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materials
Item physical culture
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Class
Lyakh V.I.,
M.: Education, 2010.
"My friend physical education"
V.I.Lyakh
M. Education 2010
"Physical culture"
A.P.Matveev
M. Education 2010
"Fun PE!"
E.N. Litvinov, G.I. Pogadaev
M. Education 2005
"Physical culture"
B.I.Mishin
Astrel, 2003
V.A.Gorsky
M. Education, 2010
Yu.V.Naumenko
M. Globus, 2010
Thematic planning.
Volgograd, 2010
N.I. Devekleeva
V.G. Chaitsev, I.V. Pronina.
UralGAFK 2007.
A.Yu.Patrikeev.
Outdoor games.
M.VAKO, 2007
S.A. Levina, N.I. Chesnokov.
Physical education minutes.
Volgograd, teacher, 2006
L.I. Kodaneva, M.A. Shut.
M.Artkti, 2006
Lyakh V.I.,
M.-TC sphere.
V.F. Balashov,
N.I. Chesnokov.
Test control of knowledge.
M. Education, 2007
Lyakh V.I.,
Zdanevich A.A. “Comprehensive program of physical education for students in grades 1-11” Programs of general educational institutions. – Moscow: “Enlightenment”, 2010
Federal component state standard general education. Physical culture. Collection regulatory documents. Physical culture
M. Education, 2010.
"Physical culture"
V.I.Lyakh
M. Education 2007
"Physical training! Physical training!"
E.N. Litvinov, G.I. Pogadaev
M. Education 2005
"Physical culture"
M.L.Vilensky
M. Education 2005
V.K. Shlykov, I.N. Marchenko.
Volgograd, 2010
M. Education, 2005
V.V.Kozlov, A.M.Kondakov.
M. Education, 2010
B.I.Mishin
“Handbook for physical education teachers”
Astrel, 2003
Physical culture. Scientific and methodological journal. – Moscow, 2004-2006
V.A.Gorsky
Primary and basic education. Second generation standards.
M. Education, 2010
V.I. Lyakh, L.B. Kofman, G.B. Mayekson
Thematic planning.
Volgograd, 2010
N.I. Devekleeva
Motor games, trainings and health lessons. 1-5 grades. M.VAKO, 2007
V.G. Chaitsev, I.V. Pronina.
New technologies for physical education of schoolchildren.
M.ARKTI – school education, 2007
V.I.Kozhevnikov, A.F.Zelenko, A.B.Soloviev.
Basic acrobatic exercises.
UralGAFK 2007.
S.A. Levina, N.I. Chesnokov.
Physical education minutes.
Volgograd, teacher, 2006
Kuznetsov V.S., Kolodnitsky G.A. Physical culture. Safety of lessons, competitions, hikes. – Moscow: Publishing House NC ENAS, 2003 Physical culture. Scientific and methodological journal. – Moscow, 2004-2
L.I. Kodaneva, M.A. Shut.
Methodology of physical education classes in a special medical group of a general education institution.
M.Artkti, 2006
Lyakh V.I.,
Zdanevich A.A. “Comprehensive program of physical education for students in grades 1-11”
Level assessment physical fitness students. Programs of general educational institutions. – Moscow: “Enlightenment”, 2010
Assessment of physical development and health status of children and adolescents.
M.-TC sphere.
Law library Education, 2005
V.I.Lyakh
"Test control"
5-9 grade
M. Education, 2007
P.A. Kiselev,
S.B. Kiseleva
M. Globus, 2010
Federal component of the state standard of general education. Physical culture. Collection of normative documents. Physical culture
M. Education, 2010.
"Physical culture"
V.I.Lyakh
M. Education 2010
M. Vlados 2003
V.K. Shlykov, I.N. Marchenko.
Assignment to prepare for the Olympics.
Volgograd, 2010
N.I. Chesnokov, V.V. Kuzin, A.A. Krasnikov.
Olympiad in the subject Physical Education.
M. Education, 2005
B.I.Mishin
“Handbook for physical education teachers”
Astrel, 2003
Second generation standards.
M. Education, 2010
V.I. Lyakh, L.B. Kofman, G.B. Mayekson
Thematic planning.
Volgograd, 2010
V.G. Chaitsev, I.V. Pronina.
New technologies for physical education of schoolchildren.
M.ARKTI - school education, 2007
V.I.Kozhevnikov, A.F.Zelenko, A.B.Soloviev.
Basic acrobatic exercises.
UralGAFK 2007.
S.A. Levina, N.I. Chesnokov.
Physical education minutes.
Volgograd, teacher, 2006
Kuznetsov V.S., Kolodnitsky G.A. Physical culture. Safety of lessons, competitions, hikes. – Moscow: Publishing House NC ENAS, 2003 Physical culture. Scientific and methodological journal. – Moscow, 2004-2006
L.I. Kodaneva, M.A. Shut.
Methodology of physical education classes in a special medical group of a general education institution.
M.Artkti, 2006
Lyakh V.I.,
Zdanevich A.A. “Comprehensive program of physical education for students in grades 1-11”
Assessing the level of physical fitness of students. Programs of general educational institutions. – Moscow: “Enlightenment”, 2010
Assessment of physical development and health status of children and adolescents.
M.-TC sphere.
V.I.Lyakh
"Test control"
5-9 grade
M. Education, 2007
P.A. Kiselev,
S.B. Kiseleva
“Test questions and assignments in physical education”
M.Globus, 2010
10-11
Lyakh V.I., Zdanevich A.A. “Comprehensive program of physical education for students in grades 1-11” Programs of general educational institutions. – Moscow: “Enlightenment”, 2010
Federal component of the state standard of general education. Physical culture. Collection of normative documents. Physical culture
M. Education, 2010.
"Physical culture"
V.I.Lyakh
M. Education 2010
“Physical culture” I.M.Butin, S.M.Maslennikov
M. Vlados 2003
V.K. Shlykov, I.N. Marchenko.
Assignment to prepare for the Olympics.
Volgograd, 2010
N.I. Chesnokov, V.V. Kuzin, A.A. Krasnikov.
Olympiad in the subject Physical Education.
M. Education, 2005
M.: “Enlightenment”, 2005
B.I.Mishin
“Handbook for physical education teachers”
Astrel, 2003
V.A.Gorsky
Primary and basic education. Second generation standards.
M. Education, 2010
V.I. Lyakh.
M. Education, 2007
V.I. Lyakh, L.B. Kofman, G.B. Mayekson
Thematic planning.
Volgograd, 2010
V.G. Chaitsev, I.V. Pronina.
New technologies for physical education of schoolchildren.
M.ARKTI - school education, 2007
V.I.Kozhevnikov, A.F.Zelenko, A.B.Soloviev.
Basic acrobatic exercises.
UralGAFK 2007.
S.A. Levina, N.I. Chesnokov.
Physical education minutes.
Volgograd, teacher, 2006
Kuznetsov V.S., Kolodnitsky G.A. Physical culture. Safety of lessons, competitions, hikes. – Moscow: Publishing House NC ENAS, 2003 Physical culture. Scientific and methodological journal. – Moscow, 2004-2006
L.I. Kodaneva, M.A. Shut.
Methodology of physical education classes in a special medical group of a general education institution.
M.Artkti, 2006
Lyakh V.I.,
Zdanevich A.A. “Comprehensive program of physical education for students in grades 1-11”
Assessing the level of physical fitness of students. Programs of general educational institutions. – Moscow: “Enlightenment”, 2010
Assessment of physical development and health status of children and adolescents.
M.-TC sphere.
Legal Library of Education, 2005.
P.A. Kiselev,
S.B. Kiseleva
“Test questions and assignments in physical education”
M.Globus, 2010
Educational - methodological support educational process
Methodological association physical education and life safety teachers
Subject physical education
1 – 4 grade
p/p
Class
Educational additional literature for students
Educational and methodological literature for teachers
Tools for testing students' knowledge (author, title, publisher, year of publication)
Lyakh V.I.,
Zdanevich A.A. “Comprehensive program of physical education for students in grades 1-11” Programs of general educational institutions. – Moscow: “Enlightenment”, 2010
Federal component of the state standard of general education. Physical culture. Collection of normative documents. Physical culture
M.: Education, 2010.
"My friend physical education"
V.I.Lyakh
M. Education 2005
"Physical culture"
A.P.Matveev
M. Education 2005
"Fun PE!"
E.N. Litvinov, G.I. Pogadaev
M. Education 2005
"Physical culture"
Educational and visual aids G.A. Kolodnitsky, V.S. Kuznetsov M. Education 2003
Methods of physical education for students in grades 1-4: A manual for teachers / E.N. Litvinov, G.I. Pogadaev, T.Yu. Torochkova, R.Ya. Shitova. - M.: Education, 2005.
B.I.Mishin
“Handbook for physical education teachers”
Astrel, 2003
Physical culture. Scientific and methodological journal. – Moscow, 2004-2006
A.M.Kondakov, L.P.Kizina, E.S.Mavinov Primary school of the second generation. M. Education, 2010
V.A.Gorsky
Primary and basic education. Second generation standards.
M. Education, 2010
Yu.V.Naumenko
Health-saving technologies in primary schools.
M. Globus, 2010
V.I. Lyakh, L.B. Kofman, G.B. Mayekson
Thematic planning.
Volgograd, 2010
N.I. Devekleeva
Motor games, trainings and health lessons. 1-5 grades. M.VAKO, 2007
V.G. Chaitsev, I.V. Pronina.
New technologies for physical education of schoolchildren.
M.ARKTI - school education, 2007
V.I.Kozhevnikov, A.F.Zelenko, A.B.Soloviev.
Basic acrobatic exercises.
UralGAFK 2007.
A.Yu.Patrikeev.
Outdoor games.
M.VAKO, 2007
S.A. Levina, N.I. Chesnokov.
Physical education minutes.
Volgograd, teacher, 2006
Kuznetsov V.S., Kolodnitsky G.A. Physical culture. Safety of lessons, competitions, hikes. – Moscow: Publishing House NC ENAS, 2003 Physical culture. Scientific and methodological journal. – Moscow, 2004-2006
L.I. Kodaneva, M.A. Shut.
Methodology of physical education classes in a special medical group of a general education institution.
M.Artkti, 2006
Lyakh V.I.,
Zdanevich A.A. “Comprehensive program of physical education for students in grades 1-11”
Assessing the level of physical fitness of students. Programs of general educational institutions. – Moscow: “Enlightenment”, 2010
Assessment of physical development and health status of children and adolescents.
M.-TC sphere.
Legal Library of Education, 2005.
V.F. Balashov,
N.I. Chesnokov.
Test control of knowledge.
M. Education, 2007
Educational and methodological support of the educational process
Methodological association of physical education and life safety teachers
Subject physical education
5-7 grade
Lyakh V.I.,
Zdanevich A.A. “Comprehensive program of physical education for students in grades 1-11” Programs of general educational institutions. – Moscow: “Enlightenment”, 2010
Federal component of the state standard of general education. Physical culture. Collection of normative documents. Physical culture
M. Education, 2010.
"Physical culture"
V.I.Lyakh
M. Education 2010
Physical culture: textbook. for students 5-7 grades. general education institutions / M.Ya. Vilensky, I.M. Turevsky, T.Yu. Torochkova and others; edited by M.Ya. Vilensky. – M.: “Enlightenment”, 2006
"Physical training! Physical training!"
E.N. Litvinov, G.I. Pogadaev
M. Education 2005
"Physical culture"
M.L.Vilensky
M. Education 2005
V.K. Shlykov, I.N. Marchenko.
Assignment to prepare for the Olympics.
Volgograd, 2010
N.I. Chesnokov, V.V. Kuzin, A.A. Krasnikov.
Olympiad in the subject Physical Education.
M. Education, 2005
V.V.Kozlov, A.M.Kondakov.
The fundamental core of the content of general education.
M. Education, 2010
B.I.Mishin
“Handbook for physical education teachers”
Astrel, 2003
Physical education of students in grades 5-7: A manual for teachers / V.I. Lyakh, G.B. Maikson, Yu.A.Kopylov and others; edited by V.I. Lyakha, G.B. Maxson. – M.: “Enlightenment”, 2001
Physical culture. Scientific and methodological journal. – Moscow, 2004-2006
V.A.Gorsky
Primary and basic education. Second generation standards.
M. Education, 2010
V.I. Lyakh, L.B. Kofman, G.B. Mayekson
Thematic planning.
Volgograd, 2010
N.I. Devekleeva
Motor games, trainings and health lessons. 1-5 grades. M.VAKO, 2007
V.G. Chaitsev, I.V. Pronina.
New technologies for physical education of schoolchildren.
M.ARKTI - school education, 2007
V.I.Kozhevnikov, A.F.Zelenko, A.B.Soloviev.
Basic acrobatic exercises.
UralGAFK 2007.
S.A. Levina, N.I. Chesnokov.
Physical education minutes.
Volgograd, teacher, 2006
Kuznetsov V.S., Kolodnitsky G.A. Physical culture. Safety of lessons, competitions, hikes. – Moscow: Publishing House NC ENAS, 2003 Physical culture. Scientific and methodological journal. – Moscow, 2004-2006
L.I. Kodaneva, M.A. Shut.
Methodology of physical education classes in a special medical group of a general education institution.
M.Artkti, 2006
Lyakh V.I.,
Zdanevich A.A. “Comprehensive program of physical education for students in grades 1-11”
Assessing the level of physical fitness of students. Programs of general educational institutions. – Moscow: “Enlightenment”, 2010
Assessment of physical development and health status of children and adolescents.
M.-TC sphere.
Legal Library of Education, 2005.
V.I.Lyakh
"Test control"
5-9 grade
M. Education, 2007
P.A. Kiselev,
S.B. Kiseleva
“Test questions and assignments in physical education”
M. Globus, 2010
Educational and methodological support of the educational process
Methodological association of physical education and life safety teachers
Subject physical education
5-7 grade S(K)O
Lyakh V.I.,
Zdanevich A.A. “Comprehensive program of physical education for students in grades 1-11” Programs of general educational institutions. – Moscow: “Enlightenment”, 2010
Federal component of the state standard of general education. Physical culture. Collection of normative documents. Physical culture
M. Education, 2010.
"Physical culture"
V.I.Lyakh
M. Education 2007
Physical culture: textbook. for students 5-7 grades. general education institutions / M.Ya. Vilensky, I.M. Turevsky, T.Yu. Torochkova and others; edited by M.Ya. Vilensky. – M.: “Enlightenment”, 2006
"Physical training! Physical training!"
E.N. Litvinov, G.I. Pogadaev
M. Education 2005
"Physical culture"
M.L.Vilensky
M. Education 2005
V.K. Shlykov, I.N. Marchenko.
Assignment to prepare for the Olympics.
Volgograd, 2010
N.I. Chesnokov, V.V. Kuzin, A.A. Krasnikov.
Olympiad in the subject Physical Education.
M. Education, 2005
V.V.Kozlov, A.M.Kondakov.
The fundamental core of the content of general education.
M. Education, 2010
B.I.Mishin
“Handbook for physical education teachers”
Astrel, 2003
Physical education of students in grades 5-7: A manual for teachers / V.I. Lyakh, G.B. Maikson, Yu.A.Kopylov and others; edited by V.I. Lyakha, G.B. Maxson. – M.: “Enlightenment”, 2001
Physical culture. Scientific and methodological journal. – Moscow, 2004-2006
V.A.Gorsky
Primary and basic education. Second generation standards.
M. Education, 2010
V.I. Lyakh, L.B. Kofman, G.B. Mayekson
Thematic planning.
Volgograd, 2010
N.I. Devekleeva
Motor games, trainings and health lessons. 1-5 grades. M.VAKO, 2007
V.G. Chaitsev, I.V. Pronina.
New technologies for physical education of schoolchildren.
M.ARKTI - school education, 2007
V.I.Kozhevnikov, A.F.Zelenko, A.B.Soloviev.
Basic acrobatic exercises.
UralGAFK 2007.
S.A. Levina, N.I. Chesnokov.
Physical education minutes.
Volgograd, teacher, 2006
Kuznetsov V.S., Kolodnitsky G.A. Physical culture. Safety of lessons, competitions, hikes. – Moscow: Publishing House NC ENAS, 2003 Physical culture. Scientific and methodological journal. – Moscow, 2004-2006
L.I. Kodaneva, M.A. Shut.
Methodology of physical education classes in a special medical group of a general education institution.
M.Artkti, 2006
Lyakh V.I.,
Zdanevich A.A. “Comprehensive program of physical education for students in grades 1-11”
Assessing the level of physical fitness of students. Programs of general educational institutions. – Moscow: “Enlightenment”, 2010
Assessment of physical development and health status of children and adolescents.
M.-TC sphere.
Legal Library of Education, 2005.
V.I.Lyakh
"Test control"
5-9 grade
M. Education, 2007
P.A. Kiselev,
S.B. Kiseleva
“Test questions and assignments in physical education”
M. Globus, 2010
Educational and methodological support of the educational process
Methodological association of physical education and life safety teachers
Subject physical education
8-9 grade
Lyakh V.I., Zdanevich A.A. “Comprehensive program of physical education for students in grades 1-11” Programs of general educational institutions. – Moscow: “Enlightenment”, 2010
Federal component of the state standard of general education. Physical culture. Collection of normative documents. Physical culture
M. Education, 2010.
"Physical culture"
V.I.Lyakh
M. Education 2010
“Physical culture” I.M.Butin, S.M.Maslennikov
M. Vlados 2003
V.K. Shlykov, I.N. Marchenko.
Assignment to prepare for the Olympics.
Volgograd, 2010
N.I. Chesnokov, V.V. Kuzin, A.A. Krasnikov.
Olympiad in the subject Physical Education.
M. Education, 2005
B.I.Mishin
“Handbook for physical education teachers”
Astrel, 2003
A.A.Kuznetsov, M.V.Ryzhakov, A.M.Kondakov.
Second generation standards.
M. Education, 2010
V.I. Lyakh, L.B. Kofman, G.B. Mayekson
Thematic planning.
Volgograd, 2010
V.G. Chaitsev, I.V. Pronina.
New technologies for physical education of schoolchildren.
M.ARKTI - school education, 2007
V.I.Kozhevnikov, A.F.Zelenko, A.B.Soloviev.
Basic acrobatic exercises.
UralGAFK 2007.
S.A. Levina, N.I. Chesnokov.
Physical education minutes.
Volgograd, teacher, 2006
Kuznetsov V.S., Kolodnitsky G.A. Physical culture. Safety of lessons, competitions, hikes. – Moscow: Publishing House NC ENAS, 2003 Physical culture. Scientific and methodological journal. – Moscow, 2004-2006
L.I. Kodaneva, M.A. Shut.
Methodology of physical education classes in a special medical group of a general education institution.
M.Artkti, 2006
Lyakh V.I.,
Zdanevich A.A. “Comprehensive program of physical education for students in grades 1-11”
Assessing the level of physical fitness of students. Programs of general educational institutions. – Moscow: “Enlightenment”, 2010
Assessment of physical development and health status of children and adolescents.
M.-TC sphere.
Legal Library of Education, 2005
V.I.Lyakh
"Test control"
5-9 grade
M. Education, 2007
P.A. Kiselev,
S.B. Kiseleva
“Test questions and assignments in physical education”
M.Globus, 2010
Educational and methodological support of the educational process
Methodological association of physical education and life safety teachers
Subject physical education
8 – 9 grade S(K)O
Lyakh V.I., Zdanevich A.A. “Comprehensive program of physical education for students in grades 1-11” Programs of general educational institutions. – Moscow: “Enlightenment”, 2010
Federal component of the state standard of general education. Physical culture. Collection of normative documents. Physical culture
M. Education, 2010.
"Physical culture"
V.I.Lyakh
M. Education 2010
“Physical culture” I.M.Butin, S.M.Maslennikov
M. Vlados 2003
V.K. Shlykov, I.N. Marchenko.
Assignment to prepare for the Olympics.
Volgograd, 2010
N.I. Chesnokov, V.V. Kuzin, A.A. Krasnikov.
Olympiad in the subject Physical Education.
M. Education, 2005
B.I.Mishin
“Handbook for physical education teachers”
Astrel, 2003
A.A.Kuznetsov, M.V.Ryzhakov, A.M.Kondakov.
Second generation standards.
M. Education, 2010
V.I. Lyakh, L.B. Kofman, G.B. Mayekson
Thematic planning.
Volgograd, 2010
V.G. Chaitsev, I.V. Pronina.
New technologies for physical education of schoolchildren.
M.ARKTI - school education, 2007
V.I.Kozhevnikov, A.F.Zelenko, A.B.Soloviev.
Basic acrobatic exercises.
UralGAFK 2007.
S.A. Levina, N.I. Chesnokov.
Physical education minutes.
Volgograd, teacher, 2006
Kuznetsov V.S., Kolodnitsky G.A. Physical culture. Safety of lessons, competitions, hikes. – Moscow: Publishing House NC ENAS, 2003 Physical culture. Scientific and methodological journal. – Moscow, 2004-2006
L.I. Kodaneva, M.A. Shut.
Methodology of physical education classes in a special medical group of a general education institution.
M.Artkti, 2006
Lyakh V.I.,
Zdanevich A.A. “Comprehensive program of physical education for students in grades 1-11”
Assessing the level of physical fitness of students. Programs of general educational institutions. – Moscow: “Enlightenment”, 2010
Assessment of physical development and health status of children and adolescents.
M.-TC sphere.
Legal Library of Education, 2005
V.I.Lyakh
"Test control"
5-9 grade
M. Education, 2007
P.A. Kiselev,
S.B. Kiseleva
“Test questions and assignments in physical education”
M.Globus, 2010
Educational and methodological support of the educational process
Methodological association of physical education and life safety teachers
Subject physical education
10 – 11 grade
10-11
Lyakh V.I., Zdanevich A.A. “Comprehensive program of physical education for students in grades 1-11” Programs of general educational institutions. – Moscow: “Enlightenment”, 2010
Federal component of the state standard of general education. Physical culture. Collection of normative documents. Physical culture
M. Education, 2010.
"Physical culture"
V.I.Lyakh
M. Education 2010
“Physical culture” I.M.Butin, S.M.Maslennikov
M. Vlados 2003
V.K. Shlykov, I.N. Marchenko.
Assignment to prepare for the Olympics.
Volgograd, 2010
N.I. Chesnokov, V.V. Kuzin, A.A. Krasnikov.
Olympiad in the subject Physical Education.
M. Education, 2005
Physical culture: textbook. for students of 10-11 grades. general education Institutions / [V.I. Lyakh, L.E. Lyubomirsky, G.B. Maxson et al.]; edited by V.I. Lyakha and others -
M.: “Enlightenment”, 2005
B.I.Mishin
“Handbook for physical education teachers”
Astrel, 2003
V.A.Gorsky
Primary and basic education. Second generation standards.
M. Education, 2010
V.I. Lyakh.
Methods of physical education.
M. Education, 2007
V.I. Lyakh, L.B. Kofman, G.B. Mayekson
Thematic planning.
Volgograd, 2010
V.G. Chaitsev, I.V. Pronina.
New technologies for physical education of schoolchildren.
M.ARKTI - school education, 2007
V.I.Kozhevnikov, A.F.Zelenko, A.B.Soloviev.
Basic acrobatic exercises.
UralGAFK 2007.
S.A. Levina, N.I. Chesnokov.
Physical education minutes.
Volgograd, teacher, 2006
Kuznetsov V.S., Kolodnitsky G.A. Physical culture. Safety of lessons, competitions, hikes. – Moscow: Publishing House NC ENAS, 2003 Physical culture. Scientific and methodological journal. – Moscow, 2004-2006
L.I. Kodaneva, M.A. Shut.
Methodology of physical education classes in a special medical group of a general education institution.
M.Artkti, 2006
Lyakh V.I.,
Zdanevich A.A. “Comprehensive program of physical education for students in grades 1-11”
Assessing the level of physical fitness of students. Programs of general educational institutions. – Moscow: “Enlightenment”, 2010
Assessment of physical development and health status of children and adolescents.
M.-TC sphere.
Legal Library of Education, 2005.
P.A. Kiselev,
S.B. Kiseleva
“Test questions and assignments in physical education”
M.Globus, 2010
Explanatory note.
The proposed manual implements the provisions on the basic elements of running, jumping, throwing techniques. All educational material The manual is presented by topic, which makes it possible to master and improve the types being studied.
Athletics occupies a large place in the programphysical education. Combines physical exercises such as running, jumping, throwing (consisting of various types of running, jumping, and throwing). Running is central to athletics. With the help of systematic training in running, you can achieve the development of such important qualities as speed, endurance, etc.
In physical education lessons, the teacher develops in students knowledge about the technique of sports movements and the method of motor tasks. Educational objectives will be solved more successfully when the teacher, together with the students, considers the motor action, kinematics and dynamics of the parts of the movement.
A necessary element of each lesson in which the technique of the main athletics events is studied, consolidated and improved is working on mistakes.
For students, there are the following main types: short-distance running (100m and 400m), middle-distance running (from 500m to 1000m), long-distance running (2000m, 3000m) cross-country, relay running, long jump using the “bent legs” method, high jump using the “stepping over” method, throwing a grenade.
Content.
1. Explanatory note.
2. Sprinting.
2.1 Methodological sequence of teaching the low start technique.
2.2 Additional exercises for mastering the low start technique.
2.3 Methodological sequence for teaching the starting acceleration technique.
2.4 Methodological sequence of teaching distance running.
2.5 Methodological sequence of teaching finishing.
3. Methodological sequence of teaching middle and long distance running.
4. Methodological sequence of teaching relay running.
5. Methodological sequence of teaching grenade throwing.
6. Methodological sequence of teaching long jump using the “bent legs” method.
7. Methodological sequence of teaching high jump, with a run-up “stepping over”.
8. General provisions for holding competitions.
9. Conclusion.
10. Literature.
2. Topic: Sprinting.
Sprintingin terms of the intensity of neuromuscular tension and the short duration of work, it is a typical exercise for speed. Correct running technique is characterized by a powerful rear push, an effective angle of extension of the swing leg and the absence of braking forces when placing it on a support slightly ahead of the line of the general center of gravity of the body. In this case, the torso takes a straight or slightly inclined position, and the arms make quick and economical movements. All of the above allows the runner to cover the distance freely and naturally at high speed.
At athletics lessons Other motor actions are also associated with running technique - long and high jumps from a running start, throwing a grenade from a running start, outdoor games and relay races. Therefore, first of all, it is necessary to solve the problems of teaching running technique.
2.1
low start technique .
1 .Starts from different positions (from a crouch position, a forward bend, a lunge,
from a prone position, etc.)
2 .Standing on a strongly bent push leg, the torso is horizontal, the other leg (straight) is laid back. The arms are bent, one in front,
the other is behind. From this position, start running, maintaining a horizontal
body position for as long as possible.
3 . Execution of commands “Get started!” and “Attention!” without starting
pads The teacher checks the correctness of the starting poses
everyone involved and eliminates errors if they are found.
4 .Running from a low start without pads (without a signal and at a signal)
5 .Installation of starting blocks.Front block for the strongest
(push leg) is installed at a distance of 1.5 feet from the line
start, and the back 1-1.5 feet from the front (or the distance of the shin length
from the front block). The support platform of the front block is inclined under
angle 45 - 50, rear 60 - 80. The width of the distance between the pads is usually
equals 10-12 cm.
6 . Executing the commands “Go!” , “Attention!”, “March!”.
Pushing out of the starting blocks. Movement when leaving the start
performed as quickly as possible. Propulsion system for
students should not be directed towards strong repulsion from
pads, but to quickly complete the first step.
2.2 Additional exercises to master
low start techniques .
Ex. 1. From the position of the hand in support (the torso is vertical), push off with the hands from the support, performing a running movement with them.
Ex. 2. I.p. standing on one leg against the wall. Push leg
raised, bent at the knee. On command, a sharp change of legs.
Exercise 3. I.p. standing in support at the gymnastic wall on a bent (push)
leg, extension and flexion of the supporting leg in combination with movement
flywheel
Exercise 4. The torso bends while walking. The leg in front is slightly bent,
hands down. At the teacher’s signal, a sharp movement of the head forward
and shoulders.
Exercise 5. Walking lunges. The body is tilted, the head is slightly lowered.
At the teacher's signal, quickly start running.
Exercise 6. I.p. standing, legs bent. The arms are pulled back by the partner.
The body moves forward. When releasing your hands, quick exit
to the starting position with the transition to running.
Exercise 7. Standing long jump from a low start position:
a) without pads; b) supported by starting blocks;
Exercise 8. Starts from different positions: sitting on the floor with your face (back) forward,
lying on your stomach, lying on your back with your head (or feet) towards the starting line.
Exercise 9. From an emphasis position, crouching, perform a somersault forward with the transition to
distance running.
Exercise 10. Long jump from a place followed by an instant start
and run the distance.
Exercise 11.I.p. half squat or squat. Throwing the ball forward followed by
a quick start, trying to catch up with the flying ball.
Exercise 12. Maximum pressure on starting pads at
different angles in the knee joint in isometric mode.
2.3 Subject : Methodological sequence of training
starting acceleration technique .
Exercise 1. Running out from a low start under a “gate” made of rope, rubber band or high jump bar.
Exercise 2. Running out from a low start, overcoming resistance. Partner
holds the starter with a rubber band placed on the belt or chest and passed under the runner’s armpits.
Exercise 3. Running out from a low start, overcoming resistance
partner. The partner rests his straight arms on his shoulders.
Exercise 4. Running from a low start along the marks while maintaining the optimal
body tilt.
Exercise 5. Running from a low start through the first five or six
medicine balls in steps, taking into account the increasing length of steps. Balls
are installed in places defining the middle of the running
step. The first step does not place the ball.
Exercise 6. Running from a low start 10-15 m while maintaining optimal
body tilt.
2.4 Topic: Methodological sequence of training
distance running technique .
After the starting acceleration, the runner proceeds to run along the distance. Before
They have an important task to maintain the developed horizontal speed.
This is achieved by maintaining the length and frequency of steps.
Exercise 1. Walking with a high hip lift. Hands on the belt or down
down. The body is straight (does not deviate).
Exercise 2. Running with a high hip lift, maintaining correct posture and
following various instructions: a) raise the thigh higher; b) faster
lower and plant your leg; c) work your hips more often; d) stay higher
on the foot;.
Exercise 3. Mastering straightness of movement, planting feet without turning
socks Running along a corridor (narrow path) 20-30 cm wide, made
from a rubber band, then 5cm (feet are placed in line and parallel)
Exercise 4. Running by jumping from foot to foot. This is an exercise. promotes the production
wide stride. The leg is fully straightened at the moment of repulsion
in all joints, and the other, bent at the knee joint, is carried out
forward and upward, the torso leans slightly forward, arms are bent
in the elbow joints and work in the same way as when running.
Exercise 5. Running with high hip lifts 10-15m. with the transition to running
by distance.
Exercise 6. Jumping 10-15m. with the transition to running along the distance.
Exercise 7. Running at an even, calm pace, with the foot placed on the front
part, with an increase in speed according to the teacher’s signal.
Exercise 8. Running with acceleration (gradual increase in speed).
Exercise 9. Running with a rapid increase in speed and then
advancement by inertia.
Exercise 10. Running for a while on the move. (20-30m.)
2.5 Topic: Methodological sequence of training
finishing .
The main task of the runner when approaching the finish line is to maintain
high running speed. To do this, you should strengthen the rear push and,
increasing the pace of hand movement, cross the finish line at a higher frequency.
Finishing is the runner's effort in the last meters of the distance.
They run across the finish line at full speed, completing the last
step “throw” onto the ribbon with your chest.
Exercise 1. I.p. standing in a step, left leg in front, right leg behind, arms down
down. Perform a quick forward bend of the torso with abduction of the arms
back and placing the right leg forward:
a) without tensioning the finishing tape;
b) with tension of the finishing tape;
Exercise 2. The same, but standing in a step, the right leg is in front, the left leg is behind.
Exercise 3. Bend forward with arms moving back when walking.
Exercise 4. Bend forward on a ribbon with arms moving back at a slow
and running fast.
Exercise 5. Running 20-30m across the finish line without slowing down
running speed.
Exercise 6. Throw to the line with the chest forward in small groups of 3-4
man with accelerating run.
When teaching finishing, it is important to teach students to finish.
running not at the finish line, but after it. For successful learning you should
carry out exercises in pairs, small groups (3-4 people),
selecting students of equal strength.
3. Topic: Methodological sequence for teaching running
medium and long distances.
Middle distance running is primarily an exercise
for endurance. Conducted on a treadmill and cross country
terrain.
Middle and long distance running begins with a high start.
At the command “To start,” students approach the start line and take a seat.
the most advantageous position to start running. In this case, the runner bets
starting line push leg, placing the other leg back at a distance
one foot from the heel of the front leg. The opposite is exposed
With the forward leg, the bent arm is brought forward.
At the command “Attention!”, hand support is possible, but in front of the start line.
The other hand is behind. In this position, the runner waits for the command “March!”
On command with a quick push of the legs and a strong wave of the arms
the athlete begins running by taking the first step with the standing foot behind him.
The movement of the runner with a swing step is free and relaxed, without
overexertion of muscles, causing fatigue. When studying the technique
while running, pay attention to the placement of your feet and the ability to relax
leg muscles. A runner's stride should be natural and comfortable.
Finishing consists of running faster at the end
distances of 150-300m. to the finish.
1. Cross-country races from 500 to 800m.
2. Repeated and variable running at an accessible pace (2x150, 3x60, 3x200, etc.)
3. Maintaining the pace, setting the pace, increasing the load.
4. Strength training.
4.
relay race .
A team event in which participants take turns running
Segments of the distance, passing the baton to each other.
Teach the technique of passing and receiving the baton in the passing zone.
1. Passing the baton from the right hand to the left. Students
line up in two lines with an interval of 1-1.5 m. Second line
with a baton in hand. Hands should be in one
vertical plane.
2. Transmitting and receiving (in pairs), standing still, simulating hand movements
as when running, at the command of the teacher.
3. The same, but with imitation of the movement of arms and legs when running (in place).
4. One-step transfer.
5. Passing and receiving while walking, then lightly running.
6. Passing and receiving the baton at a free pace, according to a signal
teachers.
7. Gradual increase in speed, passing the stick.
8. Passing and receiving the baton in the zone.
5. Topic: Methodological sequence of training
throwing a grenade.
Throwing a sports grenade is performed from a place and from a run. Grenade
grab with four fingers, and the free little finger bends,
resting on the base of the handle.
The run-up consists of two parts: a) preliminary - from the start (i.p.) to
control mark; b) final – from the control mark to
throw line. The run-up begins with an easy run with gradual acceleration.
1. Familiarization with throwing techniques.
2.Holding a grenade and throwing it from a place.
3. Study of the final effort when throwing from a place and from a step with the left foot.
4. Studying the technique of throwing steps and returning to the starting position
for the throw.
5. Studying the technique of releasing a grenade (on the spot, while walking, while running lightly.)
6. Free running with a grenade in hand.
7. Throwing a grenade from a running start.
The student must hit the control mark with his left foot (if
throwing with the right hand). In the final effort phase, the
muscles of the legs, then the torso and arms.
6. Topic: Methodological sequence of training
long jump using the “legs bent” method.
The distance of the long jump depends on the angle of departure of the common center
body mass, determined by the action of the jumper in repulsion, and
the magnitude of the flight speed, which largely depends on the take-off speed
before repulsion.
Training and subsequent improvement of jumping technique
length is usually accompanied by multiple repetitions of its elements
and holistic exercise.
1.Teach the basics of the standing long jump technique.
a) I.P. – half squat, arms pulled back. Perform an energetic swing
arms forward and upward with simultaneous extension of the legs and lifting
on socks.
b) Perform a jump upward with a push with both legs.
c) I.P. - crouching position. Jump up with your arms in the air
and landing in a half squat position with your arms forward.
d) Stand on the bench. I.P. – feet shoulder-width apart, arms down
down. Perform a half squat with your arms moving back and do not linger,
combining the push-off with a wave of the arms, jump from the bench to the position
half squat, arms forward.
d) Standing long jump.
2. Exercises for mastering the running long jump technique.
a) Jumping on one leg from circle to circle. The circles are made from gymnastics hoops.
b) Jumping in step with 4 running steps through a “ditch” 1 m wide with soft
landing on two feet.
c) Running long jump (6-8 running steps) with overcoming
obstacles (bench, jump rope).
d) Running long jump (6 – 8 running steps).
3. Technique of pushing off and landing .
a) Standing long jump with a push of one leg and landing on both
legs.
b) The same, but from one step. I.P. - swing leg in front, push
push from behind.
c) The same, but from three steps.
d) Jumping in step along circles drawn on the ground.
e) Jumping in step, pushing off while running slowly after one step.
e) Jumping while running, pushing off while running slowly after three steps
on the fourth.
g) Long jumps with a short run-up.
h) Running long jumps landing in the designated areas.
i) Long jumps from a medium run-up.
j) Long jump from a full run with a soft landing.
7. Topic: Methodological sequence of training
high jump with a running “stepping over”.
Initial training It is advisable to conduct high jumps in the gym.
1. Create a correct understanding of the jumping technique.
2. Imitation of a simplified technique for overcoming a bar (rubber band).
Stepping should not be done to the side, but in the direction of movement.
3. Push up - forward and swing along the bar. Landing on
push leg.
4.Perform simulation in step.
5.Push-off from 3 steps.
6.High jump with a simplified technique of overcoming the bar.
With 5 steps.
7.Mastering the rhythm of three last steps takeoff run
8. Selection of a run for each student.
When teaching technique, you should use markings for the direction of the run,
places of take-off and landing. It makes it possible to
focus not only on the direction of the run, but also on the execution of swing movements.
8. Topic: General provisions on holding competitions .
Athletics competitions are held outdoors (stadium, highway, forest) and indoors (sports arenas, halls). By nature, competitions are divided into personal, team and individual-team. Individual competitions determine the individual winners and runners-up, as well as the placings of all other participants. Team competitions determine the winners in team wrestling, without identifying individual championships, and also determine the places occupied by all other teams. Personal-team competitions connect the previous two, defining both individual and team championships.
According to their significance, competitions can be cups, championships, or championships. Cup competitions determine the winner and award him a challenge cup, and are held annually or every other year. You can become a champion in any sport at the championship of the corresponding competition. Speaking about the rank of competitions, we can roughly distinguish four levels: highest, first, second and third.
Competitions are of the following types:
the main ones are competitions in athletics, where places are distributed;
qualifying - competitions in athletics are held for the purpose of selection for the main competitions;
classification - competitions are usually held at the end of the season in order to determine the sports level of athletes;
category - competitions of athletes of certain categories, where junior categories can participate, but higher categories do not participate;
with “equalization,” the goal of competitions is to equalize the strengths of athletes or teams, giving a head start to the weakest teams (by age, rank, etc.), usually held in high schools to raise interest in sports and develop healthy sports passion;
qualifying (control) - competitions are held for the purpose of selecting athletes for the national team or to monitor their level of preparedness;
correspondence - competitions are held simultaneously in different cities, after which places are determined by the number of points scored;
open - competitions are held for everyone, only permission from a doctor is required;
individual or specific - competitions are held in one type or in a group of similar types of athletics (“Runner’s Day”, “Jumper’s Day”, “Marathon Day”, etc.);
match meetings - competitions are held between teams to determine the strongest.
All competitions, regardless of nature and type, must be included in the competition calendar. Competitions not included with competition calendar of the relevant organizations cannot be held and financed. The principle of drawing up the competition calendar is top-down, that is, subordination must be observed, first the higher-level organization draws up its calendar, then the lower-level one, and so on down to the lower team. The time of holding competitions of lower-level organizations should not coincide with the time of holding higher-level competitions. Competitions of higher organizations should be preceded by competitions of lower ones in order to compile national teams (for example, the Russian championship should be zonal, regional competitions, and in turn these competitions should be championships of regions, then - cities, teams).
All competitions are held in accordance with regulations drawn up and approved by the relevant organization. Regulations are the main document of the competition, which guides the panel of judges for their conduct. Only the main panel of judges together with a representative of the organization conducting the competition and representatives of the teams can change the position, make additions or amendments.
Organizations holding athletics competitions are obliged to send regulations to participating teams (organizations) within a time frame that ensures the necessary preparation for this competition.
Conclusion
This manual is written in accordance with the athletics course syllabus.
Athletics is a sport that combines exercises in walking, running, jumping, throwing and all-around events made up of these types. In educational the establishment is easy athletics is integral part curricula physical education for students of educational institutions of various types. Physical education specialists are attracted by the versatile impact of motor activity in athletics on the body of those involved, on increasing their functional capabilities and on the comprehensive development of physical qualities. Athletics exercises have a very diverse effect on the human body. They develop strength, speed, endurance, improve joint mobility,
They allow you to acquire a wide range of motor skills and contribute to the development of strong-willed qualities.
The educational process in athletics lessons allows teachers to actively influence the morality of students, cultivate ethical behavior, relationships in a team, and moral qualities.
Issues of physical development, mastery of various motor skills and issues of personality development are resolved in a system of health, educational and educational tasks. These tasks are reflected in this manual; the main tasks can be supplemented with specific tasks that specify and clarify them.
Literature
1. Arakelyan E.E., V.P.Filin, A.V.Korobov, A.V.Levchenko - Short distance running (sprint). – M.: Infra-M.: 2010 ..
3. Valik B.V. Development of speed and strength qualities. In the book: Athletics for young men. M., “Physical education and sports”,2011
6. Kholodov Zh.K. and others. Athletics at school: A manual for teachers / Zh.K. Kholodov, V.S. Kuznetsov, G.A. Kolodnitsky. - M.: Education, 1993. - 128 p. 2011
State educational institution secondary vocational education
Medical School No. 21
Department of Health of Moscow
PHYSICAL CULTURE
Moscow 2011
Author: Martynova A.N. -Head of Physical Culture, State Educational Institution of Secondary Professional Education medical school No. 21, Honored Worker of Physical Culture of the Russian Federation, Master of Sports of the USSR in rhythmic gymnastics. Teacher of the highest qualification category
Reviewer:
This manual is intended for physical education teachers in secondary vocational education institutions when organizing their activities with students who have suffered certain diseases.
In conditions modern world with the advent of devices that facilitate work activity (computers, technical equipment) has sharply decreased motor activity people compared to previous decades. This ultimately leads to a decrease in a person’s functional capabilities, as well as various kinds of diseases. Today, purely physical labor does not play a significant role; it is replaced by mental labor. Intellectual work sharply reduces the body's performance.
Physical education has a healing and preventive effect, which is extremely important, since today the number of people with various diseases is constantly growing.
Physical culture should be included in a person’s life with early age and not leave her until old age. At the same time, the moment of choosing the degree of stress on the body is very important; an individual approach is needed here. After all, excessive stress on the human body, both healthy and with any disease, can cause harm to it.
Thus, physical culture, the primary task of which is to preserve and strengthen health, should be an integral part of every person’s life.
Teenagers who have suffered from a disease and find themselves deprived of active physical education for a long time find themselves in a particularly difficult situation.
The author has selected information material that will help you easily navigate the choice and selection of physical activity for each student individually, depending on the severity of the disease he or she has suffered. Observe the timing of prescribing physical education classes, strictly observe the indications and contraindications for prescribing certain exercises.
Martynova A.N.
PREVENTION OF DISEASES BY MEANS
PHYSICAL CULTURE.
A properly organized process of physical education is a powerful factor in the prevention of a number of diseases: rheumatism, attacks of bronchial asthma and relapses of other diseases. An individual approach to students who have a preparatory medical group has a positive effect on the state of the nervous system, helps reduce morbidity and increase performance. A prerequisite for this is: consistency, systematicity, gradual increase in load, the use of not only general physical training means (according to indications), but also physical therapy means, an individual approach, thorough medical and pedagogical control.
A motor action, no matter under what conditions it is performed, is associated with the manifestation of strength, endurance, speed, flexibility, and dexterity. These are the basic motor qualities, the improvement of which allows you to effectively perform any type of professional work.
POWER
A significant place in the professional and motor training of future specialists should be given to the development of muscle strength - a person’s ability to overcome resistance, i.e. counteract it through muscle tension.
Muscle strength manifests itself in two main modes:isotonic Andisometric . In the Isotonic mode, muscles contract (shortening and lengthening) to produce movement (dynamic force). In isometric mode, the muscles tense, but do not produce movement (static strength).
There are actually strength (static mode), speed-strength (dynamic mode), as well as explosive strength (the ability to exert a large amount of force in the shortest period of time).
Strength exercises, depending on the nature of the resistance, can be divided into groups: with external resistance, exercises with resistance from a partner, resistance to the external environment, exercises from general gymnastics.
2. ENDURANCE
Endurance is the ability to perform any activity (labor, physical) for a long time without reducing its effectiveness.
There are four types of endurance: mental, sensory, emotional, physical.
Undergeneral , oraerobic , endurance understands the body’s ability to work for a long time in a steady state, when the need for oxygen corresponds to its absorption. General endurance is characterized high level the functioning of systems responsible for metabolism in the body; perfection of nervous processes in the cerebral cortex, coordinating the functions of organs and systems. General endurance is improved by working with at least 70% muscle mass (cyclic types of physical activity: running, swimming, skiing and cycling, etc.). When developing endurance during exercise, a certain degree of fatigue occurs. Only in the fight against fatigue does the body adapt to the stress, and adaptation, in turn, leads to an increase in endurance.
When developing endurance, you should remember to cultivate strong-willed qualities.
Special , oranaerobic , endurance is the ability to endure loads for a long time, characterized by a high level of physiological and mental capabilities in relation to the type of activity and the conditions in which it manifests itself.
Speed endurance – this is the ability to perform work of submaximal power due to oxygen-free sources of energy generation. Improving anaerobic capabilities is determined by the power of the work, the length of the distance, rest intervals, the nature of the rest, and the number of repetitions.
Strength endurance – this is the body’s ability to resist fatigue and prolonged strength work.
To develop dynamic speed endurance, it is advisable to use weights within 40-50% of the maximum, at an average repetition rate. Exercises must be performed until severe fatigue, take a break between series until complete rest, repeat
exercise in 7-9 series.
For developmentstatic strength endurance static exercises are used, which are performed until the muscles being trained are tired.
To develop coordination endurance, it is necessary to perform complex motor actions.
3. RAPIDITY
Speed is the ability to perform motor actions in the minimum period of time for given conditions.
To develop speed, exercises are used in which a conditioned movement is performed following a specific signal. To develop the speed of reaction to a moving object, the suddenness of the appearance of a signal is increased, the speed of movement of the object is increased, and its size is reduced. For this, elements of sports games are used: basketball, volleyball, football, handball, exercises with small balls.
4. FLEXIBILITY .
Flexibility is the ability to perform movements with a large amplitude - one of the most important physical qualities of a person. The maximum range of motion is a measure of flexibility and mobility in the joints of the whole body. Passive and active exercises are used to develop flexibility.
Passive exercises are performed on apparatus, with the help of a trainer, using own strength or body weight.
Active exercises performed with full amplitude without objects and with objects; static exercises with holding the limb in the abducted position to the limit for 3-6 seconds.
All of these exercises provide an increase in mobility due to the extensibility of the muscular-ligamentous apparatus.
5. AGILITY .
Agility is the ability to quickly master new movements and the ability to rearrange motor activity in connection with changes in the environment. To have such a quality as agility, you must be strong, fast, resilient, have good mobility in the joints, and have high strong-willed qualities. Agility – This is the accuracy of movements, coordination, and the ability to perform movements in changing conditions.
To develop such a quality as dexterity, you must be able to perform many different movements and have a certain motor reserve. For this, any exercises that include elements of novelty are used, both without objects and with objects.
Various starting positions, mirror execution of exercises, changes in the speed and tempo of movements, changes in the spatial boundaries in which the exercise is performed, pair and group exercises, and balances are used.
So, a healing effect on the body, an improvement in the general health of students who have certain contraindications for physical education in the main medical group, can only be obtained if the following conditions are met:
Optimal dosage of the effects of physical activity on the body;
Compliance with basic hygiene requirements;
Drawing up appropriate programs - minimum and maximum;
Concentrating on movement;
Performing the load on a positive neuro-emotional background;
Compliance with the rules of a healthy lifestyle, diet, sleep, rest, absence of bad habits.
DISEASE PREVENTION
CARDIOVASCULAR SYSTEM.
The prevalence of cardiovascular diseases among students is largely due to neuropsychic stress and leads to heart neuroses, hypertension, arterial hypotension, coronary artery disease, vegetative-vascular dystonia, atherosclerosis, and varicose veins.
Table No. 1.
DiseaseIndications
Contraindications
Heart neurosis
Health path, alternating walking and light running in the fresh air, swimming, skiing, stretching, alternating exercises with tension and relaxation. Strictly dosed load
Speed-strength exercises, exercises in static tension, sudden movements, sports games.
Hypertension
Individual physical activity, restoratives (massage, hardening), general developmental, breathing, relaxation exercises with moderate load. Cyclic exercises - measured walking, skiing, swimming. The pace of the exercises is slow and medium. Each exercise is performed without holding your breath. Starting positions – lying and sitting.
Exercises with holding your breath, straining, long bends, jumping, hopping, working with weights (barbell, dumbbells). Limit exercises for strength, speed, endurance
Arterial hypotension
General developmental exercises, massage, exercise equipment, breathing exercises, health path, swimming, skiing, games, contrast shower, sauna. It is necessary to differentiate exercises for speed, strength, endurance. Apply starting positions – Sitting and standing.
Sharp bends, overdose of physical exercise, speed-strength exercises, working with large weights, sudden changes in starting positions, fast running, jumping, long cyclic actions.
Coronary heart disease
General strengthening exercises, breathing, relaxation, walking, swimming, slow running. Following a diet (fasting days), normalizing sleep (walking before bedtime). Starting positions: sitting, standing, lying down. The pace is medium and slow.
Exercises for strength and speed, sudden movements, exercises with holding your breath, straining, exercises with weights, jumping, sports games.
Vegetative-vascular dystonia
General developmental exercises (with full amplitude, without holding your breath or straining), exercises with alternating muscle tension and relaxation, exercises for the vestibular system to change the position of the body and head in space, health path, slow running, swimming, skiing, sports games (badminton , tennis, volleyball). Between exercises there are pauses and breathing exercises. As your training level increases, the loads should increase. The tempo is medium and slow, the starting positions are different.
Sharp turns of the head, sharp bends forward, holding your breath, weights, exercises for the abdominal muscles of large volume, speed-strength exercises.
Atherosclerosis
Moderate physical activity of a cyclic nature, general developmental, breathing, relaxation exercises. Monitoring pulse, breathing, general condition. Necessary proper nutrition with a reduced content of animal fats, hardening.
Breath-holding exercises, straining, strength and speed exercises.
Varicose veins
Exercises for the legs should be performed in starting positions lying down with the legs horizontal and elevated, with a large range of movements in the hip and ankle joints, exercises for the muscles of the lower leg and thigh. Breathing and relaxation exercises, stretching, elements of massage and self-massage, swimming, hiking and skiing, cycling. Wearing elastic stockings is mandatory. In the stage of circulatory compensation, the volume of outdoor exercise equipment and special exercises increases.
Exercises in the starting position while standing with great tension. Exercises are contraindicated in the thrombophlebitis stage, as well as jumping and weight lifting.
PREVENTION OF DISEASES OF THE RESPIRATORY SYSTEM.
Among the main diseases of the respiratory system, chronic bronchitis, bronchiectasis, pneumonia, bronchopneumonia, and bronchial asthma should be highlighted.
For the entire group of diseases the following are indicated: - general developmental exercises; - special breathing exercises; - measured swimming, skiing, slow running, - sports games with measured load.
1. BREATHING EXERCISES:
With an extended exhalation; - with the utterance of whistling, trembling, hissing sounds as you exhale. Physiological vibration of the bronchi occurs and spasms are relieved. - with slowing down and holding your breath; - diaphragmatic breathing.
2. EXERCISES FOR THE MUSCLES OF THE UPPER LIMB AND CHEST - activate blood circulation in the lungs, reduce congestion, and prevent the development of pneumosclerosis.
3. EXERCISES WITH ALTERNATING TENSION AND RELAXATION - help normalize the course of nervous processes, even out the tone of the respiratory muscles and relieve spasms.
It should be remembered that INHALE is an active process and occurs due to the contraction of the respiratory muscles. EXHALETION – is carried out by relaxing the muscles that produce inhalation.
4. DRAINAGE EXERCISES – promote the outflow of mucus and are performed with the head tilted forward, shoulders drawn together, arms lowered, torso bent, legs raised forward. Starting positions are used: sitting, standing, lying down, lying on your side. The pace of the exercises is slow and medium, the exercises can be performed with musical accompaniment.
When working with a disease such as bronchial asthma, you should clearly know the contraindications to physical exercise:
In the acute stage of the disease,
For malignant tumors.
Great physical activity
Exercises involving straining while holding your breath while INSPIRING,
Hardening with cold water,
Swimming in a pool with a high chlorine content.
PREVENTION OF DISEASES OF THE DIGESTIVE ORGANS AND KIDNEYS.
The most common diseases: gastritis, peptic ulcer, gastroduodenitis, colitis, cholecystitis, biliary dyskinesia, pyelonephritis, kidney disease.
Table No. 2
DiseaseIndications
Contraindications
Chronic gastritis
Exercises for the abdominal muscles, static and dynamic breathing exercises, slow walking, outdoor games, swimming, skiing. Various I.P. are used. The load is average and above average.
Long and high-speed running, heavy load, work with maximum weights, sudden changes in body positions.
Peptic ulcer
Diaphragmatic breathing, walking at a calm pace, swimming, skiing, skating, exercises with apparatus (weighing up to 0.5 kg), coordination. Sports games (badminton, table tennis). Starting positions: sitting, standing, lying down, performed at a slow pace with maximum amplitude of movements of the arms, legs, and torso. Skiing, swimming, skating.
Sudden movements, speed-strength load, jumping rope.
Cholecystitis and biliary dyskinesia.
Exercises for the abdominal muscles without increasing abdominal pressure, walking, outdoor games, swimming, skiing, hiking. Starting positions are used on the back, on the right and left side, in support while kneeling
Running, jumping, exercises for the abdominal muscles with increased intra-abdominal pressure, exercises with apparatus, severe muscle tension, outdoor games.
Pyelonephritis
Balanced nutrition, strict adherence to daily routine and rest, prevention of colds, hardening of the body. General developmental exercises, special exercises for the abdominal muscles, and diaphragmatic breathing are used. Running, jumping, various walking options (on toes, with knees raised), exercises with sudden changes in body position, outdoor games, jumping and shaking the body, jumping rope. Work on simulators, cycling, exercises with objects are used.
Heavy lifting, hypothermia, overheating, overwork, nervous shock. Exercises of high and moderate intensity. Skiing and swimming in open waters are limited. Exercises in the acute phase. Drinking alcohol, smoking.
PREVENTION OF MUSTOCULAR DISEASES.
Physical exercise is an effective means of preventing poor posture: stooping, asymmetry of the shoulders and shoulder blades, as well as scoliosis and osteochondrosis. Students with poor posture, as a rule, have weakened musculoskeletal systems and muscles, inelastic ligaments, and reduced shock-absorbing abilities of the lower extremities and spine. There is a very high risk of severe injuries: (fractures of bones and vertebral bodies, rupture of muscles and ligaments, etc.)
TABLE No. 3
DiseaseIndications
Contraindications
Poor posture: scoliosis, osteochondrosis
Rhythmic and athletic gymnastics, stretching, swimming. Particular attention is given to strengthening the abdominal and back muscles. Dynamic stress, cyclic activities (swimming, skiing, running). Yoga classes. Static exercises alternate with breathing.
Weight lifting, high jump, long jump, springboard and platform jump. Exercises with static loads. Existing heart, vision and metabolic diseases.
Flat feet
General developmental exercises for all muscle groups, different starting positions, high load. Swimming. Exercises that strengthen the arch of the foot and lower leg and special ones (walking barefoot, on pebbles, etc.)
Limited: running, skiing, skating. Avoid prolonged standing and playing sports - as recommended by a specialist. Do not wear tight shoes or heels higher than 4 cm.
Arthrosis
Walking, cycling, skiing, hardening, swimming, general developmental flexibility exercises. Alternate tension and relaxation exercises.
Running, jumping, lifting and carrying heavy objects, squats, climbing hills, climbing stairs.
PREVENTION AND CORRECTION OF VISION, METABOLIC DISORDERS.
The most common visual impairment is myopia (myopia), which most often occurs in persons with poor physical development, impaired musculoskeletal function, although quite great value has a hereditary factor. Deviations in health caused by poor nutrition, non-compliance with the daily routine, bad habits, often lead to metabolic disorders (obesity, diabetes).
TABLE No. 4
DiseaseIndications
Contraindications
Myopia
General developmental exercises, walking, running, exercises to strengthen the musculo-ligamentous apparatus and the muscular corset, exercises for the external and internal muscles of the eyes, relaxation and breathing exercises. Special gymnastics for the eyes is required (according to the method of Professor E.S. Avetisov, Yu.A. Utekhin).
Jumping, jumping rope, body shaking and exercises that increase intracranial pressure. Exercises in static mode are prohibited.
Obesity
Exercises of a large volume and dynamic nature are used. Various starting positions, exercises with objects and small weights. Duration of at least 30-40 minutes with rest intervals. Breathing exercises are mandatory. Swimming, skiing and outdoor activities, cycling, outdoor games. Endurance work, tourism.
Sports games, working with heavy weights, fast running, jumping, speed and speed-strength exercises.
Diabetes mellitus
General developmental exercises for all muscle groups in various starting positions, at an average and slow pace, with objects, small weights, for coordination. Swimming, moderate walking, light jogging, skiing. Duration: at least 30-45 minutes.
Sports, speed and strength exercises.
From all of the above, I would like to note that such types of physical activity as dosed walking, running, health path, swimming, skiing, cycling, general developmental exercises for all muscle groups, performed at a moderate and slow pace, not only prevent these diseases, but also contribute to the improvement of the body, correction of the figure, strengthening of health and develop the need for healthy way life.
TIMELINE FOR RESUMPTION OF PHYSICAL CLASSES
EXERCISES AFTER HAVING DISEASES.
The state of human health, his resistance to diseases are associated with the reserve capabilities of the body, the level of its protective forces, which determine resistance to adverse events. external influences. The increasing incidence among young people is an expression of physical detraining, which develops as a result of limited physical activity. A growing body especially needs muscle activity, therefore, insufficient physical activity, uncompensated by the necessary volume and intensity of physical activity, leads to the development of a number of diseases.
Classes physical exercise have a beneficial effect on all body systems. They contribute to the formation of correct posture, develop strength, agility, speed, endurance, and increase the body's resistance to fatigue. Students who engage in physical exercise have higher physical and mental performance. Due to the effect of physical exercise on the central nervous system is expressed in an increase in the strength and balance of nervous processes, the body quickly adapts to new types of work, to a new environment.
A complete cessation of exercise can only be temporary. The timing of the resumption of physical education and sports after illnesses and injuries is determined by the doctor individually for each student, taking into account all clinical data (the severity of the nature of the disease or injury, the degree of functional impairment (which was caused by the disease or injury). Gender and age are also taken into account , compensatory abilities of the body and other individual characteristics.
The timing for resuming physical activity after acute and infectious diseases is listed below.
ANGINA (catarrhal, follicular, lacunar). Signs of recovery: absence of inflammation in the pharynx (redness, swelling, etc.) and pain when swallowing; normal temperature for at least 2 days; satisfactory general condition. Physical education can begin after 6-7 days, training after 12-14 days, participation in competitions after 20-22 days. Caution is required when engaging in winter sports (skiing, skating) and swimming due to the danger of sudden cooling of the body.
SOLISH PHLEGMONOSIS Signs of recovery: satisfactory health, absence of painful phenomena in the pharynx and cervical lymph nodes; normal temperature for at least 7 days; almost complete restoration of normal body weight. Physical education classes - after 14-15 days, training - after 20-21 days, participation in competitions - after 30-35 days. When admitting to competitions, pay special attention to the state of the cardiovascular system. Functional tests are required.
APPENDICITIS: a) acute. Signs of recovery: satisfactory health, normal temperature for at least 10 days; absence of pain and tension of the abdominal wall in the area of the appendix upon palpation. Physical education classes - after 7-10 days, training - after 14-18 days, participation in competitions - after 25-30 days. Surgery is recommended, as there is no guarantee against a new attack.
ACUTE, INFECTIOUS BRONCHITIS. ACUTE CATARH OF THE UPPER RESPIRATORY TRACT. Signs of recovery: satisfactory general condition; normal temperature; no cough; absence of wheezing in the lungs. Physical education classes - after 6-8 days, training - after 10-12 days, participation in competitions - after 14-16 days. Beware of sharp and especially sudden cooling of the respiratory tract when performing physical exercises.
CHICKEN POX. Signs of recovery: satisfactory health; normal temperature for at least 7 days; absence of painful phenomena in the respiratory tract; joints and skin. Physical education classes - after 7-8 days, training - after 10-12 days, participation in competitions - after 16-18 days.
FRONTITIS SINUSITIS. Signs of recovery: normal temperature for at least 14 days; complete disappearance of pain and discomfort in the affected areas. Physical education classes - after 8-9 days, training - after 16-18 days, participation in competitions - after 20-25 days. Particular caution is required when practicing winter sports and gradual hardening.
PULMONARY INFLAMMATION (catarrhal and croupous). Signs of recovery: satisfactory health; normal temperature for at least 14 days; no cough; normal data on auscultation and percussion. Physical education classes - after 12-14 days, training - after 18-20 days, participation in competitions - after 25-30 days. With prolonged catarrhal inflammation and severe forms of lobar inflammation, the time period increases by two to three weeks.
Table No. 1
b) after surgery. Signs of recovery: good (painless, mobile) postoperative scar; painless tension in the abdominal muscles. Physical education classes - after 10-15 days, training - after 20-25 days, participation in competitions - after 30-40 days. Jumping, lifting weights and exercises on gymnastic apparatus should be limited.
GASTROENTERITIS and other acute disorders of the gastrointestinal tract. Signs of recovery: Disappearance of all painful phenomena (pain, nausea, diarrhea, etc.) Physical education - after 2-3 days, training - after 5-6 days, participation in competitions - after 10-12 days. Pay special attention to strict adherence to the diet.
FLU: a) catarrhal, gastrointestinal and nervous forms, mild and moderate severity (increased temperature for no more than 4 days, absence of pronounced local phenomena). Signs of recovery: satisfactory health; normal temperature for at least 5 days; complete absence of painful symptoms in the respiratory tract, heart, gastrointestinal tract and other organs; satisfactory result of functional tests of the cardiovascular system. Physical education classes - after 4-5 days, training - after 6-8 days, participation in competitions - after 10-12 days;
B) more severe forms (fever for more than 5 days, disorders of individual organs, as well as pronounced phenomena of general intoxication). Signs of recovery: satisfactory health; normal temperature for at least 7 days; other symptoms are similar to mild forms of influenza; satisfactory result of functional tests of the cardiovascular system. Physical education classes - after 10-12 days, training - after 18-20 days, participation in competitions - after 30-40 days. When admitted to competitions, it is necessary to examine the cardiovascular system and conduct functional tests.
DYSENTERY. Signs of recovery: satisfactory health; normal stool for at least 15 days; good appetite; close to natural normal weight; satisfactory result of functional tests of the cardiovascular system. Physical education classes - after 14-16 days, training - after 20-25 days, participation in competitions - after 30-35 days. Systematic monitoring of the well-being of the cardiovascular system and gastrointestinal tract is necessary.
DIPHTHERIA. Signs of recovery: normal temperature for at least 15 days; good health; complete disappearance of painful phenomena in the gland area; absence of pathological changes in urine. Physical education classes - after 30-35 days, training - after 40-50 days, participation in competitions - after 60-75 days. Medical observation for 2-3 months. Systematic monitoring of heart activity. Special care and gradual loading in classes are required. Mandatory control tests urine.
MEASLES. Signs of recovery: normal temperature for at least 7 days; normal bowel function; complete absence of skin rash. Physical education classes - after 14-16 days, training - after 20-21 days, participation in competitions - after 25-30 days.
KIDNEY INFLAMMATION (acute nephritis). Signs of recovery: feeling good; no swelling; absence of protein and formed elements in the urine during three repeated examinations every 5 days. Physical education classes - after 30-35 days, training - after 40-50 days, participation in competitions - after 60-90 days. Systematic medical supervision is required. Repeated urine tests are required after 2-3 workouts over a period of two to three months.
DISEASES OF THE SKIN AND MUCOUS MEMBRANES that do not cause sharp painful phenomena and restrictions on movement (scabies, lichen, etc.) The moment of complete recovery is determined by the attending physician and is characterized by a complete absence of manifestations of the disease and relapses for 8-15 days. Physical education classes - after 5-6 days, training - after 7-10 days, participation in competitions - after 15-20 days.
ACUTE EXPANSION OF THE HEART (due to sports or other stress). Signs of recovery: satisfactory health, no shortness of breath when moving; restoration of normal heart sizes, clean, clear tones, satisfactory results of functional tests of the cardiovascular system. Physical education classes - after 30-45 days, training - after 60-75 days, participation in competitions - after 90-120 days. Systematic medical and pedagogical supervision is required (in the doctor’s office and in physical education classes).
OTITIS (acute). Signs of recovery: Normal temperature for at least 5 days; absence of painful phenomena. Physical education classes - after 14-16 days, training - after 20-25 days, participation in competitions - after 30-40 days. Special caution is required when swimming.
PLEURITIS: a) dry. Signs of recovery: normal temperature for at least 20 days; satisfactory health; absence of painful symptoms in the lungs and bronchi; restoration of normal weight. Physical education classes - after 14-16 days, training - after 20-24 days, participation in competitions - after 30-35 days. Hardening is recommended. Avoid colds.
b) exudative. Signs of recovery: no signs of effusion in the pleura. Physical education classes - after 40-50 days, training - after 60-80 days, participation in competitions - after 90-105 days. Hardening is recommended, avoiding colds.
RHEUMATISM, ACUTE. Signs of recovery: satisfactory health; normal temperature for at least 30 days; complete absence of deformities and pain in the joints during movements; absence of painful phenomena in the heart area. Physical education classes - after 6-8 months, training - after 1-1.5 years, participation in competitions - after 2-2.5 years. After 3-4 months, therapeutic gymnastics classes in special groups are possible. Special care and gradual training are required. If the disease occurs in winter time, it is advisable not to start training until the summer.
CONCUSSION. Signs of recovery: satisfactory health; complete absence of headaches and dizziness, both at rest and during movement (at least 15 days); normal reflexes. Physical education classes - after 20-25 days, training - after 30-40 days, participation in competitions - after 60-90 days. For six months, training associated with sudden shaking of the body (ski jumping, football, acrobatics, etc.), as well as boxing, karate, and wrestling, are excluded.
SCARLET FEVER. Signs of recovery: satisfactory health; normal temperature for at least 20 days; complete absence of skin peeling; absence of pathological changes in urine. Physical education classes - after 30-40 days, training - after 50-60 days; participation in competitions – in 75-80 days. Special care and gradual loading in classes are required. A urine test is required before starting training and after one of the first classes.
The issue of admission to physical education and sports for students who have suffered severe forms of lung, heart, liver diseases, residual effects of polio, and the consequences of various injuries to the musculoskeletal system is decided individually by specialist doctors.
Approximate dates for the resumption of physical education classes for students educational institutions The main medical groups are presented in this table:
Appointment dates
Note
Angina
In 2-3 weeks
To resume classes, an additional medical examination is required. Avoid hypothermia while skiing, swimming, etc.
Acute respiratory diseases
In 1-3 weeks
Avoid hypothermia. Winter sports and swimming may be temporarily excluded. In winter, during outdoor activities, breathe only through the nose.
Acute otitis media
In 3-4 weeks
Swimming is prohibited. Avoid hypothermia. In case of chronic performative otitis, all water sports are contraindicated. In case of vestibular instability, which often occurs after surgery, exercises that can cause dizziness (sharp turns, rotations, inversions) are also excluded.
Pneumonia
In 1-2 months
Avoid hypothermia. It is recommended to make greater use of breathing exercises, as well as swimming, rowing and winter sports ( fresh air, no dust, positive influence on the respiratory system).
Pleurisy
In 1-2 months
Endurance exercises and exercises associated with straining are excluded (for up to six months). Swimming, rowing, and winter sports are recommended.
Flu
In 2-3 weeks
Physician supervision and ECG monitoring are required
Acute infectious diseases (measles, scarlet fever, diphtheria, dysentery, etc.)
In 1-2 months
Resumption of classes is possible only with a satisfactory response of the cardiovascular system to functional tests.
Acute jade
In 2-3 months
Endurance exercises and water sports are strictly prohibited. After starting physical education, regular monitoring of urine composition is necessary.
Rheumatic carditis
In 2-3 months
Classes are permitted only if foci of chronic infection are sanitized. Have been studying for at least a year special group. ECG monitoring is required.
Infectious hepatitis
After 6-12 months (depending on the course and form of the disease)
Endurance exercises are excluded. Regular monitoring of liver function is necessary.
Appendicitis (after surgery)
In 1-2 months
At first, you should avoid straining, jumping and exercises that put stress on the abdominal muscles.
Fracture of limb bones
After 3 months
In the first three months, exercises that place active load on the injured limb should be avoided.
Concussion
At least after 2-3 months (depending on the severity and nature of the injury)
In each case, permission from a neurologist is required. Exercises associated with sudden shocks to the body (jumping, football, volleyball, basketball, etc.) should be excluded.
Sprained muscles and ligaments
In 1-2 weeks
The increase in load and range of motion in the injured limb should be gradual
Muscle and tendon rupture
At least 6 months after surgery
Pre-required (long term) physical therapy
EXTERNAL SIGNS OF FATIGUE
EXTERNAL SIGNS OF FATIGUE.
When resuming physical education after illness, special attention must be paid to normalizing physical activity and the physiological load curve (the body's response to the proposed load - according to heart rate) and to avoid fatigue and exhaustion.
Fatigue occurs as a result of excessive physical activity and is manifested by a temporary decrease in performance. A distinction is made between mental and physical “fatigue,” but this division is very arbitrary. The term “fatigue” is often used as a synonym for the word “fatigue.” However, tiredness does not always correspond to exhaustion. Physical exercises that are carried out purposefully, with great interest, cause positive emotions and less fatigue. Conversely, fatigue sets in earlier when there is no interest in activities, although there are no signs of fatigue.
Mental fatigue is characterized by a decrease in the productivity of intellectual work, weakened attention, etc. Physical fatigue is manifested by impaired muscle function: a decrease in speed, intensity, consistency and rhythm of movements. Insufficient rest or excessive physical activity for a long time leads to overwork (chronic fatigue).
To prevent overwork, it is necessary to normalize the daily routine: eliminate lack of sleep, reduce the load, and correctly alternate between activities and rest.
Table No. 2 will help the physical education teacher determine the compliance of physical activity with the state of health and level of preparedness based on external signs of fatigue.
Table No. 2
SignsGreatest physiological fatigue
Significant fatigue (acute fatigue 1st degree)
Severe fatigue (acute fatigue 2nd degree).
Skin coloring
Slight redness
Significant redness
Sharp redness, paleness, cyanosis
Sweating
Small
Large (above the waist)
Sharp (below the waist) protrusion of salts on the skin
Breath
Rapid (up to 22-26 per minute on the plain and up to 36 when climbing uphill)
Rapid (38-46 per minute), superficial
Very rapid (more than 50-60 per minute) through the mouth, turning into separate sighs, followed by erratic breathing.
Movement
Brisk gait
Uncertain step, slight swaying when walking, lagging behind on the march
Sharp swaying when walking, the appearance of uncoordinated movements. Refusal of further movements.
General view, sensations
Ordinary
Tired facial expression, slight stoop. Decreased interest in the environment.
Gaunt facial expression, severe stoop, apathy, complaints of very strong weakness (to the point of prostration). Rapid heartbeat, headache, burning sensation in the chest, nausea, vomiting.
Attention
Clear, error-free execution of commands
Inaccuracy in executing commands, errors when changing direction of movement
Slow, incorrect execution of commands. Only loud commands are accepted.
Pulse – beats/min.
110 – 150
160 – 180
180 - 200
Facial expressions
Calm
Tense
Distorted
Only with systematic and scientifically grounded medical and pedagogical control do physical education classes become an effective means of preserving and strengthening the health of students and improving their physical development. In this regard, a physical education teacher must be sufficiently prepared in matters of the influence of physical exercise on the body, the hygiene of physical exercise, the organization and methodology of physical education, taking into account the anatomical and physiological characteristics of the body of students in order to solve the following problems:
- health promotion, promotion of proper physical development and hardening of the body
- increasing the functional level of organs and systems weakened by the disease;
- increasing physical and mental performance;
- increasing the immunological reactivity and resistance of the body to fight colds and infections;
- formation of correct posture and its correction;
- learning rational breathing;
- mastering basic motor skills and abilities;
- education of moral and volitional qualities;
- nurturing interest in independent physical education and introducing them into the daily routine;
- creating the prerequisites necessary for future work.
One other health aspect of exercise should not be forgotten. They are associated with certain efforts, after completing which a person experiences a certain satisfaction, as he feels that he has won a victory over himself. As a result, a positive emotional background is created, which has a positive effect on human health.
LITERATURE
1. E.G.Bulich. - M., Higher School 1986
Tutorial"Physical education in special medical groups.
2 A.A. Bishaeva. Textbook "Physical culture - M. Publishing center "Academy" 2010.
3. M. Gorin, Osipova “The Path to Health” - St. Petersburg, 1994.
4. L.P. Matveev, edited by B.A. Ashmarin. Textbook "Theory and Methods of Physical Education" - M., 1990
5. Klimova V.I. “Man and his health” - M., 1990.
6. G.I. Pogadaev "Handbook for physical education teachers" M., "Physical Education and Sports" 2000.
CONTENT
1.Introduction
2. The concept of strength, endurance, speed, flexibility, agility.
3. Prevention of diseases of the cardiovascular system.
4.Prevention of respiratory diseases.
5.Prevention of diseases of the digestive system and kidneys.
6. Prevention of diseases of the musculoskeletal system.
7.Prevention and correction of vision, metabolic disorders.
8. Timing of resumption of physical exercises after illnesses.
9. Signs of fatigue.
10. Conclusion.
