Exhaustion from physical exertion. Signs of fatigue and overwork
Introduction
Physical education and sports give a person happiness, health, strength, flexibility, and the ability to control his body and himself.
It is never too late for anyone to discover the joy of physical education and various sports. But, of course, it is better to start them before the first signs of illness or decreased performance appear. However, numerous “diseases of the century” are not an obstacle for a novice athlete.
Every person is aware of the beneficial role of physical exercise. However, they have not yet become permanent life companions for everyone. Explaining this phenomenon, sociologists call different reasons: laziness, lack of time, lack of conditions for exercise, etc. At the same time, many people would like to engage in physical education in their free time from work or study, but do not know how to do it.
The purpose of the work is to become familiar with ways to improve human performance.
The objectives of the work are to consider the signs of fatigue, fatigue and overwork, determine the causes of their occurrence, consider the preventive and restorative complexes of the body in case of fatigue, fatigue and overwork.
The relevance of the chosen topic lies in the fact that prevention and restoration of the body in case of fatigue, exhaustion and overwork are necessary procedures.
Signs of fatigue, exhaustion and overwork, their causes and prevention
Overfatigue is a pathological condition that develops in a person as a result of chronic physical or psychological stress, the clinical picture of which is determined by functional disorders in the central nervous system.
Fatigue – physiological state organism, arising as a result of activity and manifested by a temporary decrease in performance. The term “fatigue” is often used as a synonym for fatigue, although these are not equivalent concepts: fatigue - subjective experience, a feeling that usually reflects fatigue, although sometimes a feeling of fatigue can occur without a previous load, that is, without real fatigue.
Fatigue can appear during both mental and physical work. Mental fatigue is characterized by a decrease in the productivity of intellectual work, weakening of attention, speed of thinking, etc. Physical fatigue is manifested by impaired muscle function: a decrease in strength, speed of contractions, accuracy, consistency and rhythm of movements.
Performance can be reduced not only as a result of the work done, but also due to illness or unusual working conditions (intense noise, etc.).
The timing of the onset of fatigue depends on the characteristics of the work: it occurs much more quickly when performing work accompanied by a monotonous posture and tension of limited muscles; Rhythmic movements are less tiring. A person’s attitude towards the task at hand also plays an important role in the appearance of fatigue. It is well known that many people during periods of emotional volume do not experience signs of fatigue or feelings of tiredness for a long time.
Insufficient rest or excessive workload for a long time often leads to overwork. When overworked, it is noted headache, absent-mindedness, decreased memory, attention, sleep disturbance.
Overfatigue is a pathological condition that develops in a person as a result of chronic physical or psychological overstrain, the clinical picture of which is determined by functional disorders in the central nervous system.
The basis of the disease is an overstrain of excitatory or inhibitory processes, a violation of their relationship in the cortex cerebral hemispheres brain. This allows us to consider the pathogenesis of overwork to be similar to the pathogenesis of neuroses. Prevention of overwork is based on eliminating the causes that cause it. That's why intense loads should only be used if there is sufficient preliminary preparation. Able increased load Intensive classes should be alternated with physical activity, especially in the days after exams or tests.
Under the influence of a strong irritant (stressor), an adaptation syndrome, or stress, develops in the body, during which the activity of the anterior lobe of the pituitary gland and the adrenal cortex increases. These changes in endocrine system largely determine the development of adaptive reactions in the body to intense physical or psychological activity. However, chronic overexertion can lead to depletion of the adrenal cortex and thereby disrupt previously developed adaptive reactions in the body. It should be emphasized that during the development of fatigue, the central nervous system includes and regulates stress reactions. The pathogenesis of fatigue is based on a disruption of the processes of cortical neurodynamics, similar to what occurs with neuroses.
In a state of overwork, a person’s basal metabolism increases and carbohydrate metabolism is often disrupted. Violation carbohydrate metabolism manifests itself in deterioration of glucose absorption and utilization. The amount of sugar in the blood at rest decreases. The course of oxidative processes in the body is also disrupted. This may be indicated by a sharp decrease in the content of ascorbic acid in the tissues.
As already noted, it is generally accepted that there are two types of fatigue: one occurs during mental activity, the other during muscular work. However, today, when in production there is a convergence of mental and physical labor, it has become practically difficult to distinguish pure form mental or muscular fatigue. For any labor activity There are components characteristic of both mental and physical labor.
How to deal with fatigue, tiredness and overwork?
Prevention of fatigue, exhaustion and overwork is based on eliminating the causes that cause it. Therefore, intensive loads should only be used with sufficient preliminary preparation. In a state of increased stress, intensive classes should be alternated with physical activity, especially in the days after exams or tests. All violations of the lifestyle, work, rest, sleep and nutrition, as well as physical and mental injuries, intoxication of the body from foci of chronic infection must be eliminated. Intensive exercise after any illness or in a state of convalescence after past diseases should be prohibited.
When performing certain physical exercises during work, three main results are achieved: acceleration of the working process; increasing the efficiency of short-term rest during labor; maintaining workers' health. Prevention of overwork is based on eliminating the causes that cause it. Therefore, intensive loads should only be used with sufficient preliminary preparation. In a state of increased stress, intensive classes should be alternated with physical activity, especially in the days after exams or tests. All violations of the lifestyle, work, rest, sleep and nutrition, as well as physical and mental injuries, intoxication of the body from foci of chronic infection must be eliminated. Intensive exercise after any illness or in a state of convalescence after illness should be prohibited.
Restoration of the body
The problem of restoring the normal functioning of the body and its performance after the work done (fighting fatigue and the fastest elimination of its consequences) “is of great importance in sports. The fact is that, as the level of preparedness increases, the athlete needs an increasing strength of the stimulus (great physical activity) to ensure continuous functional improvement of the body and achieve new, more high level his activities. Increasing the load ensures structural and functional improvement of blood circulation and strengthening of the trophic functions of the nervous system, creating a sufficient supply of energy, and increasing the capillarization of skeletal and cardiac muscles. All this leads to an increase in the potential capabilities of the body, an increase in its functional reserve, adequate adaptation to physical activity, and accelerated recovery. The faster the recovery, the more opportunities the body has to perform subsequent work, and, consequently, the higher its functionality and performance. From here it is clear that recovery is an integral part of the training process, no less important than the direct training effects on the athlete.
An inevitable consequence of muscle activity is some degree of fatigue. Fatigue is a physiological, safety mechanism that protects the body from overexertion, and, at the same time, as a trace phenomenon of the work done, promoting the development of adaptation, stimulates a further increase in the performance and fitness of the body. Without fatigue there is no training. It is only important that the degree of fatigue corresponds to the work done.
The degree of fatigue, as well as the speed of recovery, is determined by the complex interaction of many factors, among which the main ones are: the nature of the work done, its direction, volume and intensity, state of health, level of preparedness, age and individual characteristics of the trainee, previous regimen, level of technical training, the ability to relax, etc. If these are competitions, then the degree of their tension and responsibility, the balance of forces, and the tactical plan for their conduct play a significant role. Experimentally proven electoral action various training loads and operating modes locomotor system and its vegetative support during fatigue and recovery (; ,; , etc.).
The accumulation of fatigue during certain modes workout. The duration of recovery varies from several minutes to many hours and days, depending on the severity of the listed factors. The faster the recovery, the better the body’s adaptation to the next load, the great job he can perform with higher efficiency and, consequently, the more his functional capabilities grow and the higher the effectiveness of the training.
With repeated large physical stresses, two opposite states can develop in the body: a) an increase in fitness and an increase in performance, if the recovery processes ensure the replenishment and accumulation of energy resources; b) chronic exhaustion and overwork, if recovery does not systematically occur.
This provision, of course, does not mean that training of qualified athletes should always be carried out against the background full recovery or super-recovery. Over the past decade, sports practice has convincingly proven not only the possibility, but also the expediency of training at the level of under-recovery during certain periods of micro- and macrocycles, which serves as an incentive to further increase the level of activity of the body and its performance. Medical studies have shown the absence (of course, subject to all necessary conditions) any adverse changes in the athlete’s body. However, at certain stages of training, against the background of under-recovery, compensation is periodically necessary to ensure lasting recovery.
Consequently, accelerating recovery, a directed effect on recovery processes, is one of the effective levers for managing the training process. Acceleration of recovery can be achieved both naturally (recovery processes are trainable and it is no coincidence that the speed of recovery is one of the diagnostic criteria for fitness), and by targeted influence on the course of recovery processes in order to stimulate them.
The use of auxiliary means can only give the corresponding effect in combination with the natural way of accelerating recovery due to increased training. Otherwise, shifts in recovery over time will not be adequately provided by the body’s resources, which can not only slow down the natural acceleration of recovery, but also adversely affect the body’s functional reserve. Management of recovery processes is important not only for qualified athletes who train with heavy loads, but also for all other contingents involved in physical education and mass sports, since it contributes to the most favorable perception of loads by the body, and thereby the health-improving effect of exercise. To date, a considerable arsenal of restorative agents has been developed and put into practice, which can be classified according to different criteria: by direction and mechanism of action, time of use, conditions of use, etc. Most widespread received a division of restorative means into three large groups: pedagogical, psychological and medical-biological, complex use which, depending on the direction of the training process, tasks and stage of preparation, age, condition and level of preparedness of the trainee, the previous regime, constitute the recovery system.
Pedagogical means ensure the effectiveness of recovery due to the appropriate construction of training and regimen. This group of funds should be considered as the main one, because no matter what special means are used to speed up recovery, they will have the desired effect only with the right training and regimen. Pedagogical means include: a rational combination of general and special training means, the correct combination of load and rest in micro-, macro- and multi-year training cycles, the introduction of special recovery cycles and preventive unloading, varying loads, training conditions, rest intervals between classes and exercises, widespread use of switching from one type of exercise to another, from one mode. work on another, a full warm-up, the use of exercises during classes to relax muscles, breathing exercises, self-massage techniques, etc., a full-fledged final part of the lesson, as well as greater individualization of training, a rational regimen (especially pre- and post-competition periods), sufficient emotionality of classes and etc.
Psychological means are aimed at quickly normalizing the neuropsychic status of an athlete after intense training and especially competitions, which creates the necessary background for restoring the functions of physiological systems and performance. This can include psychopedagogical means (such as an optimal moral climate, positive emotions, comfortable conditions everyday life and training, interesting varied recreation, sparing the athlete’s psyche, especially in the pre-competition period and immediately after competitions, when recruiting teams, accommodating athletes at training camps, etc., individual approach), and psychohygienic means of regulation and self-regulation of mental states: lengthening sleep, inspired sleep rest, psychoregulatory, autogenic training, color and musical influences, special techniques for muscle relaxation, control of voluntary muscle tone, the use of certain medications for balancing nervous processes etc.
The main medical and biological means of recovery are rational nutrition (including the use of its additional factors and vitamins), physical factors (hydro-, balneo-, electro-, light and heat treatments, massage, aeroionization), some natural plant and pharmacological agents, rational daily regimen, climatic factors. The mechanism of action of these agents can be imagined as a combination of nonspecific (action on the protective-adaptive forces of the body) and specific influences directly aimed at quickly eliminating the manifestations of general and local fatigue caused by the work done. Through neurohumoral regulatory mechanisms, these drugs affect metabolism, temperature and blood supply to tissues altered due to physical activity, help replenish expended energy and plastic resources, quickly eliminate decay products from the body, restore the normal ratio of nervous processes, thereby helping to restore the functions of regulatory mechanisms and effector organs , eliminating the feeling of fatigue. This allows you to speed up natural course recovery processes, increase the body’s adaptation to subsequent muscle activity and its performance.
The use of auxiliary means to control physiological processes changed under the influence of the work done, in order to accelerate its recovery and prevent overexertion during subsequent loads, is physiologically justified and has nothing to do with artificially stimulating the body to increase its performance.
The use of restorative means should be systematic, involving the complex use of means of different effects in close connection with a specific training regime and methodology, that is, a rational combination separate funds in accordance with the type of sport, objectives and period of training, nature of work, degree of fatigue, condition of the athlete.
Recovery processes are characterized by unevenness, phasing (low phase, initial phase and increased performance the latter is not recorded after each work, but at longer stages of training), heterochronism. Heterochronism in the restoration of the vegetative and motor spheres of the body, as well as individual vegetative links, is most pronounced in late recovery period after exercise, as well as in less trained individuals. Therefore, when choosing restorative means, “one should provide for the possibility of simultaneous influence on different functional levels of the body, ensuring its performance in the mental and somatic spheres, the musculoskeletal system, the central nervous and autonomic system in order to simultaneously relieve both the nervous and physical components of fatigue.
Combining individual agents into a complex significantly increases the effectiveness of each of them. This applies to both the simultaneous use of pedagogical, psychological and medical-biological means, and the use of individual means from the arsenal of the latter. The direction of the training process and, in particular, a specific lesson or competition is of great importance, which in to a large extent determines not only the selection of agents that have a selective or preferential effect on certain functional parts of the body, but also the tactics of their use. The main attention is paid to the effect on the state of those body systems that have undergone the greatest changes under a given load and are most slowly restored, as well as the state of integral systems that ensure performance and adaptation (nervous system, hormonal regulation, blood circulation). Therefore, when selecting recovery means, be sure to take into account the type of sport and the direction of the load in the activity. For example, in cyclic sports, the dependence of the depth and nature of fatigue on the relative power of the work performed, regardless of the structure of movement (; N. V. Zimkin), is clearly visible, which makes the cardiorespiratory apparatus, metabolic processes and energy.
During acyclic exercises in martial arts, sports games the nature of fatigue and recovery is largely determined by increased requirements for accuracy and coordination of movements, the function of analyzers, and the neuromuscular system, which determines the advisability of predominant influence on these functional parts of the body. The need for this effect on vegetation and metabolism depends on the total amount of work done, that is specific gravity endurance work. In all sports, it is very important to achieve the fastest restoration of the balance of nervous processes and humoral-hormonal regulation, which largely determines the restoration of metabolism and vegetative functions body.
The individual characteristics of athletes are also of great importance. For example, some of them, even in a state of good training, are characterized by a relatively slow recovery after exercise, which largely depends on the individual characteristics of nervous processes and metabolism. And, conversely, there is a genetically determined ability to recover quickly. It is also necessary to take into account individual sensitivity to certain drugs (pharmacological and certain foods, physiotherapeutic procedures, etc.).
Actively influencing physiological functions, regulating their mechanisms, restorative agents (especially physical, pharmacological and psychological) have and can have a targeted effect on the body, both calming and, on the contrary, stimulating, which also requires taking into account individual characteristics and the nature of fatigue (with the predominance of excitation after exercise or, conversely, inhibition, depression of the athlete). Age is also important. For example, in children, after intense but relatively short duration of work, recovery occurs faster than in adults, and after very strenuous loads, on the contrary, it is slower. In middle-aged and older people, recovery processes slow down.
The state of health, level of physical development, character are also of certain importance. professional work, familiarity of the load, conditions for its implementation, climatic-geographical and other factors. Therefore, the selection of restorative agents and the tactics of their use should have a distinct individual focus. Any template is not only ineffective, but in some cases it is not harmless. This applies to the greatest extent to pharmacology and physiotherapy.
It is also very important to take into account the compatibility of the means used, in particular the combination of means of general and local influence (although this division is to a certain extent conditional). It should be taken into account that general effects (baths, showers, general ultraviolet irradiation, aeroionization, nutrition, vitamins, general massage, some medications, etc.) have wide range nonspecific general strengthening effect on the body and adaptation to them occurs more slowly and gradually than to means of local action. Local actions (decompression, electrical stimulation, thermal procedures, chamber baths, local massage, etc.), although aimed directly at relieving local fatigue by improving blood supply, cellular metabolism, thermal effects on individual muscle groups, but at the same time due to the redistribution of blood flow that occurs (its increase in the impact zone and decrease outside it) is determined not only by local, but also systemic reactions, and thus a certain overall impact.
When the load predominantly affects individual muscle groups, local remedies in combination with water procedures are quite effective; for large-volume loads, general impact means have an advantage; When working, especially at high intensity, it is useful to introduce contrast procedures.
With two workouts a day, local agents are prescribed mainly after the first, and general agents are prescribed after the second workout, after days of heavy loads, mainly general agents are prescribed. Pain requires an urgent increase in performance (for example, during repeated starts, in intervals between loads, etc.), the greatest effect can be obtained when using recovery tools immediately after finishing work. If the main goal is to improve performance in pain long term(for example, to next day or later), it is more advisable to prescribe procedures with predominantly general effects 48 hours after exercise (,)
When choosing a set of procedures, it is very important that they complement and not reduce the effect of each other. For example, local barotherapy enhances the effect of the previous procedure, electrophoresis has a more complete effect during preliminary thermal procedures, cool shower neutralizes the effect of a number of procedures, etc. (,). Because the action itself physical factors on the body is also accompanied by a certain consumption of biological energy; it is important, when using these procedures after exercise, not to exceed the reactive capabilities of the body, so as not to cause a reverse effect.
It is advisable to use no more than one type of procedure of each type during the day and no more than two procedures in one session. With prolonged use of certain drugs, adaptation occurs, the body becomes accustomed to them, which causes gradual decline their restorative effect, that is, the body gradually stops responding to monotonous, monotonous stimuli. Therefore, it is necessary to vary, periodically change not only the means, but also their combination, dosage, and methods of application.
One very important circumstance should be kept in mind. By increasing adaptation to loads, certain restorative agents, when used for a long time, lead to a decrease in the strength of the main stimulus of the training load itself, reducing its training effect. In addition, as is known, for a progressive increase in sports performance, it is necessary to work periodically against the background of a certain under-recovery, which serves as a stimulus to achieve a new, higher level of body activity and, subject to subsequent compensation, does not have any effect. adverse influence to your health. This means that it is not always necessary to strive to artificially stimulate recovery, especially since regular or too frequent and massive use of pharmacological and some physical agents can slow down the natural course of the recovery process.
The use of a wide range of special means is advisable only in separate cycles during certain periods of preparation, in particular, at stages of pronounced increase in loads and mastering new complex motor tasks, in shock training cycles, at the pre-competition stage and during competitions (especially multi-day ones and with several starts per day) , after a busy season and, of course, medical indications to prevent overwork and physical strain or when their first signs appear. In other cases it is quite enough to use water procedures, massage, balanced nutrition and daily routine in combination with pedagogical and psychological means.
Some caution is required in the use of strong drugs (especially pharmacological) during the period of growth and formation of the body. Consequently, recovery means must be prescribed by a doctor strictly individually, in full accordance with the specific training plan, characteristics and condition of the athlete.
Conclusion
Fatigue, fatigue, and overwork occur more quickly in people who have suffered serious illnesses. A relatively insignificant and short-term load causes them headaches, shortness of breath, palpitations, sweating, a feeling of weakness; their performance quickly drops and recovers slowly. In these cases, a gentle work regime and longer rest are necessary.
It is advisable to use no more than one type of procedure of each type during the day and no more than two procedures in one session.
With prolonged use of certain drugs, adaptation occurs, the body gets used to them, which causes a gradual decrease in their restorative effect, that is, the body gradually stops responding to monotonous, monotonous stimuli. Therefore, it is necessary to vary, periodically change not only the means, but also their combination, dosage, and methods of application.
In any business, big or small, the primary source of success or failure is a person. Everything depends on him. Therefore, any business should begin with oneself, with one’s own restructuring, including in views on physical culture and attitude towards it.
Bibliography
1. Guzhalovsky and every day. M.: Physical culture and sport, 1999.
2. Home medical encyclopedia. Ch. ed. . M.: “Medicine”, 1998.
3. Mowing culture during the working day. M.: Pofizdat, 2000.
4. , Sidorov during the working day. M.: Knowledge, 1988.
5. Reisin culture of people of mental work. Minsk: graduate School, 2000.
Fatigue, drowsiness, apathy and weakness - many attribute these sensations to overwork and think that normal sleep You can solve the problem and restore strength. But in fact, in medicine, overwork is considered quite complex problem– after all, it can even lead to development! It is important not only to have some general understanding of the condition in question, but also to know its first signs - this will help you respond to the body’s “signals” in a timely manner and quickly restore strength.
Doctors consider two main types of fatigue - physical and mental, and both of them can occur in both children and adults.
Physical fatigue
This type of fatigue develops gradually - the person first feels slightly tired and pain syndrome low intensity in muscle tissue, but usually few people pay attention to these signs. Continuing to lead active work or engage in sports training without reducing the load, full physical fatigue sets in. In this case, the following symptoms will be present:
Note:If the condition in question develops in women, then menstrual irregularities may begin.
If the above symptoms occur, you should immediately stop strenuous training or avoid physical labor - it will take time to select a recovery program. Doctors do not recommend completely giving up your usual physical activities, you just need to reduce their intensity. Can be used as therapeutic measures:
- Bath. This effective remedy for recovery after heavy physical labor, increasing performance and strengthening the immune system. The optimal combination would be a bath and massage, but even without last visit A bath 1-2 times a week will help restore the body even after severe physical fatigue.
- Baths. They can be different - each of them has a certain impact. Most popular with physical fatigue are:
- Shower. Taking a daily shower is not enough hygiene procedure– with properly selected shower influences you can help the body cope with physical fatigue. Remember:
- hot shower with water temperature +45 – has a tonic effect;
- rain shower – refreshes and soothes, reduces the intensity of pain in muscle tissue;
- cascade shower (falls from a height of 2.5 m per person a large number of cold water) – increases muscle tone;
- contrast shower – helps maintain the body’s performance during recovery.
- Massage. This procedure has positive impact on the central and peripheral nervous system, the functioning of the digestive/cardiovascular systems, improves metabolic processes in organism. When experiencing physical fatigue, it is very important to get a qualified massage, so it is advisable to seek help from specialists.
Duration of massage:
- legs – 10 minutes for each lower limb;
- back and neck – 10 minutes in total;
- upper limbs – 10 minutes for each arm;
- chest and abdomen area – 10 minutes in total.
If you are physically overtired, you can and should take a short vacation, but this does not mean that you need to lie down and lie without activity - this will not allow the body to fully rest. The best options to quickly get rid of physical fatigue without specific procedures:
- Take daily walks fresh air. Moreover, it is better to do this in parks/squares and during such walks you should not overload your brain everyday problems– make every effort to keep your thoughts only positive.
- Review your diet. Of course, you can’t go on a diet, but adding fruits, vegetables and lean meats to your daily menu would be quite logical.
- Be sure to take a course of vitamin therapy. You can consult your doctor about the choice of specific medications, but you can purchase multivitamin complexes on your own.
- Don't reduce your physical activity. You just need to change the type of activity - do a general cleaning of the house, work in the garden or vegetable garden.
Mental fatigue
This type of overwork is often perceived as ordinary fatigue and people try to regain their strength. a simple dream or relaxing in nature. But doctors argue that in some cases such a change in activity will not be enough, it is necessary to undergo full-fledged treatment.
Symptoms of mental fatigue
TO early signs mental fatigue include:
As the problem worsens, the person begins to experience nausea and vomiting, irritability and nervousness, loss of concentration, and memory impairment.
Important:In no case should you independently diagnose “mental fatigue” based on the symptoms described above! For example, an increase blood pressure against the background of a headache may mean problems in the functioning of the cardiovascular system. Therefore, consultation with a doctor is necessary.
Stages of development of mental fatigue
The condition in question cannot appear suddenly and suddenly with all the accompanying symptoms - mental fatigue develops in a progressive rhythm.
Stage 1
The mildest stage of mental fatigue, which is characterized exclusively by subjective signs - a person cannot fall asleep even when very tired, after a night's sleep a feeling of fatigue persists, and there is a reluctance to do any work.
Stage 2
During this period, the condition in question negatively affects the general rhythm of life. At stage 2 of the disease, the above symptoms are added:
- heaviness in the heart area;
- sense of anxiety;
- fast fatiguability;
- slight physical activity provokes trembling of the upper limbs (tremor);
- heavy sleep, with frequent awakenings and nightmares.
At the second stage of development of mental fatigue, work disorders appear digestive system, a person’s appetite decreases significantly, the skin of the face becomes pale, and the eyes are constantly red.
During the period under review, pathological changes begin to occur in the functioning of the whole organism. Men may experience a decrease in potency and libido, and in women the menstrual cycle is disrupted.
Stage 3
This is the most severe stage of the condition in question, which manifests itself as neurasthenia. A person is too excitable, irritated, there is practically no sleep at night, and during the day, on the contrary, productivity disappears due to the desire to sleep, the work of all organs and systems of the body is disrupted.
Stages 2 and 3 of mental fatigue necessarily require the help of professionals - this condition must be treated.
Treatment of mental fatigue
The basic principle of treating mental fatigue is to reduce stress of all types that led to the development of the condition in question.
At the first stage illness requires complete rest for 1-2 weeks - a person should rest in a sanatorium, do calm hiking outdoors, eat right. If necessary, you can take advantage of relaxing baths and aromatherapy sessions. After this, it will be possible to gradually introduce intellectual and physical activity into a person’s life, and in general, recovery will take at least 2 weeks.
Second stage mental fatigue requires a complete “disconnection” from intellectual activity– Of course, it won’t be possible to “turn off” your brain, but it is quite possible to stop working on documents, reports, and projects. At this stage, you can engage in auto-training, undergo a relaxing massage course, or relax in a sanatorium or hospital. Full recovery will take at least 4 weeks.
Third stage the disease in question is the person’s hospitalization in a specialized clinic. We are not talking about psychiatric centers - it is advisable to send a person with a severe stage of mental fatigue to a dispensary. For 2 weeks he will only rest and relax, then for 2 weeks the person will exercise active recreation and only after that can intellectual stress be introduced into his life. Full course treatment and recovery at the third stage of the condition in question will be 4 months.
If you feel that the first signs of mental fatigue are appearing, then do not wait for “events to develop.” Take a rest for at least 2-5 days, try to change the type of activity and engage in active recreation, attend auto-training courses, and conduct aromatherapy sessions with rosemary and mint oils every other day.
Important:Under no circumstances should you take any drugs if you are mentally fatigued. medications! This can only lead to a worsening of the condition; for this condition, drug treatment is not provided at all.
Overwork in children
It would seem - how overworked can children be? If they run, jump, scream almost around the clock and refuse to sleep even late at night? But it is precisely childhood overwork, according to doctors, that leads to serious health problems. Therefore, parents should carefully monitor the behavior of their children - the first signs of overwork in children may not be expressed.
Symptoms of fatigue in children
Overwork in children is preceded by severe fatigue. It is customary to identify the following external signs of fatigue (classification according to S.L. Kosilov)
|
Fatigue |
|||
|
minor |
expressed |
sharp |
|
| Attention | Rare distractions | Absent-minded, frequent distractions | Weakened, no reaction to new stimuli |
| Interest in new material | Lively interest | Weak interest, child does not ask questions | |
| Pose | Unsteady, stretching legs and straightening torso | Frequent changes of postures, turning the head to the sides, supporting the head with hands | The desire to put your head on the table, stretch out, lean back in your chair |
| Movements | Accurate | Uncertain, slow | Fidgety movements of the hands and fingers (deterioration of handwriting) |
| Interest in new material | Lively interest, asking questions | Low interest, no questions | Complete lack of interest, apathy |
Even at the very beginning of the development of the condition in question, parents can pay attention to:
- capriciousness/tearfulness of a usually cheerful child;
- restless sleep - the baby may cry out in his sleep, make erratic waves of his arms and legs;
- impaired concentration on some activity or subject.
In addition, the child may develop symptoms for no apparent reason (there are no signs of colds or inflammation), the child experiences insomnia at night, and suffers from drowsiness during the day.
Children of school age, when overworked, lose interest in school, they lag behind in their studies, and begin to complain of headaches and weakness. Very often, overwork in children manifests itself in psycho-emotional disorders:
- unpleasant facial expressions;
- antics in front of adults and the mirror;
- mimicking others.
Children adolescence in this condition, they begin to be rude, snap, and ignore the comments and requests of adults.
Causes of childhood fatigue
Factors that provoke the development of overwork are considered to be:
- in infancy - violation of the daily routine (waking time exceeds sleep time), problems with breastfeeding;
- junior school age - physical and mental stress, constant homework, short sleep at night;
- senior school age - hormonal changes in the body, high study load.
It is worth considering that overwork in children can be caused at school and kindergarten, dysfunctional family environment, tense relationships with peers.
Treatment of overfatigue in children
Many parents consider the child’s behavior described above to be a kind of pampering - “he’ll sleep and everything will pass.” But doctors claim that such ignoring of children's overwork leads to neuroses, persistent insomnia, and fluctuating blood pressure readings.
Treatment of childhood overfatigue is a comprehensive approach to solving the problem. It is necessary to seek help from psychotherapists and pediatricians - they will prescribe auto-training sessions; often children only need to undergo a few massage sessions to fully restore their psycho-emotional background. The following measures also have a lasting effect::
- nutrition correction – we're talking about on replacing fast foods with full-fledged meals consumed at clearly defined hours;
- physical exercise- it could be physiotherapy or just playing sports;
- being outdoors– active walks every day for 1-2 hours, regardless of climatic conditions.
The doctor may prescribe an appointment for a child who is overtired vitamin preparations or special biological additives.
Prevention of fatigue in adults and children
To prevent the development of overwork in adults, you just need to know a few rules for conducting normal life activities. This does not mean that translation to more is required light work(this simply does not happen) or radically change your lifestyle - everything is much simpler. Follow these guidelines:
Fatigue is a state of the body in which the efficiency of work activity decreases. Such changes are temporary.
Physical and mental fatigue. Signs
The first sign of fatigue is a decrease in labor productivity. Namely, if the work is related to physical labor, in a person who is overtired, blood pressure rises, breathing quickens, heartbeat. It also requires more energy to perform one action.
If a person exercises, then when he is overtired, his reaction slows down, mental processes are inhibited and movements are uncoordinated. The level of attention and memorization of information also decreases. The person himself characterizes this condition as fatigue.
Fatigue
The impossibility of performing this or that work is attributed to it. It should be understood that fatigue is a state of the body caused by certain biological processes. There are several theories in the science of different scientists about the causes of fatigue. Some people think that this is biological process the central nervous system, and others - the cerebral cortex.
Fatigue
What are the causes of fatigue? This condition may occur after performing any work, at the end of the working day. This is a normal physiological process of the body. Hard work leads to fatigue. It is important that after work a person has the opportunity to rest so that he can regain strength.
After rest, the body's spent resources are restored. Then the person is ready to work again. If proper rest is not achieved, the body cannot cope with the assigned tasks. Then overwork sets in.
If the human body is rested, its performance will increase. It's a kind of training. But if enough time has not been devoted to rest, then a state of fatigue will arise in the body. In this case, the person cannot do his job. There is also a feeling of apathy and irritation.
Fatigue and overwork. Consequences
Overwork should not be taken lightly. In fact, the consequences can be very dire. Due to fatigue, heart and stomach diseases can occur and immunity may decrease. The restoration process can be quite long, as you will need to spend certain time to rest, recuperate and, in some cases, undergo a course of treatment.
Fatigue has such effects on the body as the appearance of chronic diseases, emotional disorder of a person, abuse of alcohol and cigarettes, lungs narcotic substances, for example marijuana. To discord family relations overwork affects. This is primarily due to irritability and indifference. Also, a person in such a state cannot establish any relationships. Therefore, a spouse who notices signs of fatigue in his partner is advised to be patient and give him time for rest and relaxation. You can organize some kind of trip. A change of environment always has a beneficial effect on a person's mood. Although there are exceptions. It is important to take into account the individual characteristics of a person.
Prevention
What should be the prevention of fatigue? You shouldn’t bring your body to this point It’s better to take it necessary measures and avoid overwork. This will improve the situation. There are certain methods that you can follow to keep your body healthy. Prevention of fatigue is better than further treatment.
Preventive measures
1. First of all, rest is necessary. Moreover, scientists have proven that active recreation restores the resources of the human body much better. This doesn't mean you need to limit your sleep. Sleep is also an important component good rest. Active recreation means playing sports. Firstly, sport improves blood circulation. This has a positive effect on the functioning of the nervous system. Secondly, constant physical activity creates a resilient person. It is well known that an active lifestyle improves body tone and strengthens the immune system.
2. Gradual deepening into work. There is no need to rush headlong into a new business. Everything is good in moderation. It is better if the load increases gradually. This fact applies to both mental and physical labor.
3. It is recommended to take breaks while working. Usually in work time There are regulations when you can drink tea and take a lunch break. You should not sit in an office or enterprise, especially if you have a hard job. It’s better to have a full lunch and, if possible, take a walk down the street.
4. A person should be happy to go to work. If there is a negative atmosphere in the team, then nervous fatigue will set in faster. Also, an unfavorable environment can cause stress or provoke a nervous breakdown.
Kinds
Now let's look at the types of fatigue. There are several of them. Mental fatigue considered more dangerous than physical. First of all, this is due to the fact that a person does not immediately understand that he is tired. Hard work associated with physical activity will immediately make itself felt. You often feel unwell. Sometimes a person feels muscle fatigue.
One of the means to combat fatigue is exercise. What do athletes do to achieve a certain result? They are training. At the same time, they feel muscle pain. But to achieve results they need to spend a lot physical strength, develop strong-willed qualities and be result-oriented. The same should be done with human mental activity. In order to get rid of brain fatigue, you need to train and give yourself loads. The more there are, the better the result will be. We can conclude that all types of fatigue can be treated with fatigue. But it must be dosed. Also, don’t forget about rest.
Fatigue and overwork. Treatment options
If you do notice them (as a rule, this is poor sleep and irritability), then it is necessary to start treating the body, since when this process starts, chronic diseases can develop.
1. One of the methods of treating fatigue is taking baths. Baths can be taken at home. They can be either fresh or with various additives. Baths have a relaxing effect on the body. The temperature should be 36-38 degrees, the water can be gradually heated. You need to stay in the bathroom for 15-20 minutes. Afterwards it is better to put on a warm robe. The bath course consists of 10 procedures that should be done daily. In addition to fresh water, it is recommended to take pine and salt baths. Pine needles or salt are dissolved in water in the desired proportions. Afterwards you can take a bath.
2. Tea with milk and honey is an excellent way to treat fatigue. Of course, tea alone cannot cure you, but in combination with other recovery measures, it will have a beneficial effect on a person.
3. Mint will also promote recovery.
4. One of the foods that helps cope with fatigue is herring. It contains phosphorus, which has a beneficial effect on brain activity and improves performance.
5. Green onions is also a product that helps to cope with fatigue.
6. In addition to taking a body bath, a foot bath is an excellent way to combat fatigue. You can take it hot, or you can make it contrasting. The duration of the bath is 10 minutes. Such procedures relax a person well; it is better to do them before bed.
Performance. a person that affects his ability to work
Now we will talk about performance and fatigue. It should be said that each person has their own biological rhythms. There are the same biorhythms. But, as a rule, they diverge to one degree or another, as they occur under the influence of various factors.
A person’s biorhythms depend on his heredity, time of year, temperature and sun. Therefore, for reasons beyond a person’s control, one day he may have good mood and high performance at work, but on another day he does not have any strength to implement his plans.
An interesting fact is that the emotional background swings like a pendulum. For example, if today a person is on the rise, then after some time he will be in decline with the same amplitude. It is important to remember this and not fall into a depressed state when this period comes. You need to know that after the decline there will be a rise. Knowing this state of affairs, it is recommended to plan your work in such a way that during periods of fatigue you can carry out some activity that does not require large amounts of energy.
Activity hours
The most efficient hours for people have been identified. This period is from 8 to 13 and from 16 to 19 pm. The rest of the time, performance is reduced. It should also be noted that there are exceptions and some are more comfortable working in other time periods.
Human biorhythms play important role in its performance. For example, changing time zones leads to disruption of biorhythm. And it is necessary to spend a certain period of time in order for the body to establish its rhythm. This usually happens within 10-14 days.
Recommendations to help improve performance and reduce the risk of fatigue
First of all, it is necessary to give the body rest. It is impossible to redo all planned tasks. Therefore, you should give yourself time to rest not only after work, but also during the working day.
First, you need to train yourself to follow a daily routine. This means that you need to wake up in the morning, have breakfast, and only then start working. While working, it is also necessary to take breaks to drink or have a snack. You should definitely set aside time for lunch. After a working day, it is recommended to give the body time to rest. Then you can go to the pool or take a walk. Don't stay up late, as sleep is an important part of a healthy lifestyle.
You need to get into the habit of switching. For example, go to an exhibition or attend an event. You can also take a short trip.
If at work a person feels that he is not keeping up or is not coping with the planned amount of work, there is nothing to worry about. In this case, you should lower the bar and work at a slower pace. Then, when the strength accumulates, you can carry out your plans.
You need to drink water. Especially those who engage in physical labor or training. When the body expends a lot of energy, fluid is released that needs to be replenished. Therefore, it is important to drink as much water as possible.
Supporting the body during periods of increased stress
When planning your work day, you need to listen to your body. And you should organize your activities in accordance with your own capabilities. You shouldn't look up to other people. Everyone has their own individual characteristics. There are also a number of measures that can support the body's functioning during periods of increased mental and physical stress. First of all, this is taking vitamins and drinking herbal teas. A good way to relax and unwind is massage, aromatherapy and color therapy. Spending time with animals is also recommended. If you don’t have pets at home, you can go to the zoo, dolphinarium or circus. A trip to the dolphinarium can charge every person with positive energy. You definitely need to do sports or physical therapy.
Sleep and nutrition
Performance is affected by the quality and quantity of sleep. This factor is very important. A sleepy state during the working day has a negative impact on a person’s performance. An adult needs to sleep 8-9 hours. Doctors recommend going to bed before midnight.
Proper nutrition is also necessary to ensure high human performance. It is important that it contains a sufficient amount useful microelements and vitamins.
Conclusion
Now you know the types of fatigue and the causes of their occurrence. We also looked at the symptoms of this disease. In the article we have given many useful recommendations that will help you avoid overwork, as well as improve your condition if you have already subjected your body to very heavy loads.
External signs of fatigue
|
Signs |
Fatigue level |
||
|
significant |
very big |
||
|
Skin color and body |
Slight redness |
Significant redness |
Sharp redness, pallor, and bluish lips |
|
Sweating |
Small, mostly on the face |
Large, heads and torsos |
Very strong. salt performance |
|
Speed up smooth |
Significant increase in frequency, periodically through the mouth |
Sharply rapid, superficial, appearance of shortness of breath |
|
|
Movements |
Not violated |
Unsure |
Swaying, lack of coordination of movements, trembling of limbs |
|
Attention |
Unmistakable |
Inaccurate command execution |
Slow execution of tasks, often requiring repeated commands |
|
Sakhyuch u vstii s |
No complaints |
Complaints of fatigue, palpitations, shortness of breath, etc. |
Severe fatigue, pain in the legs, dizziness, shortness of breath, tinnitus, headache, nausea, etc. |
All of the above indicators, to varying degrees and in different relationships, reflect the magnitude of the impact of physical load on the body of those involved, which makes it possible to determine and regulate the load during the exercise.
The theoretical and methodological basis for the optimal dosing of loads is the laws of adaptation of the body to the effects of physical exercise and the development of fitness. Based on this, the following methodological provisions have been formulated and scientifically substantiated: adequacy of loads(corresponding to the individual functional capabilities of the body), gradual increase in loads(ensuring the development of functionality), systematic load(their sequence and regularity).
Physical activity in each specific case must be optimal in its parameters (volume, intensity, rest intervals), which ensures a training effect. Insufficient loads are ineffective, as they lead to loss of study time, and excessive loads cause harm to the body.
If the load remains the same and does not change, then its impact becomes habitual and ceases to be a developmental stimulus, therefore a gradual increase in physical activity is a necessary requirement.
The most informative, objective and widely used in practice indicator of the body’s response to physical activity is the heart rate (HR).
When dosing loads in order to increase the functionality of the cardiovascular system, their value in terms of heart rate should be no lower than 130 beats/min (in this case, the maximum stroke volume of the heart is observed). Therefore, the magnitude of the loads at a heart rate equal to 130 beats/min corresponds to the training load threshold.
In health activities, the optimal range of loads in classes is within the heart rate from 130 to 170 beats/min (A. A. Viru, 1988, etc.).
Consequently, the greatest general health-improving effect in classes with students of adolescence and youth is achieved by aerobic exercises of medium and high intensity (with the help of outdoor games, relay races, sports games, swimming, running, skiing, etc.).
The range of loads of medium intensity is 130-160 beats/min and high intensity - 161-175 beats/min.
Strict regulation physical activity and their alternation with rest provide a targeted effect of physical exercises on the functional activity of the organs and structures of the body of school-age children.
Regulation of load parameters in a physical education lesson is achieved in many different ways and methodologies.
technical techniques; the most effective and accessible of them are the following:
changing the number of repetitions of the same exercise;
change in the total number of exercises;
changing the speed of performing the same exercise;
increase or decrease in range of motion;
varying the magnitude of external burdens;
performing exercises in difficult or easy conditions (for example, running uphill And running downhill or running along the stadium track and running in the sand, etc.);
changing the starting positions (for example, jumping up from a half-squat and squat, bending and straightening your arms while lying down with your feet on the floor and on a gymnastic bench, etc.);
change in the length of distances in running, swimming, skiing;
conducting classes on a regular, enlarged or reduced area (in sports games);
variation of the methods used (even, game, competitive, etc.);
increasing or decreasing the time (intervals) and nature of rest between exercises.
In each specific case, the teacher applies the most optimal ways regulation of physical activity to effectively solve lesson problems.
General and motor density of the lesson. One of the indicators of the effectiveness of a lesson is its density. It is necessary to determine the density of the lesson as a whole and in parts. This is due to unequal opportunities and conditions for organizing work in the preparatory, main and final parts of the lesson. The total time spent on the lesson (or part of it) is taken as 100%. Percentage values are calculated relative to it.
There are general (pedagogical) and motor (motor) density of the lesson.
Total lesson density - this is the ratio of pedagogically justified (rational) time spent to the total duration of the lesson.
The overall density of the lesson includes the following pedagogically appropriate activities (V.F. Novoselsky, 1989):
organizing students, checking homework, setting learning objectives;
communication and consolidation of theoretical information;
conducting general developmental exercises;
instruction, regulation, correction (correction of errors), assistance, insurance;
preparation and cleaning of equipment, necessary movements of students during the lesson, etc.;
study of physical exercise techniques, education of physical qualities;
methodological training of students, developing the ability to study independently, as well as organizational skills;
student motivation;
use of visual aids, technical means, demonstration of exercises;
pedagogical control;
summing up, doing relaxation exercises, setting homework;
educational work in the classroom.
To determine the total density (OD) of a lesson or its parts, the indicators of active activity time in the lesson / are summed up. This includes time spent doing exercise, listening, observing and organizing the lesson, excluding time spent waiting unnecessarily and being idle. This time is multiplied by 100% and divided by total time lesson / general:
The total density of a full-fledged physical education lesson should approach 100%. The following reasons lead to a decrease in the overall lesson density:
unjustified downtime during the lesson (late start, untimely preparation of class areas and equipment, waiting in line before performing exercises);
teacher's lack of preparation for the lesson; ill-conceived organization and content of the lesson, leading to pauses;
excessive and ineffective verbal information for students in the lesson;
unsatisfactory discipline of students, which leads to irrational use of time due to repeated repetition of commands and orders, comments to students, repetitions of explanations, etc.
For example, if downtime in a lesson due to the fault of the teacher was 1 minute, then the total density of the lesson will be equal to:
op = 39 min. 100% 40 min
Motor density of the lesson - This is the ratio of the time used directly for the physical activity of students to the total duration of the lesson.
To calculate motor density (MD), it is necessary to multiply the time spent doing physical exercises g fu by 100% and divide by the total time of the lesson, lesson "/total:
For example, it was found that the total time spent by students on physical exercises was 25 minutes (the remaining 15 minutes were spent on explanations from the teacher, preparation of study areas, rest intervals between related tasks, etc.). In this case, the motor density of the lesson will be equal to:
Motor density is constantly changing during the lesson. The inevitability of such changes can be explained primarily by the difference in the content of the exercises used, the place of their use and the methods of application. Indicators of motor density also change depending on the type of lesson. Thus, in lessons on improving movement techniques and developing physical qualities, it can reach 70-80%, and in lessons on learning motor actions and developing knowledge, which require significant time spent on the mental activity of students, motor density can be at the level of 50%.
Despite the importance of the motor density of the lesson, it cannot reach 100%, since otherwise there would be no time left to explain the material, comprehend it by students, and analyze errors, which would inevitably lead to a decrease in the quality and effectiveness of educational work as a whole.
Formation of independence skills during classesphysical exercise
Independent work of students acts both as a form of organizing classes and as a way of students’ activities to solve certain problems. Main, specific goal independent work is to develop independence.
The initial sign of independent work is the activity of students without outside help or with relatively little help.
The degree of independence depends on the age and cognitive capabilities of students and the content of educational material.
In children of primary school age, independence is primarily manifested in imitative, reproducing behavior.
activity. At middle and high school age, independent work is carried out: 1) with various sources of knowledge - a textbook, educational and visual aids on physical education; 2) with practical educational material presented in educational task cards, application exercises, control and training tasks, training programs compiled on the principle of algorithmic instructions, etc.
Independent work with educational and visual aids in physical education is manifested in students’ responses (after reading the text, viewing a visual aid) to questions from the teacher or knowledge control programs with selective answer options (programmed knowledge control).
The educational task cards list exercises (to consolidate previously learned motor actions, for general physical training) that each student performs during a lesson (or several lessons). Successful work with cards is possible if there is complete mutual understanding between the teacher and the students and the presence of a good material and technical base. This allows students to study without interfering with each other and without waiting for their turn to use one or another apparatus.
The essence of application exercises is that students are offered an exercise, for the successful completion of which they need to show ingenuity, a certain dexterity, in order to realize their motor capabilities.
Test and training tasks (settings-tasks) are aimed at independent creative activity of students, taking into account the objectives of the lesson. They are developed for each class, lesson, stage of training. The following control and educational tasks are used in physical education lessons: a) on the formation of motor skills; b) on general and special physical training; c) to understand the rational forms of organizing motor actions, the appropriateness of tactical techniques in individual and group exercises, in games and competitions.
The first part of the tasks is educational (for example, from disparate exercises proposed for warm-up, create a complex in compliance with their sequence), the second part is control-oriented (for example, conduct a warm-up with the class using the compiled complex).
Algorithmic-type educational programs contain a set of interrelated educational tasks of successively increasing complexity and aimed at gradually leading students to the successful development of motor action. The complex consists of 5-6 series of educational tasks. The first series contains exercises aimed at increasing the level of physical fitness of students necessary to master the motor action being studied. The second is exercises for
mastering the initial position (or main element) of the studied motor action. The third is exercises with the help of which actions are studied that ensure the execution of the movement being studied. The fourth and fifth series are exercises related to teaching individual parts (elements) of motor action technique. The sixth series is exercises aimed at improving technique.
When preparing students for independent work, they should be given clear instructions about the volume and content of the upcoming independent activity, its goals, as well as the technique of implementation (if this the technique is still unknown to them), i.e. instruct students on what to do and how to complete a task.
The main means of monitoring the independent performance of physical exercises are the responses and motor actions of students, as well as the analytical activity of the teacher to determine the degree of their correctness, the number and nature of errors. The logical conclusion of pedagogical efforts to develop students’ skills for independent activity in the classroom is analysis when summing up all or part of the work done, identifying their achievements, determining the correctness and nature of their further educational actions.
To increase the effectiveness of students’ independent work, it is very important that in the educational process, along with external feedback, there is internal feedback. It refers to the information that the student himself receives about the progress and results of his work. One of the possibilities for creating internal feedback during independent work is the use of elements of self-monitoring and self-testing.
Indicators of the level of development of self-control skills are the students’ ability to independently correlate their actions when performing physical exercises and their results with the tasks set by the teacher. It is very important that students identify the shortcomings and positive aspects of their activities, mentally imagine the possible results of certain changes in their actions, and independently evaluate the completion of tasks.
Independent work gives great effect, if it is connected with the educational tasks of a particular lesson, is organized systematically and in a certain system, is ensured by the interrelation of some types of work with others (while maintaining continuity between them), and is determined by the level of development of schoolchildren.
It is also necessary to take into account the following general didactic and methodological requirements. The work is carried out under the indirect guidance of the teacher and does not occupy the entire lesson, but part I of it. Material for independent activities of schoolchildren is barely \ blows to select what is feasible for its implementation. J
11.11. Professional and pedagogical activity of a physical education teacher
There are three main stages in the activities of a physical education teacher:
preparation for the process of physical education;
practical activities in the classroom;
monitoring the effectiveness of the pedagogical process. Each of these stages includes certain types
activities.
The first (preparatory) stage of a physical education teacher’s activity is aimed at providing conditions for the high-quality conduct of the educational process as a whole and each lesson separately. It includes the development and preparation of a schedule of the educational process for the year, a thematic (work) plan for each academic quarter, outline plans for each lesson, the selection of specific means and methods of physical education, forms of organizing the educational process, namely:
basic, leading and special exercises;
determining the number of repetitions of each exercise;
determining the duration of individual exercises;
selection of general pedagogical methods - verbal (story, explanation, description, etc.), visual (demonstration of drawings, films, educational videos, teaching aids, direct demonstration by the teacher of movements and motor actions) and specific methods of teaching motor actions and education physical qualities.
The success of the physical education process largely depends on its preliminary organization. At the preparatory stage, the activities of the physical education teacher are aimed at organizing:
holistic educational process;
every lesson.
The organization of a holistic educational process includes a set of professional actions of a physical education teacher aimed at ensuring conditions for the successful conduct of lessons for the planned period.
The organization of a separate lesson includes a set of professional actions of the teacher aimed at streamlining and organizing the activities of students. It is important to ensure the most effective solution in a specific lesson to the pedagogical tasks provided for by the curriculum and planned by the teacher. This type of organizational work includes a number of activities aimed at ensuring optimal
ideal conditions for teaching and educating students in each lesson:
preparation of upcoming places of classes (organization of safety of places of classes);
Preparation of equipment and supplies necessary for the lesson.
In the process of physical education (second stage), the practical activity of a physical education teacher is aimed at managing the educational, practical and cognitive activities of students in the lesson, during which the program requirements for physical education at school are met. Student activity management includes:
organizational activities in the classroom;
direct pedagogical influences;
current control in the lesson.
The following organizational activities in the lesson serve to bring students into a state of readiness to master the program material and educational influence:
class building;
informing students of the lesson objectives;
carrying out changes necessary for class management;
choosing a place to lead a class (department, subgroups);
organization of discipline;
installation of the necessary equipment and sports equipment;
organizing the safety of students when performing motor actions;
rational distribution of study time;
cleaning classrooms (equipment and supplies);
summing up the lesson and reporting homework (individual or for the whole class).
The actions of a physical education teacher in the lesson are aimed at solving specific problems and are characterized by a set of methodological professional activities. These include:
explanation of educational material;
demonstration of exercises;
demonstration of drawings, films, teaching aids, etc.;
direct assistance to students when performing motor actions.
The word (explanation, description, story) and visualization play an important role in the teacher’s pedagogical influence on students. They contribute to the creation of ideas and concepts; facilitate perception, reproduction, understanding, storage, remembering; serve as a source of sensory perception;^
control abstract thinking; promote the development of activity, consciousness, independence, interest, observation, etc.
The word and demonstration perform the following main functions in the educational process: a) transfer of knowledge about the motor action being performed and its component elements; b) organization of activities (preparing students to perceive the transferred knowledge), organization of exercises, assessment, organization and maintenance of discipline in the lesson; c) management of student activities.
The ratio of words and demonstrations in physical education lessons varies depending on the complexity of the educational material, the degree of preparedness and age of the students.
Students receive basic information about motor actions and how to perform them from the teacher’s verbal messages, and visual aids confirm or specify them. The teacher’s explanation of the exercise being learned is supported by its demonstration, and, if possible, by the demonstration of drawings, filmograms, etc. When studying a new motor action, the teacher usually explains it, and then, using various visual techniques, confirms or clarifies the ideas obtained during the explanation.
In the process of teaching motor actions to high school students, to convey knowledge about the structure of the entire exercise, the teacher more often uses the word and word-show, show-word, and in classes with students junior classes uses showing and simultaneously speaking and showing to a greater extent. When transferring knowledge about the structure of motor action elements, the experience acquired by primary school students allows the teacher to use the word more often.
Demonstration in combination with explanation makes a decisive contribution to the formation of ideas about the motor action being studied. In total, during the learning process, the student receives up to 80% of ideas about the action, more than half of which are formed as a result of the correct name of the action, its demonstration and explanation.
The activities of students are very variable, as are the conditions of the lesson (gym, school playground, stadium, rough terrain, as well as changing seasons). This is what determines the high requirements for the teacher’s ability to choose his place in the lesson and those movements during the lesson that will provide him with reliable control over the activities of the Students. The basic principle here is to see everyone and see everything. Knowledge of the specific types of motor activity and the conditions for their implementation obliges the teacher not only to ensure the most effective organization of the activities of students, but also to provide the necessary safety measures.
The activity of a physical education teacher comes down not only to the process of transferring knowledge to students, developing their motor skills and developing physical qualities. As the lesson progresses, he analyzes the students’ educational and practical activities, evaluates its effectiveness, makes appropriate adjustments, etc., i.e. carries out current control. Current control is a set of professional actions of a physical education teacher aimed at assessing and comparing the results of pedagogical influence with the planned ones and, if necessary, promptly eliminating noticed deviations from the plan.
At the stage of monitoring the effectiveness of the pedagogical process (third and second stage), the activities of the physical education teacher are aimed at analyzing and assessing the results of training, the positive and negative aspects of their work, identifying the most rational ways to eliminate the noticed shortcomings and, if necessary, developing a new professional and pedagogical solution .
In the structure of the professional and pedagogical activity of a physical education teacher, an important place is occupied by constructive activities aimed at developing a program of activities for physical education lessons.
Considering the constructive activity of a physical education teacher, it should be noted that it is aimed on the:
formation of the personality of students, the nature and scope of their theoretical knowledge, motor skills and abilities;
selection and sequential arrangement of educational material;
drawing up a program of activities for students in a physical education lesson;
programming by the teacher of his role in managing educational, practical and cognitive activity students.
Constructive activity includes the search and creation of an optimal methodology for a physical education lesson, since each method proposed by specialists gives the maximum positive effect only under a certain combination of conditions.
Elements of the teacher’s constructive activity are clearly manifested within a separate physical education lesson. For experienced teachers, they are realized by the following set of skills:
determine in advance And formulate the purpose and objectives of the upcoming physical education lesson;
select exercises for teaching the technique of motor actions in advance and determine the sequence of their implementation;
select exercises in advance aimed at developing physical qualities, taking into account sensitive (most favorable for education) periods;
select in advance outdoor games, game tasks, relay races aimed at consolidating and further improving motor actions and developing physical qualities;
select in advance for the lesson a variety of and the most effective general physical training exercises (OPP), think over the sequence of their implementation and dosage;
select and use useful exercises from other sports (not included in the school curriculum) in the lesson;
think in advance about the sequence of stages of training and development of physical qualities, so that after each stage you get the expected effect;
determine in advance the nature of your lesson management as students perform various types of activities;
rationally distribute time between individual parts lesson;
move from one type of activity to another without causing organizational disorder or an undesirable state in students;
guide the student, if necessary, to complete the main task through auxiliary and leading exercises;
It is optimal to combine demonstration with verbal explanation in the lesson;
rational use of available equipment, technical training aids (TSO), improvised (auxiliary) means, non-standard equipment, various reference points (subject regulators), etc.;
carry out educational work during the lesson;
during the lesson (based on the specific situation) change the planned course of work, exercises, load, etc.;
optimally combine the technical and physical training of students;
coordinate the activities of the entire class and the implementation of individual tasks during the lesson;
foresee possible difficulties for students and outline several options for exercises in this regard;
develop the activity of schoolchildren, making them active participants in the organization of a physical education lesson.
The activities of a physical education teacher can be carried out on next levels efficiency (N.V. Kuzmina, 1970).
Minimum level (reproductive) - the teacher can convey to students only what he knows and can do.
Low level (adaptive) - the teacher can convey the knowledge and skills that he himself possesses, knows how to adapt the specific content of the material being mastered to age and age levels.
individual characteristics of those involved, to the level of their physical fitness.
Intermediate level (local modeling) - the teacher can develop in students solid knowledge, skills and abilities in individual sections and parts of their academic subject.
High (of the o-modeling system) - the teacher is able to form and develop in students strong knowledge, skills and abilities in all the main aspects (sides) of their motor activity.
The highest level (systemically modeling the motor activity and behavior of students) - the teacher knows how to use his academic subject as a means of shaping the personality of students, i.e. consciously form in them creative thinking, the ability to independently obtain new knowledge, generalize it and rebuild their motor activity in new, changing conditions.
in physical education classes.
Redness or paleness of the skin.
Severe, excessive, general sweating.
Poor coordination in walking, running, doing gymnastic exercises, etc.
Lack of interest in the lesson, absent-mindedness, difficulty in perceiving (teacher’s explanations) commands, demonstrating exercises.
Rapid breathing (arrhythmic), shortness of breath, mouth breathing, etc.
Poor health, reluctance to exercise, etc.
Fatigue
This is a physiological state of the body that occurs under the influence physical work and characterized by a temporary decrease in performance. If incorrect ( excessive load) overwork develops, which is considered pathological condition body. Important during classes physical exercise monitor the degree of fatigue.
The degree of fatigue is determined by external and internal signs:
External signs include:
changes in skin color, sweat production, breathing rhythm and coordination of movements.
Internal signs include:
deviations in functional state body: dizziness, nausea, the appearance of acute pain in the muscles.
A set of breathing exercises to prevent fatigue.
Stand up straight, relaxed arms at your sides; exhale; begin to inhale slowly, raising your shoulders as your lungs fill; lower your shoulders and exhale. Inhaling, as your lungs fill, slowly move your shoulders back, bringing your shoulder blades together and bringing your arms together behind your back; exhale slowly, moving your shoulders and arms forward, squeezing chest. Do not strain your arms and shoulders when performing the exercise. Inhaling, lean to the left, stretching the right side; exhaling, take the starting position. Perform the same exercise on the right side. Do not bend your neck and arms while performing the exercise. Exhale; slowly tilt your head back, bending your spine thoracic region; take a breath; exhaling, tilt your head forward, bending at the thoracic region, and look at your knees. When performing the exercise, your arms should hang freely, and your movements should be smooth. Alternately perform smooth circular movements with your shoulders, imitating the movements of a kayak rower, first in one direction and then in the other direction.
The range of loads of medium intensity is 130-160 beats/min and high intensity - 161-175 beats/min.
If signs of overwork appear, it is necessary to stop the activity and restore body functions under the supervision of a teacher, instructor, trainer, or doctor.
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Exercises
for strength development, dosage.
The main part of the workout should include 5-6 exercises different groups muscles. Beginners should start with 2-3 approaches; those who are trained can increase the number of approaches to 4-6 or increase the number of exercises to 7-8.
The number of repetitions in each approach depends on the goal you set. The most harmonious load, developing both strength and strength endurance, is given by 15-20 repetitions for exercises on the abdominal muscles and 8-12 repetitions for exercises on other muscle groups, performed at an average pace. If you want to primarily develop strength endurance and burn fat, then you need to reduce the weight and increase the number of repetitions to 25-30 for the abs and to 15-18 for other muscles; perform exercises at a high tempo (it’s better for girls to do this way). If your the main objective- to develop strength, then you need to increase the weight and reduce the number of repetitions: 10-12 for the abs and 4-6 for other muscles; perform slowly (only well-prepared people can train this way).
Important:
The last repetition in each approach should really be the last; you should not have the strength to do this exercise again. Otherwise, there will be little benefit from training. Choose exercises and select weights accordingly. Exercises must be performed at full amplitude, from one extreme position to another, unless otherwise stated in the description of a particular exercise.
The exercises are performed in a circle: do 1 set of all exercises in the complex, rest for 1-2 minutes, then start the next circle. Well-prepared people can perform 2-3 exercises in a row for one muscle group, resting 30-60 seconds between sets.
Sets of exercises:
A set of exercises for beginners.
Lying push-ups;
Pull-up on the bar;
Squats without weights or with light weights;
Raising the legs from a supine position;
Bend over with light weights;
A set of exercises for moderately prepared people.
Jumping on a hill or over an obstacle;
Flexion of the torso from a supine position;
Extension of the torso lying face down across the training;
Swing your feet forward;
A set of exercises for well-prepared people.
Squats;
Dips;
Bent-overs with a barbell on your shoulders;
Raising legs to the crossbar;
Deadlift;
Raising straight arms with dumbbells up through the sides, standing;
