Causes of fatigue. Fatigue and tiredness
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 of physical activity and its alternation with rest ensures the targeted impact of physical exercises on the functional activity of organs and body structures 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 uses the most optimal ways to regulate physical activity to effectively solve the problems of the lesson.
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. The main, specific goal of 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 a 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;
the choice 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 nurturing 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 classroom 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 word and word-show, show-word, and in classes with junior school students, he uses show and at the same time word and show 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 those involved, but also to provide for necessary measures security.
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 their 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 evaluating learning results, positive and negative aspects their work, identifying the most rational ways to eliminate 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 exercises in general physical training (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.
Fatigue, drowsiness, apathy and weakness - many attribute these sensations to overwork and think that regular sleep 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. While continuing to be active or engaged 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 a disorder may begin menstrual cycle.
If any of the above symptoms occur, you should immediately stop strenuous exercise or distance yourself from 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. A combination of a bath and massage would be optimal, but even without the latter, visiting 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. Best options 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 add fruits, vegetables and low-fat varieties meat 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 - point general cleaning in 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 restore their strength by simply sleeping 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
Early signs of 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 in blood pressure due to a headache may indicate problems at work. of cardio-vascular system. Therefore, consultation with a doctor is necessary.
Stages of development of mental fatigue
The condition in question cannot appear suddenly and suddenly with everyone associated 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 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 - it is, of course, impossible to “turn off” the 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. Term full recovery will be 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 engages in active recreation and only after that intellectual stress can be introduced into his life. The full course of 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 medications if you are mentally fatigued! 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 (signs of a cold or inflammatory processes are absent), 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 body, high academic load.
It is worth considering that overwork in children can be caused by school and kindergarten, a dysfunctional family environment, and 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 are talking about replacing fast foods with full-fledged meals consumed at clearly defined hours;
- physical exercise– this can be physical therapy or just sports;
- being outdoors– active walks every day for 1-2 hours, regardless of climatic conditions.
If your child is overtired, the doctor may prescribe vitamin supplements or special biological supplements.
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 you need to transfer to an easier job (this simply does not happen) or radically change your lifestyle - everything is much simpler. Follow these guidelines:
Any muscular activity increases activity metabolic processes, which has a positive effect on mental and physical performance person. However, with an increase in physical or mental stress, the amount of information, as well as the intensification of many types of activity, a special condition called fatigue develops in the body.
Physiological changes with pronounced fatigue have the features of a stress reaction, accompanied by a violation of the constancy of the internal environment of the body (homeostasis). In the same time, repeated fatigue, not taken to excess, is considered a means of increasing the functional capabilities of the body.
Mental fatigue manifests itself in a decrease in the productivity of intellectual work and weakening of attention. Physical fatigue is characterized by impaired muscle function: a decrease in the consistency and rhythm of their work, the intensity and speed of movements.
Fatigue is a reversible decrease in performance. This is a natural protective reaction of the body during prolonged or strenuous work. In this case, reversible disturbances occur in some physiological and biochemical reactions of the body, which do not go beyond the boundaries of natural physiological fluctuations and disappear on their own, without outside intervention.
Fatigue goes through three phases:
– initial fatigue(clinical, physiological and psychophysiological indicators are characterized by instability, multidirectional nature of changes, but their fluctuations, as a rule, do not go beyond physiological standards);
– compensated fatigue(increasing fatigue is compensated by increased tension of functional systems, changes in the biomechanical structure of movements);
– decompensated(up to and including termination of work).
There are also acute and chronic, general and local, hidden (compensated) and obvious (uncompensated) fatigue.
Acute fatigue occurs during relatively short-term work, if its intensity does not correspond to the level of physical fitness of the athlete. It manifests itself in a sharp drop in cardiac performance (heart failure), a disorder of regulatory influences on the part of the central nervous system and the endocrine system, an increase in sweating, and a disturbance in the water-salt balance.
Chronic fatigue is the result of under-recovery after work. With chronic fatigue, there is a unidirectional significant deterioration of all functional indicators the body with a simultaneous decrease in the level of performance. The ability to learn new motor skills is lost, and the body’s natural resistance to diseases is reduced. Chronic fatigue occurs during long-term work when rest patterns are violated.
General fatigue - y languor that occurs during physical work that involves large muscle groups . General fatigue is characterized by a violation of the regulatory function of the central nervous system, coordination of motor and autonomic functions, and a decrease in the effectiveness of volitional control over the quality of movements. General fatigue is accompanied by disorders of autonomic functions: an increase in heart rate inadequate to the load, a drop in pulse pressure, and a decrease in pulmonary ventilation. Subjectively, this is felt as a sharp loss of strength, shortness of breath, palpitations, and the inability to continue working.
Local fatigue – develops when excessive load falls on individual muscle groups. Unlike general fatigue, with local fatigue it is not so much the central control apparatus that suffers, but rather the local structural elements of movement regulation. Disturbances in the neuromuscular transmission of excitation develop long before the actuator devices themselves cease to function normally. The amount of acetylcholine in the presynaptic membrane decreases, as a result of which the action potential of the postsynaptic membrane decreases. There is a partial blocking of the efferent nerve signal transmitted to the muscle. The contractile function of the muscle deteriorates.
IN latent, compensated phase development of fatigue, high performance is maintained, supported by volitional efforts. But the efficiency of work decreases. In this case, functional changes occur on the part of some organs and systems, but these changes are compensated by other functions, as a result of which a person’s performance remains at the same level .
The continuation causes her uncompensated, obvious fatigue . The main sign of uncompensated fatigue is a decrease in performance when functions are depressed internal organs and the musculoskeletal system. The function of the adrenal glands is inhibited, the activity of respiratory enzymes decreases, intensive processes of anaerobic energy exchange lead to the accumulation of under-oxidized products and a drop in reserve alkalinity of the blood. If there is a sharp drop in performance, when it is physically impossible to continue working, the athlete refuses it (leave the race, stop training).
Work performed while fatigued can lead to overwork – a set of persistent functional disorders in the human body that arise as a result of repeated excessive fatigue, which do not disappear during the rest period between daily or weekly rest periods.
Overfatigue is a pathological condition of the body, which is characterized by a constant feeling of fatigue, lethargy, sleep and appetite disturbances, pain in the heart and other parts of the body. The initial signs of overwork are quite difficult to determine, but most often they are expressed like this. Each time, performing exercises that were previously possible without special effort, is becoming increasingly difficult. Gradually the desire to exercise begins to disappear. Increased heart rate, shortness of breath, fatigue and muscle (joint) pain, excessive sweating, significant redness of the skin, poor coordination during exercise, and inattention may occur. The recovery of breathing and heart rate after exercise occurs more slowly, and the feeling of fatigue occurs faster. When overworked, breathing is carried out superficially through the mouth, headaches appear, sometimes nausea and vomiting, and the mood becomes depressed. Neurosis-like conditions may develop. Sometimes there is pain and enlargement of the liver, disturbances in protein and carbohydrate metabolism. Overfatigue disrupts the coherence of interaction between the cerebral cortex, underlying parts of the nervous system and internal organs. The main objective criterion of overfatigue is a sharp decline in athletic performance and the appearance of gross errors when performing special physical exercises.
Additional rest is not enough to eliminate these symptoms. , but special treatment is required. Athletes with signs of fatigue should be removed from training and competitions and subjected to medical correction.
If the rational organization of physical exercises is not observed, it may develop overtraining- a disease that occurs due to overstrain of the central nervous system in a trained athlete. As a result, the coordinated activity of the nervous system is disrupted (disruption of the autonomic nervous system, neurosis), and there is a long-term decrease in performance and deterioration in sports results. The reasons for overtraining are prolonged use of intense loads with insufficient rest and recovery intervals, intense training combined with an examination session, conflict situations, and difficult family relationships. In poorly trained athletes and athletes, even when performing a single excessive load exceeding functionality body, as well as during training or competition in a painful state, acute overstrain may occur, often manifested in cardiac dysfunction.
In development overtraining in There are three phases:
1) cessation of growth in sports results or their cessation, complaints of deterioration in health;
2) a progressive decline in athletic performance, deterioration of recovery processes after exercise;
3) disorder of regulatory systems, changes in the heart muscle.
The contractility of the heart worsens, the nature of metabolic processes changes, the glycolytic mechanisms of ATP resynthesis worsen, the content of vitamin C decreases, and the immunological reactivity of the body worsens.
Prevention and elimination of overtraining and overfatigue involves reducing the volume and intensity of work performed, using active rest, and in severe forms, passive rest, including bed rest.
So, fatigue is a normal physiological reaction of the body to work. On the one hand, it serves as a very important factor for a working person, since it prevents extreme exhaustion of the body, its transition to a pathological state, being a signal of the need to stop work and go to rest. Along with this, fatigue plays a significant role, contributing to the training of body functions, their improvement and development. On the other hand, fatigue leads to a decrease in the performance of athletes, to uneconomical expenditure of energy and a decrease in the functional reserves of the body. This aspect of fatigue is disadvantageous and interferes with long-term performance of sports activities.
Recovery as a process of morphofunctional improvement of the athlete’s body.
Recovery - reverse changes in the activity of those functional systems that ensured the implementation of this exercise, occurring immediately after the cessation of the exercise. During the recovery period, the products of working metabolism are removed and energy reserves, plastic (structural) substances (proteins, etc.) and enzymes used up during muscle activity are replenished. Essentially, the homeostasis disturbed by work is restored. However, recovery is not only the process of returning the body to its pre-working state. During this period, changes occur that provide an increase in the functional capabilities of the body, i.e., a positive training effect.
Ministry of Education of the Russian Federation
Sochi State University
tourism and resort business
Institute of Rehabilitation
ABSTRACT
Sochi
1999
OBJECTIVE AND SUBJECTIVE SIGNS OF FATIGUE, FATIGUE AND OVERFATIGUE, THEIR CAUSES AND PREVENTION.
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 disease is based on overstrain of excitatory or inhibitory processes, a violation of their relationship in the cerebral cortex . This allows us to consider the pathogenesis of overwork to be similar to the pathogenesis of neuroses. The endocrine system, and primarily the pituitary gland and adrenal cortex, is essential in the pathogenesis of the disease. . Thus, according to G. Selye (1960), 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 the 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 to disruption of previously developed adaptive reactions in the body . It should be emphasized that in the process of developing fatigue, the central nervous system turns on and regulates stress reactions. The pathogenesis of fatigue is based on a disruption of the processes of cortical neurodynamics, similar to what occurs in neuroses.
With neurosis, the functional state of the underlying parts of the central nervous system also changes. At the same time, visceral disorders often observed during fatigue can be considered as a consequence of changes in the functional state of the brain, which regulate neurohumoral processes in the body and control autonomic, hormonal and visceral functions . Typically, in the clinic, the disease is divided into three stages that are not clearly demarcated from each other.
Stage I. It is characterized by the absence of complaints or occasionally the person complains of sleep disturbances, expressed in poor falling asleep and frequent awakenings. Quite often there is a lack of feeling of rest after sleep, a decrease in appetite, concentration and, less often, a decrease in performance. Objective signs of the disease are a deterioration in the body’s adaptability to psychological stress and a violation of the finest motor coordination. force). There is no objective data.
Stage II. It is characterized by numerous complaints, functional disorders in many organs and systems of the body, and decreased physical performance. Thus, people complain of apathy, lethargy, drowsiness, increased irritability, to reduce appetite. Many people complain of easy fatigue, discomfort and pain in the heart area, causing delayed involvement in any work. In a number of cases, such a person complains of a loss of acute muscle sense and the appearance of inadequate reactions to physical activity [Letunov S.P., Motylyanskaya R.E., 1975; Venerando A., 1975]. The sleep disorder progresses, the time to fall asleep lengthens, sleep becomes superficial, restless with frequent dreams, often of a nightmarish nature. Sleep, as a rule, does not provide the necessary rest and recuperation.
Often these people have a characteristic appearance, expressed in pale color face, sunken eyes, bluish lips and blue under the eyes.
Disturbances in the activity of the nervous system are manifested in changes in the daily periodicity of functions and the daily dynamic stereotype. As a result of this, the maximum increase in all functional indicators is observed in a person not during those hours when he usually exercises maximum, for example, in the afternoon, but early in the morning or late in the evening, when he is not exercising. The nature of the bioelectrical activity of the brain also changes: the amplitude of the background alpha rhythm decreases, and after prolonged mental work, irregularity and instability of electrical potentials are revealed [Vasilieva V.V., 1970].
In the cardiovascular system, functional disorders are manifested in an inadequately large reaction to psychological stress, in a slowdown in the recovery period after them and in disturbances in the rhythm of cardiac activity, and in a deterioration in the adaptability of cardiac activity to stress. Cardiac rhythm disturbances most often manifest themselves in the form of sinus arrhythmia, extrasystole and first degree atrioventricular block.
At rest, a person may have tachycardia and high blood pressure or severe bradycardia and hypotension instead of the usual moderate bradycardia and normal blood pressure . In some cases it develops autonomic dysfunction. It is characterized by inappropriate reactions vessels to a temperature stimulus, unstable blood pressure and the predominance of sympathotonia or vagotonia. Often a person experiences a dysregulation of venous vascular tone. manifested as an enhanced pattern of the venous network on pale skin (marbled skin).
In a state of overwork, a person’s basal metabolism increases and carbohydrate metabolism is often disrupted. Impaired 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[Yakovlev N.N., 1977].
A person's body weight drops when overworked. This is due to the increased breakdown of body proteins.
In a state of overwork, a person may show signs of inhibition of the adrenocorticotropic function of the anterior pituitary gland and insufficiency of the adrenal cortex [Letunov S.P., Motylyanskaya R.E., 1975]. Thus, in a state of overwork, a decrease in adrenal hormones and eosinophilia is determined in a person’s blood.
A person in a state of overwork often experiences increased sweating. Women experience menstrual irregularities, and in some cases men may experience a decrease or increase in sexual potency. These changes are based on nervous and hormonal disorders.
All changes noted during stage II of overfatigue are the result of a violation of the regulation of activity and a decrease in the functional state of organs, organ systems and the entire human body. They also explain the decrease in the body’s resistance to the harmful effects of environmental factors and, in particular, to infectious diseases observed during overwork. The latter is largely determined by a decrease in the main immunobiological defense reactions of the body, namely a decrease in the phagocytic ability of blood neutrophils, the bactericidal properties of the skin and a decrease in complement in the blood [Nemiroich-Danchenko O. R., 1975; Ilyasov Yu. M., Levin M. Ya., 1977; Vyaz-mensky V. Yu. et al., 1977; Shubik V. M., 1978; Ivanov N.I., Talko V.V., 1981].
Stage III. It is characterized by the development of neurasthenia of hypersthenic or hyposthenic form and sharp deterioration general condition. The first form is a consequence of a weakening of the inhibitory process, and the second is an overstrain of the excitatory process in the cerebral cortex. The clinic of the hypersthenic form of neurasthenia is characterized by increased nervous excitability, a feeling of fatigue, fatigue, general weakness and insomnia. The clinic of the hyposthenic form of neurasthenia is characterized by general weakness, exhaustion, fatigue, apathy and drowsiness during the day.
In case of stage I overfatigue, the psychological load should be reduced and the daily routine changed for 2-4 weeks, namely, reduce the total volume of the load, eliminate long and intense exercise. The main attention in the daily routine should be paid to general physical training, which is carried out with a light load. As the general condition improves, the regimen gradually expands and after 2-4 weeks. it returns to its previous volume.
In case of stage II overwork, classes are replaced with active rest for 1-2 weeks. Then, over the course of 1-2 months, a gradual introduction to the usual regimen is carried out, as described in the treatment of stage I of overfatigue. During this time, violation of the work and rest regime is prohibited.
In stage III of overfatigue, the first 15 days are allotted for complete rest and treatment, which should be carried out in clinical settings. After this, the person is assigned leisure. Gradual inclusion in the normal daily routine continues for another 2-3 months. All this time, great psychological or physical stress is prohibited.
Treatment of overwork will be successful only in cases where all the causes that caused it are eliminated and the load is brought in accordance with general regime life. It is necessary to fortify the body, especially with vitamin C, B complex vitamins and vitamin E. Good result gives the prescription of sedatives and nootropic drugs (tincture of valerian, novopassit, piracetam, nootropil), drugs that improve microcirculation of cerebral vessels (trental, cinnarizine, etc.) [Sokolov I.K. et al., 1977; Butchenko L.A., 1980]. When treating stage III overfatigue, adrenal hormones and gonadal hormones can be used.
Prevention of overwork is based on eliminating the causes that cause it. Therefore, intensive loads should only be used with sufficient preliminary preparation. . Able increased load 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.
Overfatigue in stage I is eliminated without any harmful consequences. Overfatigue of stage II and especially stage III can lead to a long-term decrease in performance.
To study the body's reaction to the treatment, there are special tests with physical or psychological stress. Bicycle ergometry, teleelectrocardiological monitoring of swimming, walking, rowing, functional tests (PWC 170, combined test, etc.) are widely used. Currently very indicative psychological tests- Luscher color test, SMOL, SUN, Spielberger test, Eysenck test and others, which are quite easy to analyze and are carried out using a personal computer.
The better the reaction and the faster the recovery, the higher the level of adaptation, and, consequently, the restoration of the person’s normal state .
RESTORATION OF ATHLETES' BODIES DURING TRAINING AND COMPETITIONS
GENERAL PRINCIPLES
Recovery problem normal functioning the body and its performance after the work done (fighting fatigue and quickly eliminating its consequences) “has 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 muscular activity is one or another degree of fatigue. Fatigue- 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. The selective effect of various training loads and operating modes on locomotor system and its vegetative support during fatigue and recovery [Gippenreiter B. S., 1962; Korobkov A.V., 1962; Volkov V.M., 1977, 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 therefore, 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) increasing fitness and increasing 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 statement, of course, does not mean that training of qualified athletes should always be carried out against the background of 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.
Therefore, accelerating recovery is aimed at recovery processes- 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 diagnostic criteria fitness), and directed 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 means has been developed and put into practice, which can be classified according to different signs: according to the direction and mechanism of action, time of use, conditions of use, etc. The most widespread division of restorative means into three large groups - pedagogical, psychological and biomedical, 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 design 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, the correct combination of load and rest in micro-, macro- and multi-year training cycles, the introduction of special recovery cycles and preventive unloadings, 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 final part of the lesson, as well as greater individualization of training, a rational regimen (especially the pre- and post-competition period), sufficient emotionality of classes, 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 psycho-pedagogical means (such as, for example, an optimal moral climate, positive emotions, comfortable living and training conditions, interesting varied recreation, sparing the athlete’s psyche, especially in the pre-competition period and immediately after the competition, when recruiting teams, accommodating athletes at training camps and so on., individual approach), and psychohygienic means of regulation and self-regulation of mental states: prolongation of sleep, inspired sleep-rest, psychoregulatory, autogenic training, color and musical influences, special techniques of muscle relaxation, control of the tone of voluntary muscles, the use of certain medications to balance nervous processes, etc. .
Basic biomedical means of recovery are rational nutrition (including the use of additional factors and vitamins), physical factors (hydro-, balneo-, electro-, light and heat treatments, massage, aeroionization), some natural plant and pharmacological agents, rational daily routine, 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.
Using control aids 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, providing complex application means of different actions 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 the 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 parts of the body that ensure its performance - the mental and somatic spheres, the musculoskeletal system, the central nervous and autonomic systems 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 simultaneous use pedagogical, psychological and medical-biological means, as well as the use of individual means from the arsenal of the latter.
Of great importance is the direction of the training process and, in particular, a specific lesson or competition, which largely determines not only the selection of means 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 biggest changes under a given load and recover most slowly, 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, is clearly visible [Farfel V.S., 1961; Zimkin N.V., 1956], which makes the cardiorespiratory apparatus, metabolic and energy processes the main object for restorative means during endurance work.
During acyclic exercises in martial arts and 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 preferential impact 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 of the 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) also have a targeted effect - they can have both a calming and, on the contrary, stimulating effect on the body, which also requires consideration individual characteristics and the nature of fatigue (with a 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 intense work, 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. IN to the greatest extent This applies 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 the means overall impact(baths, showers, general ultraviolet irradiation, air ionization, nutrition, vitamins, general massage, some medications, etc.) have a wide range of nonspecific restorative effects on the body and adaptation to them occurs more slowly and gradually than to local agents.
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 at particularly high intensity, it is useful to introduce contrast procedures.
With two training sessions 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. Pain requires an urgent increase in performance (for example, during repeated starts, in the intervals between loads, etc.), greatest effect can be obtained by using recovery tools immediately after finishing work. If the main goal is to improve performance in the long-term period of pain (for example, to next day or later), it is more advisable to prescribe procedures of predominantly general influence 4-8 hours after the load [Talyshev F.M., Avanesov V.U., 1975, etc.].
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. [Talyshev F. M., Belaya N. A., Ioffe L. A., Zhuravleva A. I., 1975, 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.
At long-term use certain means, 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 - 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 an incentive to achieve a new, higher level of body activity and, subject to subsequent compensation, does not have any adverse effect on health. This means that it is by no means always necessary to strive to artificially stimulate recovery, especially since the regular or too frequent and massive use of pharmacological and some physical means may slow down the natural course of the recovery process.
Application of a wide range special means It 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, for medical reasons to prevent fatigue and physical strain or when their first signs appear. In other cases it is quite enough to use water treatments, 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.
CONCLUSIONS:
1. The use of means aimed at increasing the nonspecific stability and resistance of the body is advisable at all stages of preparation.
2. Rehabilitation measures should be included in the overall training plan for the athlete as an integral part of it (as well as the training influences themselves) in close connection with general organization training regimen.
3. It is necessary to plan the stay of athletes in special rehabilitation centers that have a set of all means of recovery, especially in combination with a special motor regime, the effect of favorable climatic and sanatorium-resort factors.
4. Means such as balanced nutrition, vitaminization, hydrotherapy, self-massage, some thermal procedures and others that do not require complex equipment and special supervision can be used by those practicing independently, subject to qualified instructions and consultation with a doctor.
5. The effectiveness of restorative means requires objective monitoring, since the disappearance of the feeling of fatigue is still far away and does not always mean the onset of recovery (restoration of performance does not always coincide in time with the restoration of individual functions).
6.Control must be comprehensive with a mandatory study of indicators reflecting the state of the main ones to ensure operability under a given type of load functional systems, and the body's response to physical activity.
Literature:
1. Aulik I.V. "How to determine the fitness of an athlete", M.: Physical culture and sport, 1977.
2. Volkov V.N. "Clinical assessment of fatigue in medical and sports practice", Chelyabinsk, 1973.
3. Dembo A.G. "Causes and prevention of deviations in the health of athletes." Moscow, FiS, 1981
4. Letunov S.P., Motylyanskaya R.E. “On the state of overtraining.” - In the book: “Problems of sports medicine.” M., 1975
5. "Sports medicine"Edited by Chogovadze A.V., Butchenko L.A., M., "Medicine", 1984
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 of physical work and is characterized by a temporary decrease in performance. If incorrect ( excessive load) overwork develops, which is considered pathological condition body. It is important to monitor the degree of fatigue during physical exercise.
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 your 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. Do the same exercise in right side. Do not bend your neck and arms while performing the exercise. Exhale; slowly tilt your head back, bending your spine in the 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.
Download option
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;
