3. The need for hasty, without comment, writing down homework.

1. It is unacceptable for students to be in the classroom after the bell for a break.
2. The state and type of students leaving the lesson:

1. Quietly businesslike, satisfied, moderately excited.
2. Tired, confused, aggressive, "wound up".
3. Pay attention to the teacher.

Lesson Introspection Scheme

1. What class was the lesson in?
2. Characteristics of health groups of students in this class
3. Lesson form
4. Theme, goals, objectives of the lesson
5. How the tasks were solved, what exercises helped to solve health problems
6. Was theoretical material used?
7. Characteristics of each stage of the lesson.

1. What was the purpose of each lesson?
2. What exercises were used in the preparatory stage?
3. In what form was the main stage carried out?
4. Were safety precautions taken during the lesson?
5. How was insurance and self-insurance organized?

1. What forms and methods of work were used in the lesson?
2. Were the main objectives of the lesson achieved?