Special group for physical education at school standards. Regulations on a special medical group for physical education classes

Hello!!! Med/preparatory group. Can participate in competitions and pass test standards. According to the Lyakhov program.

Students with insufficient physical development, low physical fitness or with minor deviations in health status belong to the preparatory medical group. Students engage in physical education according to the program for the main group, but taking into account some restrictions on the volume, duration and intensity of physical activity (these restrictions apply to both competitions and passing standards). The restrictions for the preparatory group are approved by the Ministry of Education of the Russian Federation and should be available to every physical education teacher. The performance of students assigned to the preparatory medical group due to health reasons is determined on a general basis, however, those types of physical activity that are contraindicated for them due to health reasons are excluded.

Hello, Elvira Faatovna!!! The Lyakhov program states that it is developed on the basis of standards for the main and preparatory groups. This means that students pass the standards, both the main and preparatory groups. (This turns out to be a mini competition among students in the class) This means they can participate in competitions (though you have to look at what the deviation is) I would like to read or see the new restrictions for the preparatory group approved by the Ministry of Education of the Russian Federation. After all, the Ruffier test is not carried out on students in the preparatory group.

How is a child with a special group assessed?

By what indications can a child be identified as a special child? honey. group?

Hello. I would like to join the question of Lyubov Ivanovna Sinyak. How is a child with a special group assessed? Thank you in advance.

The special medical group includes schoolchildren with health problems of a permanent or temporary nature, requiring limitation of physical activity. A special medical group for physical education implies: 1. Classes according to a special program or certain types of state programs, the training period is extended, and the standards are reduced. 2. Physical therapy classes. It should be noted that transfer from one group to another is made during the annual medical examination of schoolchildren. There are four criteria to assess the health of children and adolescents: the presence or absence of chronic diseases; level of functioning of the main body systems; degree of resistance to adverse effects; level of physical development and the degree of its harmony.

Hello! My daughter has been diagnosed with chronic pyelonephritis. The doctor gave me a certificate of enrollment in the preparatory physical education group. What loads are provided for such a group? What restrictions exist?

Dear Lyudmila Leonidovna Movement is the main stimulator of growth, development and formation of the body. For pyelonephritis, the following are indicated: stretching exercises; low-intensity exercises for the abdominal muscles, pelvic floor muscles, adductor muscles of the hips, gluteal muscles and back; coordination and balance exercises; relaxation exercises; diaphragmatic breathing is contraindicated: intolerable pain when performing exercises; physical exercise with high frequency of movement; high intensity and speed-strength orientation; hypothermia. for nephroptosis (increased kidney mobility), the following are indicated: posture exercises; exercises for the abdominal and back muscles, ensuring normal intra-abdominal pressure and limiting downward displacement of the kidneys; exercises with even distribution of load on the right and left hands; swimming; abdominal massage. Contraindicated: various jumping exercises; body vibrations; if you have an asthenic physique, strength exercises should be excluded; standing in one place for a long time; physical exercise with heavy weights; table and tennis; hypothermia.

Good afternoon My son is registered for bronchial asthma. What restrictions does such a child have in physical education lessons in first grade?

Dear Anna Sergeevna Indications for prescribing exercise therapy: outside of an asthma attack. Contraindications to the use of exercise therapy: stage III pulmonary heart failure; status asthmaticus; tachycardia more than 120 beats/min; shortness of breath more than 25 breaths per minute; temperature above 38 °C. Do not forget to monitor the degree of stress by heart rate and breathing before and after exercise. The heart rate after performing exercises should not exceed 100-110 beats per minute, and breathing - 20-24. Within 5 minutes, the pulse and breathing rates should become the same as before exercise.

Dear Anna Sergeevna Indications for prescribing exercise therapy: outside of an asthma attack. Contraindications to the use of exercise therapy: stage III pulmonary heart failure; status asthmaticus; tachycardia more than 120 beats/min; shortness of breath more than 25 breaths per minute; temperature above 38 °C. Do not forget to monitor the degree of stress by heart rate and breathing before and after exercise. The heart rate after performing exercises should not exceed 100-110 beats per minute, and breathing - 20-24. Within 5 minutes, the pulse and breathing rates should become the same as before exercise. For children with this pathology, additional lessons on children's wind instruments and vocals are recommended. It is useful to inflate balloons and blow soap bubbles. It is also advisable to enjoy recreational swimming, walks in a forested area, calm skiing, catamaran riding, and cycling.

Good afternoon My daughter was diagnosed with MVP. The doctor gave me a certificate of enrollment in the preparatory physical education group. What loads are provided for such a group with this diagnosis? What restrictions exist?

Dear Tatyana Viktorovna Mitral valve prolapse, as a rule, is not considered life-threatening. A healthy lifestyle and regular exercise are the cornerstones of managing mitral valve prolapse. When training, the tone of the autonomic nervous system increases, which leads to a decrease in heart rate and lower blood pressure. Exercise is the most powerful medicine for improving autonomic function. Exercise, including walking, running, swimming, or cycling at a moderate pace for 30 minutes, is the safest way to start exercising if you have mitral valve prolapse. When developing a set of physical exercises, the doctor takes into account the patient’s condition and the degree of the disease. Physical activity is aimed at strengthening health and improving heart function, as well as adapting to gradually increasing loads. Physical therapy prevents the progression of the disease. Physical activity is necessary for patients with mitral valve prolapse, but its level depends on the specific course of the disease and the motor mode that is prescribed to the patient. In order to achieve a healing effect, you must follow the basic rules of training. Loads for mitral valve prolapse should be periodic and continuous, depending on the person’s well-being. Monitor your pulse and breathing. If shortness of breath or pain occurs during physical activity, exercise should be temporarily suspended and rested. Early activation and development of new safe physical training programs to improve physical ability in children with mitral valve prolapse are the main trends in modern physical rehabilitation of patients with this disease. Many people with this disease live their entire lives without significant symptoms of the disease.

Thank you, Zhanna Gavrilovna, for the complete answer.

Hello! My son is soon 7 years old. He has problems with speech. He speaks poorly. We have been working with a speech therapist for several years. He pronounces all the sounds separately (often not immediately), but there is no progress in speech. Specialists did not find any deviations in the speech apparatus. But I notice that a child, when, for example, we learn poetry, turns his tongue to the left when he speaks. Can you comment on this somehow, give advice? Thank you in advance!

Svetlana, have you brought this complaint to the attention of a neurologist and/or dentist?

Hello! my daughter underwent 4 microsurgery operations to remove hemangeoma, angeokeratoma, and phleboctasis of the left hand! Can she do physical exercise and what activities are indicated and contraindicated for her?

Dear Marina Vladimirovna, you are shown classes in a physical therapy group with the selection of a special set of exercises aimed at strengthening muscles and developing the ligamentous apparatus

Hello! My son was diagnosed with instability of the cervical spine. Which group should he be assigned to for physical education: preparatory or special? Thank you in advance for your response.

Special group. A neuropathologist should indicate your physical fitness group in a certificate (with clinical observation at least 2 times a year), which you then provide to the school.

Thanks for the detailed answer

Hello. My daughter has mixed astigmatism and myopia. We are observed at the regional ophthalmological hospital (twice a year). The doctor gave a certificate confirming her enrollment in the preparatory group for physical education. culture. What are the loads and restrictions for this group? Thank you.

Dear Tatyana Pavlovna When organizing classes, you must know and follow the following guidelines: 1. Physical education classes should be conducted systematically, at least 3-4 times a week. Morning hygienic gymnastics and eye gymnastics - daily. 2. Exercises and methods of performing them must correspond to the state of health, degree of myopia and fitness of the body. 3. Physics lesson. culture usually consists of preparatory, main and final parts. In the preparatory part, breathing, general developmental and special exercises are performed. They are selected in such a way as to prepare the body for performing the exercises planned in the main part of the classes, as well as to ensure its training and vision correction. It is advisable to include games in the main part whenever possible. In the final part, slow walking, deep breathing and muscle relaxation exercises are performed. 4. Physical activity should increase gradually both in a separate lesson and from one lesson to another. Towards the end of the lesson the load decreases. The pulse can rise to 130 - 140 beats per minute. It is not advisable to feel very tired after exercise. The degree of neuromuscular tension during exercise should be average so as not to cause significant fatigue of the body and a decrease in visual acuity. 5. The lesson usually begins with walking and deep breathing (inhale for 4 steps, exhale for 4 – 6 steps). It is advisable to combine exercises with rhythmic breathing. Inhalation is often performed when raising the arms, straightening the torso, exhaling when bending the torso and lowering the arms, etc. The lesson usually begins with walking and deep breathing (inhale for 4 steps, exhale for 4–6 steps). It is advisable to combine exercises with rhythmic breathing. Inhalation is more often performed when raising the arms, extending the torso, exhaling when bending the torso and lowering. It is forbidden to engage in power sports, lift weights, or perform exercises in which the head is below the level

My child is 10 years old. in the current school year, not a single vaccination was given (including Mantoux). What vaccinations should have been given? And who should be responsible for this? The class teacher sends you to a nurse who works part-time and is almost impossible to meet.

Dear Galina Vyacheslavovna The vaccination calendar of 2012 for children aged 7 years and older includes the following - 7 years Revaccination against tuberculosis Second revaccination against diphtheria, tetanus (vaccine name BCG, ADS) - 13 years Vaccination against rubella (girls) Vaccination against viral hepatitis B (not previously vaccinated) - 14 years Third revaccination against diphtheria, tetanus Revaccination against tuberculosis Third revaccination against polio (ADS, BCG) - Adults Revaccination against diphtheria, tetanus - every 10 years from the date of the last revaccination (ADS) - 12–13 years Human papillomavirus (girls) – vaccination (three times) Vaccination against human papillomavirus is not yet included in the approved vaccination schedule, but is optional. The national calendar of preventive vaccinations is a document approved by the Order of the Ministry of Health and Social Development of the Russian Federation and defining the timing and types of vaccinations carried out free of charge and on a mass scale in accordance with the compulsory medical insurance program. The current version of the National Calendar of Preventive Vaccinations was adopted by Order No. 51n of January 31, 2011 of the Ministry of Health and Social Development of the Russian Federation. As you can see, everything was done correctly for your child, just check with Mantoux, but this is not a vaccination, this is a test for the effectiveness of the previously administered anti-tuberculosis vaccination. Information about vaccinations is kept by the nurse.

The textbook is compiled in accordance with the requirements of the Federal State Educational Standard for Higher Professional Education for the preparation of graduates to obtain a bachelor's qualification. The textbook discusses issues of organizing the educational and training process for students with health problems. Various health systems and methodological recommendations for their development are provided. The characteristics of recovery tools are given, the topics of essays, assignments and questions for self-control are presented. Intended for teachers and students. It can also be used in the practice of secondary schools for senior classes.

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The given introductory fragment of the book Physical culture of students of special medical groups. Textbook (L. B. Lukina, 2013) provided by our book partner - the company liters.

1. Basics of organizing physical education classes with students of special medical groups

1.1. The effect of exercise on the body

The influence of physical exercise on the human body is multifaceted and significant. Through nervous and humoral mechanisms they stimulate physiological processes in the body. Muscular activity increases the tone of the central nervous system (CNS), changes the function of internal organs and especially the circulatory and respiratory systems through the mechanism of motor-visceral reflexes. The effect on the heart muscle and circulatory system is enhanced, and the regulatory influence of the cortical and subcortical centers on the vascular system is enhanced. Physical exercise provides better pulmonary ventilation and constant carbon dioxide tension in the arterial blood.

Under the influence of physical exercise, the state of basic nervous processes is normalized: excitability increases with a pronounced increase in inhibition processes, and vice versa, inhibitory reactions develop with pathologically expressed increased excitability. Physical exercises form a new dynamic stereotype, which helps to reduce or disappear pathological manifestations.

Products of the activity of the endocrine glands (hormones) and products of muscle activity entering the blood cause changes in the humoral environment of the body. The humoral mechanism in the influence of physical exercise is secondary and is carried out under the control of the nervous system.

The beneficial effect of physical exercise on the body is confirmed by the theory of motor-visceral reflexes by M. R. Mogendovich (1975), the essence of which is that any muscle exercise is accompanied by changes in the state of internal organs.

Thus, physical exercises:

– have a stimulating effect on metabolism, tissue metabolism, and the endocrine system;

– contribute to increasing immunobiological properties, enzymatic activity, and the body’s resistance to diseases;

– have a positive effect on the psycho-emotional sphere, improving mood;

– have a tonic, trophic, normalizing effect on the body and form compensatory functions.

The therapeutic and prophylactic effect of physical exercises on the body of a person with health problems is manifested in the fact that they cause nonspecific physiological reactions in the body, stimulation of the activity of all systems and the body as a whole.

The use of physical exercise in everyday life helps to increase motor activity and physical performance.

1.2. Distribution of students into groups for physical education classes

In order to determine their health status and assign them to medical groups, all students admitted to the first year undergo a medical examination, which is carried out by a special commission consisting of medical specialists. Repeated medical examinations are carried out at all subsequent courses of study, as well as after illnesses, injuries, at the direction of teachers and at the request of the students themselves. Based on data from repeated medical examinations, students can be transferred to other medical groups. Exemption of students from physical exercise can only be temporary, due to the presence of an acute illness or injury, or exacerbation of a chronic disease. During long-term release, students must attend physical education classes, mastering the methodological section of the program.

Based on medical examination data, in accordance with their state of health, level of physical development and physical fitness, students are divided into three medical groups: basic, preparatory, special. Transfer from a medical group to another, as already noted, is carried out only after repeated medical examinations, which are carried out during the entire training period. The main group includes students who have no health problems and have a sufficient level of physical fitness. The preparatory group is made up of students who have minor deviations in health or an insufficient level of physical development and physical fitness. Students with various health conditions are enrolled in a special medical group.

Based on the diagnosis of diseases and the functional capabilities of the body, they are distributed into subgroups: “A”, “B” and “C” (Appendix 1).

Subgroup “A” is formed from students with diseases of the cardiovascular, respiratory and central nervous systems. The main content of classes in this group are breathing exercises and exercises of a cyclic nature (walking, running, swimming), which help improve the aerobic capabilities of those involved. The use of all means of physical education in this subgroup must be subject to strict individual dosing.

Subgroup “B” consists of students with diseases of the digestive system (peptic ulcer, chronic gastritis, colitis, cholecystitis), liver, endocrine and genitourinary systems. This subgroup also includes persons with moderate and high degrees of myopia. This subgroup primarily uses basic gymnastics exercises included in treatment programs for specific diseases.

Subgroup “B” is composed of students with disorders of the musculoskeletal system: residual effects of paralysis, paresis, after suffering injuries to the upper and lower extremities, with residual effects of bone tuberculosis, chest deformation, scoliosis. This group uses exercises that help improve posture, the musculoskeletal system, and general developmental and corrective physical exercises.

1.3. Purpose, objectives and competencies of physical culture of students of special medical groups

1.3.1. Goals and objectives

The purpose of mastering the discipline (course) consists in the formation of the worldview and culture of an individual with a civic position, moral qualities, a sense of responsibility, independence in decision-making, initiative, tolerance, the ability to successfully socialize in society, the ability to use various forms of health-improving physical culture and sports in everyday life to preserve and strengthen their health and wellness of your loved ones, family and work team for a quality life and effective professional activity.

The tasks that specify the purpose of the discipline are:

– formation of the social significance of physical culture in special medical groups and its role in personal development, preservation and promotion of health;

– creating an idea of ​​different types of health systems;

– training in the biological, pedagogical and practical foundations of health-improving physical culture and methods for assessing the physical, functional and energetic state of the body;

– training in practical skills in using the means of health-improving physical culture to strengthen and restore health in special medical groups;

– formation of the foundations for independent and methodologically sound use of physical education and health activities to achieve life and professional goals.

1.3.2. Trainer competencies and connections with previous and subsequent disciplines

Student competencies formed as a result of mastering the discipline:

As a result of studying the content of the discipline, students must:

Know: theoretical and methodological-practical foundations of physical culture for various diseases and the organization of physical exercise classes in special medical groups.

Be able to: use creative means and methods of health-improving physical culture for professional and personal development, physical self-improvement, formation of a healthy image and lifestyle.

Own: means and methods of strengthening individual health, physical self-improvement, values ​​of physical culture of the individual for successful socio-cultural and professional activities.

The place of the discipline in the structure of the main educational program of the Ministry of Defense and Science of the Russian Federation (OOP): B-62.

Connections to Prior Disciplines. Disciplines, the mastery of which is necessary as a precursor to the study of this discipline: philosophy, history, general pedagogy, educational anthropology, medicine, adaptive physical education, personality psychology, cultural studies, etc.

Connection with subsequent disciplines. Mastering this discipline is necessary as a predecessor for such disciplines as the theory and methodology of physical culture, history of physical culture and the Olympic movement, physiology and psychology of physical education, therapeutic physical culture, biomechanics; psychomotor and life safety, etc.

1.4. Means and methods of organizing classes

1.4.1. Means of physical culture

The means of physical culture are natural factors, hygienic conditions and physical exercise. Systematic and systematic use of natural factors (air and sun baths, water procedures) helps to improve health and increase the protective functions of the body. The greatest effect can be achieved by combining them with physical exercise. Hygienic conditions that contribute to the promotion of health and the development of adaptive properties of the body include: adherence to work and rest regimes, diet, compliance with the rules of personal and public hygiene.

The main means of physical education are physical exercises, which allow one to develop vital skills and abilities that help improve the physical condition and adaptive properties of the body, and restore previously lost functions.

In the practice of physical education, there are a number of classifications of physical exercises based on various characteristics. Physical exercises are classified according to the type of competitive activity: gymnastics, athletics, swimming, games; according to their structural features: cyclic and acyclic. Exercises are grouped according to their specific purpose in the process of performing motor actions. For persons with health problems, they are divided into general developmental (general strengthening) and special. General strengthening exercises are aimed at healing and strengthening the entire body. Special exercises have a selective effect on one or another part of the musculoskeletal system. The same exercises, depending on the physical condition, diagnosis of the disease and the method of their application, can help solve different problems. For example, exercises for the trunk muscles, due to their physiological effect on the body, are general strengthening for a healthy person. For a person with a spinal disease (scoliosis, osteochondrosis, etc.), these physical exercises form a group of special exercises, as they help solve specific problems: increasing the mobility of the spine, strengthening the muscles surrounding it, correcting the spine, etc.

Let's consider exercises that are special for various health conditions.

Special exercises for deviations in the state of the cardiovascular system. Dynamic physical exercises of a cyclic nature are used, causing a small to moderate physiological reaction. They have a general health effect mainly through their effect on the cardiovascular system and in this regard are considered as special.

General developmental exercises are also used using a method that ensures unloading of the cardiovascular system by connecting the muscular mechanisms of blood circulation. This is achieved by performing exercises with a low physiological reaction in the starting positions of lying down (sometimes with raised legs), reclining or sitting. It is advisable to perform such exercises not only in case of congestion, but also as their prevention. It is recommended to include these exercises in hygienic gymnastics complexes to relieve the cardiovascular system. In addition to low-intensity exercises, which involve large muscle groups, more intense exercises, but with the participation of small muscle groups (muscles of the limbs), have special health benefits for the cardiovascular system. They develop the peripheral vascular bed and help normalize blood pressure. In cases of low blood pressure, speed-strength exercises are also advisable, but also with the participation of small muscle groups and a small overall physiological reaction.

Special exercises for abnormalities in the state of the respiratory system. General health breathing exercises are special for the respiratory system. Exercises aimed at a specific pathological process are also used.

In case of defects in filling the lung tissue with air, paradoxical breathing exercises (gymnastics by A. N. Strelnikova) have a therapeutic effect. Their essence is that inhalation is carried out when performing physical exercises in a phase when the conditions for expansion of the chest are difficult and air fills the collapsed areas of the lung tissue. In some cases, it is rational to perform exercises that specifically enhance exhalation through artificially created obstacles with the pronunciation of sounds that shake the chest (f, p, x, w).

Special exercises for deviations in the state of the digestive organs. Special exercises include diaphragmatic breathing, which have a beneficial effect on the function of the digestive organs, as well as exercises that strengthen the abdominal wall. They should not be overly intense. With frequent exacerbations, exercises involving the abdominal muscles should be smooth, without static loads. To stimulate appetite and stimulate gastric secretion, exercises are performed 30 minutes before meals easily, without strain. More intense exercise can, on the contrary, reduce gastric secretion. Both types of exercises are used for gastritis with increased and decreased secretory activity. Physical exercise with work performed at a sufficiently high power has a beneficial effect on the healing of ulcers, if the exercises are carried out 1.5 hours after a meal. In case of prolapse of the digestive organs, exercises that strengthen the pelvic floor are advisable, performed in a horizontal starting position of the body: resting on the knees, lying with the pelvis raised, etc. It is better to complete any set of exercises with them. During adhesive processes, exercises with turns and bends of the torso are of particular importance.

Special exercises for deviations from the central and peripheral nervous system. In case of deviations in the state of the central nervous system, without impairment of motor function, the entire complex of general developmental physical exercises is used: cyclic, dynamic, breathing, corrective, coordination, etc. If there are disorders of the motor sphere, then special exercises are used. For paresis of a spastic nature (tense and contracted muscles), exercises are used to relax and stretch the corresponding muscles. For flaccid paresis (muscles are relaxed, atrophied), exercises are used to develop muscle strength and tone. Often, with motor disorders, not only muscle damage is observed, but also joint stiffness, which is overcome with special flexibility exercises.

Special exercises for metabolic disorders. For fat metabolism disorders (obesity), exercises that create high total energy consumption are used. These are moderate to high power exercises. The use of exercises in which there is a strong release of moisture is of some importance. But in this case, it is necessary to take into account the state of the cardiovascular system and other organs.

In case of carbohydrate metabolism disorders (diabetes mellitus), it is advisable to use exercises that promote the consumption of sugar in the blood and stimulate the formation of “sugar depots” in the tissues. These are exercises of moderate power, performed for a long time (up to an hour or more). In this case, it is necessary to take into account the possibility of a sharp drop in blood sugar and the onset of a hypoglycemic state, especially if the patient receives maintenance therapy with insulin drugs.

For diseases of the urinary system, perform special exercises with diaphragmatic breathing, exercises that strengthen the muscles of the abdomen, lower back, and pelvic floor in the initial lying position, with the pelvis elevated.

For defects of the musculoskeletal system, a variety of special exercises are used that develop muscles, joints, and form integral motor acts with substituted movements.

Based on anatomical characteristics, physical exercises are divided into exercises for: a) small muscle groups (hands, feet, face); b) middle muscle groups (neck, forearms, lower legs, shoulder, thigh, etc.); c) large muscle groups (upper and lower limbs, torso). Exercises for each of these groups can be aimed at:

- to develop individual motor qualities and abilities - strength, flexibility, speed, jumping ability, coordination, balance, rhythm, plasticity, etc.;

- to develop mental properties - attention, intelligence, orientation in space, time, etc.;

– to increase the functional level of body systems (cardiovascular, respiratory, activating metabolic processes);

– on the formation of correct posture.

The amount of load depends on the amount of muscle mass involved in the exercises. For persons classified for health reasons in special medical groups, it is necessary to use physical exercises that cover the largest number of muscle groups. In cases where, due to the nature of the disease, it is impossible to perform a large amount of physical exercise, local physical exercises are performed aimed at restoring lost functions.

Based on the nature of energy supply, physical exercises are divided into aerobic and anaerobic. The aerobic regime is characterized by the mobilization of the functional capabilities of the cardiovascular, respiratory and other body systems, ensuring the delivery and use of oxygen, and the removal of carbon monoxide. At the same time, the body does not develop an oxygen debt and there is no hypoxic state.

Locomotor activity in anaerobic mode is associated with the formation of oxygen debt and excess lactic acid. Muscle energy is produced through the creatine phosphate mechanism (the use of creatine phosphate reserves in the muscles without oxygen delivery and only with the initial participation of glycolytic reactions).

Motor activity in anaerobic mode is associated with a significant load on all organs (liver, kidneys, etc.) and body systems (nervous, respiratory, cardiovascular) and therefore it is contraindicated for persons with health problems and, firstly, turn, with diseases of the cardiovascular system.

Loads of submaximal and maximum power are excluded during classes for students of special medical groups. Of particular importance here is the principle of gradual increase in developmental and training influences, which provides for an increase in the volume and intensity of loads as the functional capabilities of the body increase. At the initial stage of the educational and training process for students of special medical groups, low-intensity loads are used. Heart rate (HR) is 90-100 beats/min, which is 25–30% higher than the initial level (70–77 beats/min). Physical activity of medium intensity is included in doses, increasing the heart rate to 40–50% of the initial value (up to 100–115 beats/min). As the body's functional capabilities increase, a load of medium intensity is used and dosed above the average. Heart rate is 130–140 beats/min, which is 70–80% higher than the initial level.

Based on the nature of muscle contractions, physical exercises are divided into dynamic (isotonic) and static (isometric).

A muscle contraction in which it develops tension but does not change its length is called isometric. Muscle training in an isometric mode leads to intensive development of muscle strength and mass and has an advantage over isotonic training. Isometric muscle tension has a mobilizing effect on the motor neuron apparatus and promotes the rapid restoration of impaired function. Performing isometric physical exercises increases the possibilities of local regulation of muscle activity. At the same time, the skill of selective contraction of various muscle groups is formed. In addition, isometric physical activity requires less expenditure than isotonic exercise.

During dynamic movements (flexion, extension of the arm at the elbow joint, abduction of the arm at the shoulder joint, tilting the body forward, to the side, etc.), the muscles work in an isotonic mode - alternating periods of contraction with periods of muscle relaxation, that is, the joints are set in motion limbs or torso (vertebral column). Depending on the degree of activity, dynamic exercises can be active or passive. To make muscle contraction more difficult, movements with a shock absorber or resistance provided by a partner are used.

It is effective, especially with deviations in health, to use ideomotor, breathing, corrective and other groups of exercises described below.

To prevent contractures in the joints of the affected limb, ideometric exercises are used, the essence of which is to send impulses to muscle contraction. The effectiveness of mental reproduction of movement is associated with the preservation of the usual stereotype of excitation and inhibition processes in the central nervous system, which in turn maintains the functional mobility of the limb.

Breathing exercises are divided into dynamic and static. Dynamic - combined with movements of the arms, shoulder girdle, torso, static - carried out only with the participation of the diaphragm and intercostal muscles. There are general and special breathing exercises. The general objectives are to improve pulmonary ventilation and strengthen the main respiratory muscles. Special breathing exercises are used as a means of preventing and combating pulmonary complications and the consequences of general hypoxia.

Corrective physical exercises are used for diseases and injuries of the musculoskeletal system. The task of corrective gymnastics is to strengthen weakened and stretched muscles and relax contracted muscles, i.e., restore normal muscle isotonia (for example, with scoliosis, osteochondrosis, etc.).

Balance exercises are motor actions related to the ability to stand, move in various ways and perform various movements on the floor, implements or objects with a small support area.

Balance exercises are complex motor skills consisting of two interrelated parts: the ability to maintain balance on a reduced support area and the ability to perform various motor actions in these conditions. This explains why it is easier to maintain balance when performing well-learned movements. Balance exercises - agility movements. When performing them, active activity of analyzers such as visual, motor, and vestibular is necessary.

While maintaining balance, muscle tone is evenly distributed. The regulation of the latter is based on tonic muscle contractions and subtle proprioceptive sensitivity. In addition, the vestibular apparatus takes part in the regulation of body posture. Impact on these systems improves motor function.

Balance exercises are used to improve coordination of movements, improve posture, and also to restore impaired functions (for diseases of the central nervous system, cerebral circulation disorders, vestibular apparatus, etc.).

Movement coordination exercises are characterized by unusual or complex combinations of various movements. They improve or restore overall coordination of movements or coordination of movements of individual body segments. These exercises are of particular importance for disorders of the central and peripheral nervous system.

Jumping exercises. Jumping exercises are used to strengthen leg muscles, develop jumping ability, develop the ability to evaluate movements in space and the degree of muscle effort, as well as to master a stable and soft landing. Students of a special medical group can use the jumping exercises described below.

Jumping - used to develop jumping ability and coordination of movements, have a beneficial effect on the activity of the cardiovascular and respiratory systems. They are used in the main and preparatory parts of the lesson, more complex ones - in the main part.

Jumping rope - a) stationary, swinging and rotating: runs, runs, jumps on two legs and one, double jumps, jumps with turns, together, etc. These jumps help develop the eye and orientation in space and time; b) jumping over a short rope: with the rope rotating back and forth, double jumps, jumps on one leg, from foot to foot, etc. - contribute to the development of jumping ability, endurance and agility. They are recommended to be carried out in the main part of the lesson.

Long jump – a) standing long jump; b) the same for a given length along a reference point; c) at a given distance; d) with eyes closed at a given distance along a landmark; e) running long jump. They are used to develop jumping ability, agility and the ability to control one’s movements. Depth jumps from a height of 1 m, depth jumps with landing in a marked square in various ways, jumps to a height (stack of mats, etc.) 80 - 100 cm can also be used.

Relaxation exercises are of great importance for creating optimal conditions for recovery processes in the human body during the rest period. Relaxation is a transitional stage for concentrating when learning a new exercise.

Relaxation can be complete or partial. Mastering partial relaxation should proceed in stages. For example, an arm moved to the side must first be tensed, a feeling of a tense limb should arise, then the muscles should begin to relax and, finally, the limb being relaxed should be “dropped,” allowing it to hang freely, “lifelessly.”

In various types of activities (physical education and sports, industrial, etc.), the ability to relax muscles or muscle groups not involved in performing a motor action is of great importance. The main pedagogical tasks in the process of mastering relaxation techniques should be considered:

1. The ability to form the habit of observing the changing state of your muscles during exercise and at rest.

2. Develop the ability to clearly distinguish sensations indicating muscle relaxation.

3. Promote the acquisition of the skill of complete relaxation of various muscle groups.

4. Develop the ability to relax some muscle groups while simultaneously tensing other muscles.

The success of mastering relaxation techniques largely depends on the degree of conscious attitude towards the exercises, independent thinking and a creative approach to their study. Particular attention should be paid to the gradual complication of exercises. Relaxation exercises should be carried out in combination with breathing exercises.

1.4.2. Dosing of physical activity

The load is called – the magnitude of the impact of physical exercise on the body and the degree of objective and subjective difficulties overcome. The load is characterized by:

1. The amount of work done.

2. The magnitude of the impact on the body.

3. The degree of overcoming difficulties.

4. Information intensity of work.

5. Mental tension.

6. Coordination complexity of the physical exercises performed.

The load has an external and internal side. There is a direct connection between them (one increases, the other increases).

The inner side is invisible - these are the body’s reactions to the work being performed, i.e. internal changes (shifts) in the functioning of organs and systems of the body. Here, along with indicators of the immediate effect of the load, manifested directly during work and immediately after its completion (heart rate, pressure, express tests), you can use data on the nature and duration of the recovery period...

External load side – the main one, which includes the total volume and intensity of the load.

Volume – this is the amount of mechanical work, i.e. long-term, total exposure to loads - the number of repetitions of exercises, execution time, number of combinations, jumps.

Intensity – concentration of load in time or the amount of training or competitive work per unit of time (speed, speed, tempo, complexity), intensity of impact, motor density, power of work. There are two directions in increasing the intensity of the load: the first - by increasing muscle and mental effort, the second - by tightening the training session, day (more exercises). Volume is a factor in long-term effects. Intensity is a factor of close impact – synchronous.

In practice, the total load is assessed by external parameters depending on the characteristics of the exercises: cyclic exercises by mileage, exercises with weights by the number of approaches, total weight, in gymnastics - the number of exercises, ligaments. Intensity is the motor density of the lesson, the entire time of the exercise divided by the time of the lesson. Relative intensity is the time spent doing an exercise divided by the volume of exercise (speed, pace, power).

Dynamics of load development:

1. Straightforward -ascending form of load - from lesson to lesson there is a constant increase in load. Used for beginners and athletes during the recovery period.

2. Step load form – the initial load value must be fully mastered and only after this, i.e. after a certain time, a new increase in load should be offered.

3. wavy – gradual increase, then decrease in load – the main form of training.

4. Shock (stress) – a gradual increase in load, the body adapts, and a shock volume of load is given, and then a decrease.

1. Urgent training effect (one-time).

2. Average (intermediate) effect (weekly).

3. Total-cumulative (increasing) effect (several months, a year).

To increase the level of physical fitness, they must be combined correctly.

Load classification:

1) the nature there are training and competitive loads, specific and non-specific;

2) in size – large (marginal), significant (near limit), medium, small.

3) by direction – general and selective in nature, contributing to the development of individual physical qualities.

4) by coordination complexity: into those performed in standard, stereotypical (unchanging) conditions and those performed in a changing environment in variable conditions.

5) by magnitude of impact: developing (large and significant), supporting (stabilizing - medium) and restorative (small);

6) by power zones:

1. – low power (heart rate – 130–140 beats/min.);

2. – moderate power (heart rate – 140–160 beats/min.);

3. – high power (heart rate – 160–180 beats/min.);

4. – submaximal power (heart rate – 180–190 beats/min.);

5. – maximum power (heart rate – 190 or more).

The load must correspond to the functional capabilities of those involved.

When dosing the load, students who have health problems should take into account the following factors that influence its value:

1. Starting positions lying down, sitting - lighten the load, standing - increase it.

2. Size and number of muscle groups. Inclusion of small groups (feet, hands) – reduces the load; exercises for large muscles - increase.

3. Range of motion: the larger, the greater the load.

4. The number of repetitions of the same exercise: increasing it increases the load.

5. Pace of execution: slow, medium, fast.

6. Rhythmic exercises lighten the load.

7. Requirement for precision in performing exercises: initially increases the load, then, when automaticity is developed, decreases it.

8. Complex exercises for coordination increase the load, so they are not included at the initial stage of the training process.

9. Relaxation exercises and static breathing exercises - reduce the load: the more breathing exercises, the less the load. Their ratio to general strengthening and special ones can be 1:1; 1:2; 1:3; 1:4; 1:5.

10. Positive emotions during classes in a playful way help to bear the load easier.

11. Varying degrees of effort by those involved in performing exercises: changes the load.

12. The principle of dissipating the load with alternating different muscle groups: allows you to select the optimal load.

13. The use of objects and projectiles affects not only an increase, but also a decrease in load.

1.4.3. Features of the methodology for the development of physical qualities for various health conditions

Physical qualities are understood as certain sets of biological and mental properties of a person, expressing his physical readiness for active motor activity (B. A. Ashmarin, 1990).

In the domestic literature, a classification has been adopted that identifies five physical qualities (strength, speed, endurance, flexibility, agility). The development of physical qualities with various health conditions has its own specifics depending on the disease. Some general requirements for the methodology of their development can be identified:

1. Special development of physical qualities should be carried out only after increasing the functional state of the body and the general level of physical fitness.

2. It is advisable to develop motor qualities in the following sequence: development of endurance, strength, speed, agility. Flexibility can be developed from the first lessons.

Let us briefly describe the main physical qualities and the specifics of their development in students with health problems.

Endurance. Endurance is understood as the ability to perform work for a long time at the required level of intensity, the ability to withstand fatigue and recover effectively during and after work. There are general and special endurance. The first is part of general physical fitness, the second is part of the athlete’s special preparedness in various sports. During classes for students with health problems, we are talking about developing general endurance. General endurance allows you to successfully cope with any prolonged work of high or moderate power.

A delay in the development of endurance quality can occur for a number of reasons, one of them is a violation of carbohydrate metabolism. During prolonged work, blood sugar is consumed, and in case of metabolic disorders (diabetes), sugar, despite its high content in the blood, is spent quite quickly and is not replenished, due to the lack of sufficient “depot” carbohydrates in the body. The lack of endurance associated with this reason manifests itself in a sharp, sudden onset of fatigue during prolonged work. A clinical picture of a hypoglycemic state appears: severe weakness, mental agitation, a feeling of fear, decreased heart rate, paleness, cold sweat. The condition improves after taking sugar with food (sweet tea, a piece of sugar in the mouth, etc.). Endurance training in these cases is especially difficult. Exercises should be carried out with caution, avoiding fatigue and always after taking a carbohydrate meal. You cannot conduct classes on an empty stomach. Students with impaired carbohydrate metabolism should not jog in the morning. During systematic exercise aimed at developing endurance for prolonged work of moderate intensity, it is necessary to provide a diet rich in carbohydrates.

The reason for the lag in endurance may be the insufficient functional state of the nervous system, which becomes tired under the influence of monotonous work. This is a consequence of a general weakening of the body. Signs of fatigue appear gradually in the form of lethargy, loss of coordination, sometimes headaches, increased heart rate, increased or decreased blood pressure, and various subjective complaints of poor health. Taking sugar has no effect on restoring performance; sometimes a positive emotional factor, passive rest, and sleep work better.

When developing endurance, it is necessary to protect the nervous system from overload and use a rational regime of work and rest. You should not exercise if you are feeling unwell, after tiring training and production tasks, or in conditions that add additional stress (hot day). During exercise, significant fatigue is unacceptable; this can lead to an additional decrease in the functional properties of the central nervous system. It is advisable to diversify the exercises and observe rest intervals during the process.

Unsatisfactory condition of the musculoskeletal system (defects of the musculoskeletal system, excess body weight (obesity), damage to the central and peripheral nervous systems) also reduces endurance. Fatigue in this case manifests itself in the form of pain in the legs.

The cause of pain that does not go away for a long time can be microtraumas. In these cases, exercise cannot be forced: preliminary preparation of the musculoskeletal system is necessary (moderate strength exercises). To prevent fatigue of the musculoskeletal system, you need to switch work from one muscle group to another. Massage, local thermal procedures, and physiotherapeutic agents are of great importance.

Difficulty in developing endurance is also associated with the unsatisfactory state of the cardiovascular system, which arises either due to illness or as a result of limited physical activity. This manifests itself in quickly onset fatigue and an unfavorable reaction of the cardiovascular system to stress: heart rate and blood pressure increase excessively (or it drops), recovery is greatly delayed. In this case, it is necessary to reduce the intensity of the load. It is unacceptable to force training in order to achieve the desired result. This leads to an exacerbation of the disease, the development of dystrophic processes in the myocardium, as a result of physical overstrain or disruption of blood pressure regulation. Only a gradual increase in intensity and duration of exercise can lead to the desired results.

A decrease in endurance due to abnormalities in the state of the respiratory system is expressed in an unfavorable reaction to the load of the respiratory system. After performing the exercises, the vital capacity of the lungs decreases and other indicators of the functional state of the respiratory system worsen. The intensity and duration of exercises to develop endurance in this case should be commensurate with the reaction of the respiratory system and avoid negative changes. During classes, you need to constantly monitor the state of the respiratory system using simple functional tests. If functional indicators decrease, the load should be reduced and a clinical examination should be performed.

Of great importance in the development of endurance is the ability to breathe fully and rhythmically, to rationally combine inhalation and exhalation with the movements performed. At rest and during moderate physical activity, you need to breathe through the nose, but during strenuous physical work, breathing through the mouth is allowed to ensure maximum pulmonary ventilation. When exercising, you should focus on exhalation rather than inhalation: the oxygen-rich air entering the lungs is mixed with a smaller amount of residual and reserve air, in which the oxygen content is reduced.

In order to develop respiratory function, a variety of breathing exercises and respiratory systems should be used (A. N. Strelnikova, K. Buteyko, O. G. Lobanova and E. Ya. Popova). It must be remembered that the functional ability of the respiratory apparatus, reduced as a result of the disease, is restored very slowly. Therefore, the development of endurance requires the manifestation of willpower, perseverance, and patience.

To develop endurance, cyclic exercises (walking, running, swimming, etc.) are recommended. They should be performed without undue stress, alternating with rest and relaxation exercises. Elements of straining and excessive force increase intrathoracic pressure and impair blood circulation, which is especially contraindicated for persons with cardiovascular insufficiency. Breathing should be free, it is advisable to breathe only through the nose.

Effective use of moving elements of sports games. Various variations encountered during games simultaneously develop all physical qualities - speed, strength and endurance. During the games, spatial orientation, intelligence, and coordination develop. Games should be included in all physical exercises for students with health problems, especially in the preparatory part.

Force- this is the ability to overcome external resistance or counteract it through muscle effort.

Strength depends on: 1) the speed of the impulse in the muscles; 2) volitional efforts; 3) physiological diameter and physiological properties of muscles; 4) condition of the musculoskeletal system; 5) synchronization of muscle work (muscular coordination); 6) biomechanical characteristics of the body (length of levers);

Mode of muscle work: 1) static – without changing length (holding); 2) dynamic – reduction in muscle length (overcoming); increase in muscle length (inferior).

Depending on the operating mode of the muscles, the following strength abilities are distinguished:

1. Proper-power– muscle work in static mode means very slow movements. There is a distinction between absolute strength, which is the maximum strength of a person, and relative strength, which is the ratio of the maximum strength to the weight of the athlete.

2. Speed-power– dynamic muscle work (strength).

The force exerted in rapid movements is divided into:

A. overcoming- this is work on moving the body and its parts, objects, when external work is less than muscle tension. Here the muscles contract and shorten - the movement is performed with acceleration and constant speed (jumping, straightening, pushing);

b. inferior– when the external load on the muscles is greater than its tension. Here the muscles stretch and lengthen - these are movements when it is necessary to extinguish the kinetic energy of the movement of the body or its parts (flexion, landing) in these movements you can show greater strength than in the overcoming mode, so when landing in long jumps, the muscles do 2 times the work greater than during repulsion.

V. explosive force- this is the ability to exert great strength in a minimum period of time - an increase in strength over time. Here, efforts are associated with quickly overcoming weights or resistance with acceleration of movement (jumping, throwing, hitting, etc.).

The main task for students with health problems is the comprehensive development of strength and ensuring its manifestation in various types of activities. Particular objectives are: development of various types of strength; harmonious strengthening of all muscle groups; the ability to rationally use force in various movements.

With metabolic disorders (in particular protein metabolism), with disharmonious physical development, as a result of insufficient body weight, general muscle weakness is often observed. Strength exercises themselves are contraindicated in this case. With deviations in the activity of the central nervous system, general muscle weakness and muscle hypotension (decreased tone) are sometimes also observed. This is due to damage to the brain structures that provide motor acts, and hypotension is due to damage to the structures that provide general activity. Often, students with general muscle hypotonia may have satisfactory strength indicators during a dynamometer examination conducted to assess physical development (hand strength, back strength). Performing strength exercises involving large muscle groups causes significant difficulty for them.

With deviations in the state of health from the nervous system, manifestations of weakness of individual muscle groups are also characteristic: one half of the body (arms, legs), the upper body (both arms) or the lower part of the body (both legs), one limb or an isolated muscle group, up to until its atrophy. Often there is an increased tone of individual muscle groups with a simultaneous decrease in their strength. All these manifestations of weakness of the muscular system are often accompanied by various disorders in the musculoskeletal system: poor posture, excessive joint mobility, deformation of the chest, limbs, flat feet, etc.

The following exercises can be used to develop strength qualities:

- exercises with weights - a medicine ball, the weight of the ball for boys is from 1.5 to 2 kg, for girls from 1 to 1.5 kg (a variety of medicine ball throws are used from various starting positions - standing, sitting, lying down);

- jumping on one or two legs alternately, with and without a ball in hands, jumping with forward movement; deep squats with a ball;

– throwing – a ball, stones, a shot (from a standstill, from a step, from a run, at a distance and at a target);

– games with running and throwing – “Tag” with knocking out (the game is played with “tagging” the players with a tennis ball), “Four stands”, etc., throwing rubber discs at a distance;

– combined exercises on a gymnastic bench, exercises with a gymnastic bench, various supports, jumping exercises using a gymnastic bench, jumping from the floor to the bench, over the bench, with support on the bench.

It must be remembered that with a low level of strength development associated with disruption of the central nervous system, it is necessary to use exercises that cause tension in the spine (significant compression, excessive flexion) with great caution. Special strength exercises for the neck muscles that require greater tension on the spine are contraindicated.

Strength exercises involving weakened muscle groups must be performed in combination with relaxation of muscles whose tone is increased. It is necessary to begin and end classes with relaxation exercises. When using exercises to develop strength, you should take into account the state of the cardiovascular, respiratory systems, digestive organs and other body systems. Strength exercises, especially of a static nature, increase blood pressure and may have an adverse effect if there is a corresponding predisposition to the disease. In these cases, to develop strength, it is advisable to use exercises involving small muscle groups. It is necessary to monitor the blood pressure response and not cause it to increase. Strength exercises have a negative effect on the digestive system if they are performed after meals or on an empty stomach. Therefore, physical exercise should be carried out no earlier than 1.5 hours after eating. If your body is weakened, you should not use exercises with extreme stress.

Rapidity– this is the ability to perform motor actions in a minimum period of time.

Speed ​​comes in three main forms:

A. the speed of response movement (motor reaction) to any external stimulus;

b. single movement speeds;

V. frequency of movements per unit time.

Manifestations of speed are relatively independent of each other. This is especially true for reaction time indicators, which in most cases do not correlate with movement speed indicators. There is reason to believe that these indicators express different speed abilities. The combination of these three indicators allows us to evaluate all cases of manifestation of speed. In practice, the speed of integral motor acts (running, swimming, etc.) is of greatest importance, and not the elementary manifestations of speed (N. G. Ozolin, 2002).

Human speed abilities are quite specific. Direct, immediate transfer of speed occurs only in coordination-similar movements. Thus, a significant improvement in results in standing jumps will usually have a positive effect on performance in sprinting, shot put and other exercises in which the speed of leg extension is of great importance. At the same time, this most likely will not affect the speed of swimming or boxing. A significant transfer of speed is observed mainly in physically poorly prepared people (Zh. K. Kholodov, V. S. Kuznetsov, 2000).

The basis for a decrease in the quality of speed most often lies in the same reasons as the basis for a decrease in strength. Often, with a general low quality of speed, which manifests itself in integral motor acts, one can observe the ability to quite quickly perform individual movements and respond to signals. When the body weakens, it is mainly speed strength and endurance that suffer, which require a combination of several qualities and are manifested, for example, in short-distance running. These qualities lag behind in development with deviations in the state of the cardiovascular system, since their formation occurs under the influence of physical exercises performed with maximum intensity. Speed ​​qualities generally decrease when the functional state of the central nervous system is weakened, when the ability to quickly react and change the processes of inhibition and excitation is lost.

To develop speed, students with health problems should use:

– a variety of exercises related to quickly responding to signals and performing movements at a high tempo;

– different kinds running exercises;

– relay races for different distance segments (boys 4´25 m, 4´30 m – 2–3 times; girls 4´15 m, 4´20 m – 1–2 times);

– acceleration from a low start (boys at a distance of 20–30 m – 2–3 times; girls – 15–20 m – 1–2 times);

– normal running, turning into uniform acceleration (boys at a distance of 40–45 m – 2–3 times; girls – 20–25 m – 2–3 times), after acceleration, running continues by inertia for 10–15 m;

– running in game situations, for example, during a game of basketball, fast movement and sudden stops, running forward, backward, right, left;

– playing basketball according to simplified rules and with a reduced time (boys 15-20 minutes; girls 8-10 minutes, including rest); elements of playing football on a small court (boys), playing badminton (girls);

– dribbling the ball, quickly passing the ball to a partner, sudden stops when running with the ball; short runs forward, backward, to the side.

All of the above exercises contribute to the development of speed, speed endurance and general endurance of the body. At the same time, there is a training effect on the cardio-respiratory system, which helps to increase the body’s adaptation to physical activity.

With the development of speed qualities, the risk of injury increases, especially with deviations in the condition of the musculoskeletal system and the cardiovascular system. The most commonly observed injuries are the spine, ligaments and muscles of the extremities, the occurrence of heart failure, hypo- and hypertensive reactions. Therefore, it is important before classes aimed at developing speed qualities to specially prepare the musculoskeletal system with induction (warming) exercises. You cannot conduct classes in cold rooms and in the frost, as well as in the presence of symptoms of general fatigue. It is advisable to perform exercises using the interval method with a sufficiently long rest between them. You should not use exercises that make it easier to demonstrate speed, such as running downhill, additional rows, etc.

Flexibility – the ability to perform movements with a large amplitude. Flexibility can be general or specific. General flexibility is mobility in all joints, allowing you to perform a variety of movements with a large amplitude. Special flexibility - significant or even extreme mobility in individual joints, in relation to the requirements of the chosen sport.

Students with health problems often experience decreased muscle tone, an increased level of flexibility, and excessive mobility in the joints. In such cases, muscle tone should be increased and the ligamentous apparatus should be strengthened. Decreased flexibility is often associated with damage to the nervous system and musculoskeletal system. Limited mobility in the spine, which may be associated with birth trauma, requires special attention. In this case, signs of damage to the spinal cord are observed: paresis, deformities of the limbs, poor posture, etc. The use of means aimed at developing flexibility in these cases should be very careful and carried out only after a special neurological examination. It is unacceptable to use movements that go beyond the limits of normal mobility, or to use methods of additional force. Poor mobility in the joints of the limbs can also be associated with damage to the central nervous system, increased muscle tone or atrophy, damage to peripheral nerves, and joint disease. In these cases, it is important to have a versatile effect on the muscular system: relaxing some muscles and strengthening other muscles. Exercises with rocking and additional force should be used with caution due to possible ligamentous injuries.

Dexterity is the ability to quickly and accurately coordinate movements. It is associated with a complex of physiological and mental factors and represents the ability to move and the state of the body. Dexterity can be general or special.

The manifestation of dexterity is difficult, mainly due to deviations in the state of the central nervous system. One of the disadvantages of developing this quality is the lack of precision of movements and poor balance.

The following exercises can be used to develop dexterity:

– performing elements of acrobatics for both boys and girls – vault jumps (height for boys 1 m 10 cm, for girls 1 m), various jumps at close range while crouched, jumps bending over, with a body turn of 180°, with hand clapping back, overhead, right, left, jumping with bending the right, left leg, spreading the legs to the sides; jumping from a spring bridge, practicing the technique of jumping onto the bridge and dismounting from the bridge;

– outdoor games (depending on the diagnosis and physical fitness), for example, “Fight for the ball”, “Ball for the captain”, “Tag”, “Tag”, etc.; various elements of sports games: basketball, volleyball;

– relay races with running, jumping, passing objects, climbing a gymnastic wall and crawling under apparatus (“horse”, “goat”);

– exercises that develop the ability to maintain balance.

In cases of damage to the nervous system, when using exercises, it is necessary to remember the difficulties of overcoming lack of coordination and possible injuries (falls). Therefore, it is necessary to pay special attention to strengthening visual and auditory control and ensuring reliable insurance.

1.5. Basics of lesson design

The structure of the lesson for people with health problems corresponds to the generally accepted structure of physical education classes and includes three parts: preparatory, main and final, with a slight increase in the duration of the preparatory and final parts of the lesson.

Preparatory part includes pulse counting, a survey about your well-being, analysis of self-control diaries, breathing and general development exercises.

In the main part a section of one of the types of programs is mastered, outdoor games, slow walking, and breathing exercises are included. Rest is required after completing a cycle of physical exercises and games, preferably while sitting. After performing exercises with heavy physical activity, it is necessary to count your pulse. At the end of the main part, general developmental exercises are performed at a calm, slow pace with pauses for rest.

Final part classes have the main task of restoring the functional state of the students’ body. Here it is recommended to use exercises for muscle groups that were least involved during the lesson. Exercises should be performed at a calm pace with low intensity (slow walking, relaxation and breathing exercises). The pulse rate is determined. A self-control diary is filled out, the results of the lesson are summed up, and homework is given.

In addition to attending compulsory physical education classes, other forms of physical activity in the daily routine are recommended for SMG students: a) morning hygienic exercises; b) special sets of exercises, compiled independently, taking into account the disease; c) physical education minutes and physical education breaks while doing homework; d) walking, recreational jogging, recreational swimming; e) weekend hikes, hardening procedures (air baths, showers, dousing, etc.).

In order to control the correct distribution of the load during the lesson, it is necessary to monitor the heart rate (HR). Pulse impulses are counted during a 10-second time interval (the result is multiplied by 6) before the lesson, after the most intense load in the main part, after the end of the lesson (in the first 10 s) and after 5 minutes of the recovery period.

Before starting classes in the 1st semester with students of a special medical group, the teacher must familiarize himself with the results of the medical examination. The doctor’s conclusion must indicate the diagnosis and stage of the disease, concomitant diseases, features of physical development and an assessment of the functional state of the body, as well as contraindications to the use of any physical exercise for a certain period. When conducting organized and independent physical exercises, you must adhere to the following guidelines:

1. It is necessary to individualize the load, strictly observe the dosage and constantly exercise medical and pedagogical control and self-monitoring of the effect of exercises on the body of those involved.

2. You should be careful when using exercises that involve straining, prolonged static tension, cause long-term breath holding, and require the manifestation of speed qualities.

3. Particular attention should be paid to breathing, relaxation and corrective exercises.

Depending on the diagnosis of the disease, there are various indications and contraindications for performing certain types of physical exercise.

For students with abnormalities in the cardiovascular system (inactive phase of rheumatism, functional changes, etc.), exercises that involve holding your breath and straining, with a sharp acceleration of the pace, with static tension are contraindicated.

Students with respiratory diseases (chronic bronchitis, pneumonia, bronchial asthma, etc.) are contraindicated in exercises that cause holding their breath or straining. Particular attention is paid to breathing exercises, which should help train full breathing and, especially, deep exhalation.

For students with kidney disease, physical activity is significantly reduced, jumping is excluded, and hypothermia is not allowed. Particular attention is paid to strengthening the muscles of the anterior abdominal wall. When swimming, limit your time in the water to 10–15 minutes.

For students with nervous system disorders, exercises that cause overstrain of the nervous system are limited, for example, balance exercises, elevated support exercises, play time, etc.

For diseases of the visual organs, exercises associated with shaking the body are excluded.

In case of chronic diseases of the gastrointestinal tract, gall bladder, liver, the load on the abdominal muscles is reduced and jumping is limited.

For postural disorders and scoliosis, comprehensive general physical training and the use of corrective exercises are necessary.

Each physical exercise should be performed freely, without holding your breath. In cases where holding your breath is unavoidable, it is necessary to perform 2-3 breathing exercises to restore impaired breathing. Breathing exercises need to be given special attention, due to the fact that poor circulation is usually accompanied by impaired breathing, and impaired respiratory function often causes poor circulation. During classes, it is necessary to use breathing exercises to develop deep breathing, enhance exhalation, as well as exercises to coordinate the respiratory act with the movement of the limbs and torso (dynamic breathing exercises).

It is necessary to pay attention to the issue of organizing physical exercises for female students during the menstrual cycle. With a stable cycle and good health, physical activity can continue without special restrictions. If the cycle is stable, but you feel unwell, the load should be reduced by limiting speed-strength exercises, jumping, straining exercises, and sudden movements. A similar approach is necessary in case of an unstable menstrual cycle with good health. Physical exercise is contraindicated in case of an unstable menstrual cycle and poor health, as well as in cases where physical activity causes a delay in menstruation. In each case, an individual consultation with a gynecologist is necessary. The rational use of physical education helps strengthen the muscles of the pelvic floor, the ligaments of the uterus, and improve blood circulation. Individually dosed gymnastics helps reduce menstrual pain of a spastic and atonic nature. With systematic physical exercise, the menstrual period proceeds without significant changes.

1.6. Control during physical exercises

1.6.1. Pedagogical control

Pedagogical control – this is a system of measures that ensure verification of planned indicators in physical culture to evaluate the means, methods and loads used.

The main goal of pedagogical control is to determine the relationship between influencing factors (means, load, methods) and factors of change that occur in students’ health, physical development, physical fitness, etc.

Based on the analysis of data obtained during pedagogical control, the correctness of the selection of means, methods and forms of classes is checked, which creates the opportunity, if necessary, to make adjustments to the course of the pedagogical process.

In the practice of physical education classes, five types of pedagogical control are used, each of which has its own functional purpose (Zh. K. Kholodov, V. S. Kuznetsov, 2000).

1. Preliminary control is held at the beginning of the academic year (semester). It is intended to determine the level of health and physical development, physical and technical readiness of students, readiness for upcoming classes (to master new educational material, fulfill the regulatory requirements of the curriculum, etc.). Data from such control make it possible to clarify educational tasks, means and methods for solving them.

2. Operational control designed to determine the immediate training effect within one training session for the purpose of appropriate alternation of load and rest. Monitoring the operational state of students (for example, readiness to perform the next exercise, the next attempt at running, jumping, etc.) is carried out using such indicators as breathing, performance, well-being, heart rate, etc. Data from this type of control allows you to quickly regulate the dynamics of the load in the lesson.

3. Current control carried out to determine the reaction of the students’ body to the load after class. With its help, the recovery time of a student’s performance after different (in magnitude, direction) physical activity is determined. Current monitoring data serves as the basis for planning the content of upcoming classes and the amount of physical activity in them.

4. Stage control serves to obtain information about the cumulative (total) training effect obtained over the course of one semester. With its help, the correct choice and application of various means, methods, and dosing of students’ physical activity are determined.

5. Final control carried out at the end of the semester to determine the success of the annual plan-schedule of the educational process, the degree of solution of the assigned tasks, identifying the positive and negative aspects of the process of physical education classes and its components. Data from the final control (health status of students, success in fulfilling test requirements and educational standards, level of sports results, etc.) are the basis for subsequent planning of the educational process.

Control methods. In the practice of physical exercises, the following control methods are used: pedagogical observation, survey, testing, control and other competitions, simple medical methods (measurement of vital capacity of the lungs, body weight, back strength, etc.), timing of classes, determination of the dynamics of physical activity in classes on heart rate, etc. The teacher receives more information using the method of pedagogical observations. Observing students during class, the teacher pays attention to their behavior, expression of interest, degree of attention (focused, distracted), external signs of reaction to physical activity (changes in breathing, color and facial expression, coordination of movements, increased sweating, etc.).

End of introductory fragment.

Evaluation of a medical group for physical education classes for students with health problems.

The first step to successfully solving the problem of choosing the correct dosage of physical activity during students’ physical exercise classes is their distribution into three medical groups - basic, preparatory and special. The distribution is made in advance by a pediatrician, adolescent doctor or therapist at the end of the school year. The doctor makes the final decision after an additional examination at the beginning of the upcoming school year. The main criterion for including a student in a particular medical group is to determine the level of his health and functional state of the body. To be assigned to a special medical group, it is also necessary to establish a diagnosis with mandatory consideration of the degree of dysfunction of the body. If it is difficult to resolve the issue, consultation with a VFD specialist is necessary.

Based on a joint medical and pedagogical opinion, the student is assigned to one of the medical groups.

To the main medical group(Health group I) includes students without deviations in health and physical development, who have a good functional state and age-appropriate physical fitness, as well as students with minor (usually functional) deviations, but who do not lag behind their peers in physical development and physical fitness. Those assigned to this group are allowed to study in full according to the physical education curriculum using health-enhancing technologies, prepare and pass individual physical fitness tests. Depending on the characteristics of the physique, the type of higher nervous activity, functional development and individual inclinations, they are recommended to engage in a certain type of sport in sports clubs and sections, groups of youth sports schools and youth sports schools with preparation and participation in competitions, etc.

At the same time, you should remember the relative contraindications to playing sports. for example, if you have myopia or astigmatism, you cannot engage in boxing, diving, ski jumping, alpine skiing, weightlifting and motorsports; perforation of the eardrum is a contraindication to all types of water sports; If you have a round or round-concave back, cycling, rowing, and boxing, which aggravate these postural disorders, are not recommended. Other sports are not prohibited.

For the preparatory medical group ( Health group II) includes practically healthy students who have certain morphofunctional abnormalities or are physically poorly prepared; those included in risk groups for the occurrence of pathology or with chronic diseases in the stage of stable clinical and laboratory remission for at least 3-5 years. Those assigned to this health group are allowed to take classes in the physical education curriculum, subject to a more gradual development of a complex of motor skills and abilities, especially those related to the imposition of increased demands on the body, a more careful dosage of physical activity and the exclusion of contraindicated movements (health-corrective and health-improving technologies).

Tests and participation in mass sports events are permitted only after an additional medical examination. These students are not allowed to practice most sports or participate in sports competitions. However, additional classes to improve general physical fitness in an educational institution or at home are strongly recommended.

The special medical group is divided into two: special "A" and special "B". The final decision on sending a student to a special medical group is made by the doctor after an additional examination.

Special group A (health group III) includes students with clear deviations in the state of health of a permanent (chronic diseases, congenital malformations in the compensation stage) or temporary nature or in physical development, which do not interfere with the performance of normal educational or educational work, however, requiring restrictions physical activity. Those classified in this group are allowed to engage in health-improving physical education in educational institutions only according to special programs (health-corrective and health-improving technologies), agreed upon with the health authorities and approved by the director, under the guidance of a physical education teacher or instructor who has completed special advanced training courses.

In recreational physical education classes, the nature and severity of deviations in the health status, physical development and level of functional capabilities of the student must be taken into account. at the same time, speed, strength, and acrobatic exercises are sharply limited; outdoor games of moderate intensity; walks (skiing in winter) and outdoor entertainment. Academic performance is assessed by attendance at health-improving physical education classes, attitude towards them, the quality of performing sets of exercises - homework, the ability and skills of elements of a healthy lifestyle, the ability to self-monitor health and functional capabilities.

Special group B (health group IV) includes students who have significant deviations in the state of health of a permanent (chronic diseases in the subcompensation stage) and temporary nature, but without significant health problems and who are allowed to attend theoretical classes in general educational institutions. Those included in this group are recommended to engage in exercise therapy in the physical therapy departments of the local clinic or medical and physical education dispensary. Regular independent exercises at home according to the complexes proposed by the exercise therapy doctor are acceptable. Strict adherence to the regimen and other elements of a healthy lifestyle is mandatory. Academic performance is assessed by attendance at health-improving physical education classes, attitude towards them, the quality of performing sets of exercises - homework, the ability and skills of elements of a healthy lifestyle, the ability to self-monitor health and functional capabilities.

Parents must systematically monitor the fate of their children in all therapeutic, preventive, valeological measures. These students cannot be left without the attention of physical education teachers and the management of the educational institution.

Materials used:

In-depth research. During it, the child’s health status is assessed during periods of epicrisis, with subsequent recommendations from specialists for the further full development of the baby.

Detection of various diseases in the early stages and improvement of the child’s health, the goal of which is to prevent the formation of a chronic disease.

The pediatrician determines the health group, taking into account all examinations by specialists.

There are several criteria to assess the child’s health status:

1 criterion - whether deviations are observed in early ontogenesis.

2nd criterion - development in physical terms.

3 criterion - neuropsychic development.

4th criterion - the body's resistance to various painful factors.

5th criterion - the state of organs and systems.

6th criterion - whether there are chronic diseases or congenital diseases.

Thus, the determination of the health group is based on the criteria listed above. So, the child has health group 2. What does this mean?

Characteristics of health group 2

You need to understand that a health group is nothing more than the child’s health state and his predisposition to various diseases, as well as the presence of congenital diseases. Health group 2 includes children who have minor health problems. They tend to get sick more often, for example, acute respiratory infections, they may be overweight or likely to have allergies.

Health group 2 occurs most often in newborns. Because currently, completely healthy children are not born, even if the mother does not suffer from any diseases. A person’s attitude to one or another health group is established not only in but also accompanies him throughout his life.

There are two more subgroups among children who are assigned to group 2

2-A are children who have biological, genetic and social factors for the development of diseases, but they are healthy according to other criteria.

Genetic factors are the presence of relatives with various diseases that can be passed on from generation to generation. For example, diabetes, heart disease, allergies and others.

Biological factors are deviations that arose during pregnancy and childbirth in the mother. These are quick or, on the contrary, long labor, cesarean section, long-term presence of the fetus without amniotic fluid, pathologies of the placenta, malposition of the fetus, and so on.

Social factors include smoking, alcoholism of parents, work of parents in hazardous work, chronic diseases of the mother, too early or late pregnancy. The presence of infections that can be sexually transmitted, the threat of premature birth or miscarriage in the mother. Poor nutrition during pregnancy and violation of the general regime.

2-B are children who have morphological and functional changes. Newborns who belong to this subgroup suffered from some illness in the first days or hours of life and after discharge from the maternity hospital they still have some abnormalities. Such babies often get sick, have constitutional anomalies and other health abnormalities.

Upon discharge from the maternity hospital, the risk group is indicated, and, judging by it, the pediatrician must draw up a plan for observations, examinations, and carry out preventive measures (hardening, vaccinations). If necessary, drug treatment is prescribed.

Children who belong to subgroup 2-B must be monitored at home for up to three months.

So, what is health group 2, and how can young children and preschoolers be classified as part of it?

There are a number of deviations that can be used to judge the child’s health status:

Multiple pregnancy.

Immaturity is post-term, prematurity.

Damage to the central nervous system.

Hypotrophy 1st degree.

Infection in the womb.

Low birth weight.

Excess weight at birth (4 kg or more).

The initial period of rickets, 1st degree of rickets and its residual effects.

Presence of anomalies in the constitution.

Changes that relate to the cardiovascular system, changes in blood pressure, pulse.

Frequent diseases, including respiratory ones.

Gastrointestinal dysfunction - lack of appetite, abdominal pain, etc.

Group 2 health in a child is not yet an indicator that all deviations should be present in the medical record. Just one or a few is enough. The health group is determined based on the most severe deviation.

All parents can easily find out which health group their child belongs to. Every local doctor has this information, and even a nurse will be able to provide explanations. After all, a child’s health group is not a medical secret.

Monitoring the health of children in child care institutions

Information about children from 2 gr. health care must be provided by a nurse at a child care facility. If a child belongs to this group, then in physical education lessons he is offered a set of exercises specially designed for such children. The loads for them should be lower. But this does not mean giving up sports at all. If a child has health group 2, then such children are often prescribed physical therapy classes.

In addition, medical supervision of children who belong to this group is necessary. Since they may have a high risk of developing various pathologies. The main method that allows you to assess the health status of children is a preventive examination, which is carried out by doctors.

There is also an algorithm for determining health groups in children aged 3 to 17 years. Children are examined:

At 3 years old (before entering kindergarten);

At 5 and a half or 6 years old (one year before primary school);

At the age of 8, when the child finishes 1st grade of school;

At age 10, when the child enters secondary school;

At 14-15 years old.

If, as a result of the examination, the child’s health indicators are related to the classes and groups of diseases identified by the Ministry of Health of the Russian Federation, then he is assigned to a certain health group.

Physical education classes for children of health group 2

In order for physical education lessons to be carried out effectively and without risk to the health of schoolchildren, the latter are classified into one of three groups (basic, preparatory and special). The division is made by a pediatrician or therapist at the end of the school year, but the specialist makes a final verdict only after a re-examination before the start of the next school year.

If a child has health group 2 in physical education, then he belongs to the preparatory medical group. These are practically healthy children, but they have certain deviations and are poorly prepared physically. Schoolchildren can study but with the condition of gradual acquisition of the necessary motor skills and abilities. The dosage of physical activity is observed, contraindicated movements are excluded.

If a child has health group 2, then he is prohibited from completing test tasks in class and participating in sports events. But experts strongly recommend conducting additional physical education classes at home or at school.

Tasks for schoolchildren with health group 2:

Strengthening and improving health;

Improving physical development;

Mastering important motor skills, qualities and abilities;

Improving the body's adaptation to physical activity;

Hardening and increasing the body's resistance to disease;

Formation of interest in constant physical education, development of volitional qualities;

Fostering a positive attitude towards healthy lifestyle;

Mastering a set of exercises that have a beneficial effect on the condition of the child’s body, taking into account the existing disease;

Maintaining proper rest and work schedule, hygiene, and proper nutrition.

Conclusion

Thus, health group 2 in a child is not a death sentence. He should not be considered inferior or terminally ill. The child’s belonging to this group means that he needs sensitive care, and his health must be constantly monitored in order to avoid unpleasant consequences.

Children with this health group lead a normal life and develop well; they are no different from other children.

With the start of the new school year, one of the most popular certificates among schoolchildren is exemption from physical education. Some schoolchildren (with the support of their parents) do not want to attend school physical education lessons, others cannot attend standard school physical education lessons for health reasons.

Exemption from physical education

And the Russian government is currently taking care of the physical education of the population, including schoolchildren. Through various laws, the state tries to ensure access to physical education and sports even for people with disabilities. Much, and sometimes even increased, attention is paid to school physical education lessons.

Therefore, today only an official medical document - a certificate - can exempt a student from physical education lessons. Exemption from physical education can only be temporary (maximum up to 1 year).

Pediatrician

The pediatrician alone has the right to exempt the child from physical education for 2 weeks - 1 month. Such an exemption is given to the child in a regular certificate after illness. After a common acute respiratory infection, a standard exemption from physical education is given for 2 weeks, after a more serious illness, for example, after a sore throat or pneumonia, for 1 month.

KEC

After some serious illnesses (hepatitis, tuberculosis, peptic ulcer), injuries (fractures, concussion) or operations, a longer release from physical education is required. Any exemption from physical education for more than 1 month is issued through the KEC. To obtain it, you need an extract from the hospital, with recommendations regarding physical education and (or) an entry in the outpatient card of a specialist in the child’s disease with relevant recommendations. The conclusion of the KEC (control and expert commission) is certified by three signatures: the attending physician, the head. the clinic, the chief physician and the round seal of the clinic, all information about the certificate is entered into the KEC journal.

Disabled children are usually exempted from physical education for a long time (for the entire school year), as a rule, those who have the right to home schooling. The approach to this issue is strictly individual and is decided jointly: by the attending physician specialist, parents, taking into account the wishes of the child. Some children are allowed physical education classes in a special or even preparatory group.

Even if a child is exempt from physical education for the entire period of schooling, the EEC certificate is updated annually.

Physical education groups

Long-term exemption from physical education is now rare and requires sufficient grounds. And the number of schoolchildren with health problems who cannot cope with the standard load in physical education lessons is growing every year. To select physical activity that matches the student’s health status, there are physical education groups.

Basic (I)

The main group is for healthy children and children with minor functional deviations that do not affect their physical development and physical fitness. The main group in medical and school documents is designated by the Roman numeral I. All schoolchildren are included in it if there are no entries in the child’s medical record recommending physical education classes in another group.

Preparatory (II)

The preparatory group, designated II, is for children with minor health problems and/or poor physical fitness. Classes in this group can be recommended by a doctor who specializes in the child’s illness. He is required to make a clear note with recommendations regarding school physical education in the child's outpatient record. The conclusion of the EEC is not required for classes in the preparatory group; one doctor’s signature and the stamp of the clinic are enough on the certificate. But a clear and specific entry with recommendations in the school certificate is necessary. This certificate is usually issued by a local pediatrician based on the recommendations of a medical specialist.

The diagnosis must be indicated, the period for which classes in the preparatory group are recommended (for the entire academic year, for half a year, for a quarter), and specific recommendations on what exactly the child needs to limit when doing physical education (physical education classes on the street or in the pool are not allowed, the child is not allowed to compete or pass certain standards; somersaults or jumps, etc. are not allowed)

A preparatory group for a child means that he will attend physical education classes along with everyone else, observing the restrictions specified in his certificate. It is better if the child himself knows which exercises he cannot do in physical education class. Upon expiration of the certificate, the child will automatically be in the main group.

Certificate form for classes in a preparatory physical education group

Special

A special group is a physical education group for children with serious health problems. A certificate defining a special physical education group for a child is issued through the KEC. Indications for a child’s classes in a special group may include diseases of the cardiovascular, respiratory, urinary and other body systems. Those interested can familiarize themselves with an approximate list of these diseases ().

If you decide to issue a certificate for your child to participate in a special physical education group, you need to start by visiting a doctor who specializes in the child’s illness. The outpatient card must contain a note with clear recommendations. Next, the certificate is issued in the same way as an exemption from physical education, indicating its validity period (maximum for one academic year), three signatures of the EEC members and the round seal of the clinic.

Form for a certificate of a child’s activities in a special physical education group

Today, there are two special groups: Special “A” (group III) and Special “B” (group IV).

Special "A" (III)

Special group “A” or III physical education group includes children with chronic diseases in a state of compensation (not exacerbation).

In schools, classes in special group “A” are held separately from general physical education classes. Those. Your child will no longer attend PE with the class. But he will do physical education in a special group at another time (not always convenient).

Special group “A” usually brings together children with health problems from different classes. If there are a lot of such children at school, classes are held separately for elementary, middle and high school students; if there are few children, classes are held for everyone at once. The load and exercises for a child are always selected taking into account his illness. Such children do not participate in competitions and do not pass the standards. Upon expiration of the certificate, the child is automatically transferred to the main group. Parents need to ensure that it is updated in a timely manner.

Special "B" (IV)

Special group “B” or IV physical education group includes children with chronic diseases or health problems, including those of a temporary nature, in a state of subcompensation (incomplete remission or at the end of an exacerbation). Special group “B” means replacing physical education at school with physical therapy classes in a medical facility or at home. Those. in fact, this is an exemption from school physical education classes.

I draw the attention of parents that any certificates of physical education classes: exemption from physical education, certificates of classes in preparatory or special physical education groups must be updated at least once a year. If at the beginning of the school year the child does not bring a new certificate with the doctor’s recommendations regarding physical education, he automatically ends up in the main physical education group.

Exemption from physical education. Physical education groups.