Theory and methodology of physical culture. Matveev L. Matveev A.P. Programs for general education institutions: Physical education - file n1.doc Matveev program physical education

Physical education lessons. 5-7 grades. Guidelines. Matveev A.P.

2nd ed. - M.: 2017. - 151 p.

This manual was developed in accordance with the requirements of the Federal State Educational Standard for Basic General Education and the manual “Physical Culture. Work programs. Subject line of textbooks by A.P. Matveev. grades 5–9.” The purpose of the manual is to provide information and methodological assistance to primary school physical education teachers to facilitate preparation for lessons, as well as to determine ways to successfully solve learning problems. The manual will help teachers conduct physical education lessons in an interesting and meaningful way.

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CONTENT
PREFACE 4
CHAPTER 1. SCIENTIFIC AND ORGANIZATIONAL FOUNDATIONS OF THE EDUCATIONAL PROCESS OF STUDENTS OF 5-7 CLASSES 6
1.1. Structure and content of the work program “Physical culture. Grades 5-9" A. P. Matveeva 6
1.2. Age characteristics of the body of students in grades 5-7 9
1.2.1. Age-related features of teaching motor actions to students in grades 5-7 10
1.2.2. Age-related features of the development of physical qualities of students in grades 5-7 12
1.3. Forms of organization of the educational process 15
1.4. Checking and assessing the performance of students in grades 5-7 in physical education lessons 19
1.5. Assessing the performance of students in grades 5-7 in the subject “Physical Education” using planned results 27
CHAPTER 2. STUDYING THE SUBJECT “PHYSICAL EDUCATION” IN GRADES 5-7 36
2.1. Personal, meta-subject and subject results of mastering an academic subject 36
2.2. Contents of the subject 40
2.3. Example work program 43
CHAPTER 3. SAMPLES OF LESSON PLANNING PROGRAM MATERIAL 107
3.1. Lesson planning of educational material for 5th grade students 109
3.2. Lesson planning of educational material for 6th grade students 121
3.3. Lesson planning of educational material for 7th grade students 135
CONCLUSION 151

This manual was created to help physical education teachers working on the subject line of A.P. Matveev’s textbooks. In its subject content, this manual maintains continuity with the manual “Lessons of Physical Culture. Guidelines. 1-4 grades."
The basis of this manual is made up of methodological recommendations for working with A.P. Matveev’s program “Physical Culture. grades 5-9”, developed in accordance with the Federal State Educational Standard (FSES) for basic general education and focusing on the implementation of its targets and fundamental requirements.
The manual consists of two sections. The first section provides content of a scientific and organizational nature, introducing teachers to modern ideas about the development of the fundamentals of school physical education, new data on the age characteristics of students, methodological approaches and educational technologies that provide a noticeable improvement in the quality of teaching the subject “Physical Education”. This manual is addressed to physical education teachers who are ready to actively participate in the implementation of modern ideas and approaches in organizing their own educational process, and to consciously develop original programs and methodological recommendations for working with them.

PHYSICAL CULTURE

WORK PROGRAMS

Subject line

textbooks

A.P. Matveeva

1 – 4 grades

Teacher's Guide

general education

institutions

"Education"

EXPLANATORY NOTE

General characteristics of the course

The program in the subject “Physical Education” for primary school students was developed in accordance with the provisions of the Law “On Education” in terms of the spiritual and moral development and upbringing of students, the requirements of the second generation standard, an approximate program of primary general education and the main provisions of the Concept of the content of education for schoolchildren in the region physical culture (A.P. Matveev, 2001). When creating the program, we took into account the needs of modern Russian society for a physically strong and capable younger generation, capable of actively participating in various forms of a healthy lifestyle, using the values ​​of physical culture for self-education, self-development and self-realization. The program reflected the objectively established realities of modern sociocultural development of society, the operating conditions of educational institutions, the demands of teachers and methodologists about the need to update the content of education, and introduce new methods and technologies into the educational process.

Purpose The physical education curriculum is to form the foundations of a healthy lifestyle in primary school students, develop interest and creative independence in conducting various forms of physical education. The implementation of this goal is ensured by the content of the academic subject of the discipline “Physical Culture”, which is the physical education (motor) activity of a person, focused on strengthening and maintaining health, developing physical qualities and abilities, acquiring certain knowledge, motor skills and abilities.

The implementation of the goal of the curriculum correlates with the solution of the following educational tasks:

– strengthening the health of schoolchildren through the development of physical qualities and increasing the functionality of the body’s life-support systems;

– improving vital skills and abilities through teaching outdoor games, physical exercises and technical actions from basic sports;

– formation of general ideas about physical culture, its importance in human life, its role in promoting health, physical development and physical fitness;

– development of interest in independent physical exercise, outdoor games, forms of active recreation and leisure;

– training in the simplest ways of monitoring physical activity, individual indicators of physical development and physical fitness.

The basic result of education in the field of physical education in primary school is that students master the basics of physical education activities with a general developmental focus. Mastering the subject of this activity contributes not only to the active development of the physical nature of those involved, but also to the formation of their mental and social personality traits, which largely determine the formation and subsequent formation of a person’s universal abilities (competencies). The universality of competencies is determined primarily by their widespread demand for each person, the objective need for performing various types of activities that go beyond the scope of physical education.

The number of universal competencies that are formed in primary school in the process of students mastering the subject of physical education with a general developmental focus includes:

– the ability to organize one’s own activities, choose and use means to achieve its goals;

– the ability to actively participate in collective activities, interact with peers in achieving common goals;

– the ability to convey information in an accessible, emotionally vivid form in the process of communication and interaction with peers and adults.

Place of the subject in the curriculum

The work program of basic primary education in physical education is compiled in accordance with the number of hours specified in the Basic Plan of educational institutions of general education. The subject “Physical Education” is studied in primary school for at least 405 hours, of which in grade I – 99 hours, and from grades II to IV – 102 hours annually.

Value guidelines for the content of the academic subject

The content of the educational subject “Physical Culture” is aimed at educating highly moral, creative, competent and successful citizens of Russia, capable of active self-realization in social and professional activities, skillfully using the values ​​of physical culture to strengthen and long-term preservation of their own health, optimize work activity and organize a healthy image life.

The requirements of the second generation standard, an approximate program of primary general education and the main provisions of the Concept of the content of education for schoolchildren in the field of physical education (A.P. Matveev, 2001). When creating the program, we took into account the needs of modern Russian society for a physically strong and capable younger generation, capable of actively participating in various forms of a healthy lifestyle, using the values ​​of physical culture for self-education, self-development and self-realization. The program reflected the objectively established realities of modern sociocultural development of society, the operating conditions of educational institutions, the demands of teachers and methodologists about the need to update the content of education, and introduce new methods and technologies into the educational process.

Purpose The physical education curriculum is to form the foundations of a healthy lifestyle in primary school students, develop interest and creative independence in conducting various forms of physical education. The implementation of this goal is ensured by the content of the academic subject of the discipline “Physical Culture”, which is the physical education (motor) activity of a person, focused on strengthening and maintaining health, developing physical qualities and abilities, acquiring certain knowledge, motor skills and abilities.

The implementation of the goal of the curriculum correlates with the solution of the following educational tasks:

– strengthening the health of schoolchildren through the development of physical qualities and increasing the functionality of the body’s life-support systems;

– improving vital skills and abilities through teaching outdoor games, physical exercises and technical actions from basic sports;

– formation of general ideas about physical culture, its importance in human life, its role in promoting health, physical development and physical fitness;

– development of interest in independent physical exercise, outdoor games, forms of active recreation and leisure;

– training in the simplest ways of monitoring physical activity, individual indicators of physical development and physical fitness.

The basic result of education in the field of physical education in primary school is that students master the basics of physical education activities with a general developmental focus. Mastering the subject of this activity contributes not only to the active development of the physical nature of those involved, but also to the formation of their mental and social personality traits, which largely determine the formation and subsequent formation of a person’s universal abilities (competencies). The universality of competencies is determined primarily by their widespread demand for each person, the objective need for performing various types of activities that go beyond the scope of physical education.

The number of universal competencies that are formed in primary school in the process of students mastering the subject of physical education with a general developmental focus includes:

– the ability to organize one’s own activities, choose and use means to achieve its goals;

– the ability to actively participate in collective activities, interact with peers in achieving common goals;

– the ability to convey information in an accessible, emotionally vivid form in the process of communication and interaction with peers and adults.
Place of the subject in the curriculum

The work program of basic primary education in physical education is compiled in accordance with the number of hours specified in the Basic Plan of educational institutions of general education. The subject “Physical Education” is studied in primary school for at least 405 hours, of which in the first grade - 99 hours, and from grades II to IV - 102 hours annually.
Value guidelines for the content of the academic subject

The content of the educational subject “Physical Culture” is aimed at educating highly moral, creative, competent and successful citizens of Russia, capable of active self-realization in social and professional activities, skillfully using the values ​​of physical culture to strengthen and long-term preservation of their own health, optimize work activity and organize a healthy image life.

Personal, meta-subject and subject-specific results of mastering an academic subject

Upon completion of the “Physical Education” course in primary school, certain results should be achieved.

Personal results:

– formation of a sense of pride in one’s homeland, formation of the values ​​of a multinational Russian society;

– formation of a respectful attitude towards other opinions, history and culture of other peoples;

– development of motives for educational activities and the formation of personal meaning of learning;

– development of independence and personal responsibility for one’s actions based on ideas about moral standards, social justice and freedom;

– formation of aesthetic needs, values ​​and feelings;

– development of ethical qualities, goodwill and emotional and moral responsiveness, understanding and empathy for the feelings of other people;

– development of skills of cooperation with adults and peers, the ability not to create conflicts and find ways out of controversial situations;

– formation of an attitude towards a safe, healthy lifestyle;

Meta-subject results:

– mastering the ability to accept and maintain the goals and objectives of educational activities, searching for means of its implementation;

– developing the ability to plan, control and evaluate educational activities in accordance with the task and the conditions for its implementation; determine the most effective ways to achieve results;

– developing the ability to understand the reasons for the success/failure of educational activities and the ability to act constructively even in situations of failure;

– defining a common goal and ways to achieve it; the ability to negotiate the distribution of functions and roles in joint activities; exercise mutual control in joint activities, adequately assess one’s own behavior and the behavior of others;

– willingness to constructively resolve conflicts by taking into account the interests of the parties and cooperation;

– mastery of basic subject and interdisciplinary concepts that reflect essential connections and relationships between objects and processes.
Subject results:

– formation of initial ideas about the importance of physical culture for strengthening human health (physical, social and psychological), about its positive impact on human development (physical, intellectual, emotional, social), about physical culture and health as factors of successful study and socialization;

– mastering the skills to organize health-saving life activities (daily routine, morning exercises, recreational activities, outdoor games, etc.);

– developing the skill of systematically monitoring one’s physical condition, the amount of physical activity, health monitoring data (body length and weight, etc.), indicators of basic physical qualities (strength, speed, endurance, coordination, flexibility)

– interaction with peers according to the rules of outdoor games and competitions;

– performing the simplest acrobatic and gymnastic combinations at a high quality level, characterizing the signs of technical performance;

– performing technical actions from basic sports, using them in gaming and competitive activities.
Planned results

At the end of primary school, students should be able to:

– plan physical exercises during the day, use physical education means in spending your rest and leisure time;

– present the facts of the history of the development of physical culture, characterize its role and significance in human life;

– use physical education as a means of promoting health, physical development and physical fitness of a person;

– measure (know) individual indicators of physical development (length and weight of the body) and the development of basic physical qualities;

– provide all possible assistance and moral support to peers when completing educational tasks, show a friendly and respectful attitude when explaining errors and how to eliminate them;

– organize and conduct outdoor games and elementary competitions with peers, carry out their objective judging;

– comply with safety requirements for places where physical education classes are held;

– organize and conduct physical education classes with different target orientations, select physical exercises for them and perform them with a given load dosage;

– characterize physical activity by heart rate;

– perform simple acrobatic and gymnastic combinations at a high quality level;

– perform technical actions from basic sports, apply them in gaming and competitive activities;

– perform vital motor skills and abilities in a variety of ways, under various conditions.

THEMATIC PLANNING

M.: 1991. - 543 p.

General methods and means of developing physical qualities, teaching new motor actions, features of planning and control of physical education and sports training, aspects of professional applied physical training are outlined. The textbook is written in accordance with the current official program of the general discipline of the curriculum for higher educational institutions of physical education - the theory of physical culture and sports. The textbook contains material on two main sections of this discipline: the first introduces the integrative theory of physical culture, and the second reveals the general conceptual and scientific-applied foundations of physical education as the main process of pedagogically oriented functioning of physical culture in society. The textbook is designed for bachelor's level of education, but can also be used to deepen knowledge in accordance with the requirements of the next level of higher education.

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TABLE OF CONTENTS
Preface 3
Part one
GENERAL FUNDAMENTALS OF THEORY AND METHODS OF PHYSICAL EDUCATION
Section I. General characteristics of physical education: focus, means, methods, principles
Chapter I. Purposefulness of physical education 7
1. Pedagogical nature and specific focus of the physical education process
2. The essence of the tasks solved in physical education and the forms of their specific formulation 11
2.1. Purpose and main objectives in physical education
2.1.1. Social origins of the goals pursued in physical education -
2.1.2. Main tasks: 14
2.2. Aspects and forms of specification of tasks solved in the process of physical education 21
Chapter II. Means and methods in physical education 28
1. Specific means and methods, -
1.1. Physical exercises as a means of physical education. -
1.1.1. Original definition; content and form of physical exercise
1.1.2. Exercise technique 33
1.1.2.1. General concept of the technique of motor actions. -
1.1.2.2. Some characteristics and rules of technical performance of physical exercises 35
1.1.3. Effects of exercise 44
1.1.4. Classification of physical exercises 48
1.2. Load and rest as interrelated components of the exercise process. 50
1.2.1. Load during exercise
1.2.2. The role and types of rest intervals during exercise. 58
1.3. Specific methods of physical education 63
1.3.1. Strictly regulated exercise methods
1.3.2. Game and competitive methods 73
2. General pedagogical and other means and methods in physical education 77
2.1. Methods of verbal (speech) influence 78
2.2. Methods of ideomotor and psychoregulatory exercises... 79
2.3. Means and methods for ensuring visibility of language
2.4. Hardware and methodological support 81
2.5. The role of natural environmental and hygienic factors in physical education 83
Chapter III. Principles governing physical education activities 85
1. The importance of general principles in orienting the practice of physical education 85
2. Basic requirements for the implementation of general methodological principles in physical education 86
3. Principles expressing specific patterns of constructing physical education 96
3.1. Continuity of the process of physical education and systematic alternation of loads and rest in it
3.2. Gradual increase in developmental training influences and adaptive balancing of their dynamics 101
3.3. Cyclic construction of a system of classes 105
3.4. Age adequacy of physical education directions U9
Section II. Main aspects of the content and methodology of physical education
Chapter IV. Basics of learning motor actions 114
1. Direction and structure of the learning process in physical education -
1.1. Motor skills and abilities as a result of learning; patterns of their formation -
1.2. Target settings in teaching motor actions.... 123
1.3. Prerequisites and general order of constructing the learning process. 126
2. Features of training stages: 130
2.1. The first stage (initial learning of the action) -
2.1.1. Problems to be solved -
2.1.2. Typical tools and methods -
2.1.3. Defining features of the technique 132
2.2. Second stage (in-depth learning of the action) " 139
2.2.1. Problems to be solved -
2.2.2. Typical means and methods 140
2.2.3. Defining features of the technique 142
2.3. Third stage (resulting development of the action): 146
2.3.1. Problems to be solved -
2.3.2. Typical tools and methods 147
2.3.3. Defining features of the technique, 148
2.4. The problem of restructuring a motor skill 156
Chapter V. Education of motor coordination abilities 158
1. Object and tasks -
1.1. The complex nature of the abilities that determine the quality of coordination of movements -
1.2. Problems solved in the process of educating motor-coordinating and some related abilities 163
2. Means and distinctive features of the technique 165
2.1. Means and fundamentals of methods for developing motor-coordinating abilities -
2.2. Some sections of the methodology for developing coordination and related abilities 170
2.2.1. Ways to develop the ability to maintain balance. . -
2.2.2. Ways to cultivate the ability for rational muscle relaxation 173
2.2.3. Ways to develop the ability to accurately observe and regulate the spatial parameters of movements 177
Chapter VI. Developing strength and speed abilities 181
1. Developing strength abilities -
1.1. Strength abilities and tasks in their education. -
1.1.1. About the indicators and essence of strength abilities -
1.1.2. Problems solved in the process of developing strength abilities 185
1.2. Means and defining features of the technique 190
1.2.1. Means and fundamentals of methods for developing one’s own strength abilities -
1.2.1.1. Means 190
1.2.1.2. Basics of the technique 196
1.2.2. Features of means and methods of training speed-strength abilities 206
1.3. To the general characteristics of the process 211
2. Developing speed abilities 213
2.1. Speed ​​abilities and tasks for their education -
2.2. Means and defining features of the technique. 219
2.2.1. Features of means and methods of training speed as the ability for emergency motor reactions. ... -
2.2.2. Features of means and methods of training speed, which determines the speed characteristics of movements. . 223
2.3. To the general characteristics of the process 229
Chapter VII. Endurance training 230
1. Endurance and tasks for its education -
1.1. Essence, indicators and types of endurance -
1.2. Problems solved in the process of training endurance.... 236
2. Means and distinctive features of the technique 242
2.1. Means and methods of developing general endurance -
2.1.1. Facilities -
2.1.2. Methods 246
2.2. Features of means and methods of training specific endurance 252
2.2.1. Features of the funds -
2.2.2. Features of the technique 253
2.3. A combination of various aspects of endurance training; lesson system 260
Chapter VIII. Directed influence in the process of physical education on posture, flexibility and some properties (components) of the physique. 262
1. Education of posture -
1.1. Object and tasks -
1.2. Means and features of the technique 268
2. Targeted impact on body flexibility 273
2.1. Object and tasks -
2.2. Means and features of the technique 279
3. Some aspects of regulation of muscle and “passive” body weight 283
3.1. Objectives and criteria." -
3.2. Preferred means and methods 287
3.2.1. Features of exercises that stimulate muscle growth; typical features of the technique. . " -
3.2.2. Preferred types and modes of using exercises to eliminate excess body weight 293
Chapter IX. The connection between various types of education in the process of physical education 298
1. Decisive factors in the directional formation of personality -
1.1. The general orientation and complexity of educational influences -
1.2. The leading role of the educator and the activity of the educated.... 300
1.3. The educational role of the physical education team 302
2. General lines of education and their specification in the process of physical education 303
2.1. Moral, ideological, political and labor education... -
2.2. Intellectual and aesthetic education 311
2.3. Education of will and self-education in physical education. . 315
Section III. Forms of lesson structure, planning and control in physical education
Chapter X. Forms of lesson construction 322
1. Diversity and common features of forms of constructing classes -
2. Lesson forms of classes 327
2.1. The primary importance of lesson forms in the pedagogically oriented organization of classes 327
2.2. Logic and methodology for constructing a lesson 329
2.3. Lesson Analysis 343
3. Features of individual (non-school) forms of classes in physical education practice. . 347
3.1. Small forms 348
3.2. Large forms of amateur training and physical education-recreational activities 353
3.3. Competitive forms of organizing classes in physical education 356
Chapter XI. Planning and control in physical education 359
1. Planning and control as tools for optimal construction of the physical education process -
2. Planning 361
2.1. Prerequisites for planning
2.2. Scope and subject aspects of planning 363
2.3. Features of forms and methods of long-term, stage-by-stage and short-term planning 370
2.3.1. Forms and methods of long-term planning
2.3.2. Stage planning 379
2.3.3. Short-term (operational-current) planning 390
3. Control 396
3.1. General features of control in the process of physical education... -
3.2. Features of operational-current, cyclic and stage control 411
Part two
THEORETICAL AND METHODOLOGICAL ASPECTS OF SPORTS AND PROFESSIONAL APPLIED PHYSICAL CULTURE
Section I. Sports, sports training
Chapter XII. Sport in the system of social phenomena 425
1. Specification of concepts related to sports
2. Variety of sports 427
3. Factors and trends in the development of sports achievements 429
V4. Social functions of sport and the main directions of the sports movement 433
to 4.1. The essence of the functions of sports, their ambiguity and dependence on operating conditions -
4.2. Unity and features of various directions (sections) of the sports movement 439
Chapter XIII. Sports training 442
1. The specific focus of sports training and its place in the system of physical education -
2. Means, methods and main sections of the content of sports training 446
2.1. Means and methods
2.2. The main sections of the athlete’s preparation during the training process 450
3. Specifics of the laws of sports training 455
4. Construction of sports training (structure of the training process) 464
4.1. Structure of small training cycles (microcycles) .... 465
4.2. Structure of average training cycles (mesocycles) 469
4.3. Structure of multi-month training cycles 474
4.3.1. Basics of periodization of sports training
4.3.2. Features of training at different periods of the macrocycle 477
4.4. Sports training as a long-term process 487
Section II. Professionally applied forms of physical culture
Chapter XIV. Vocational applied physical training (PPPP); 492
1. The need for professionally applied physical training; problems solved in it 493
2. Tools and methodological foundations for constructing PPP 501
2.1. Features of the composition of PPFP products -
2.2. The main features of the methodology and form of constructing classes in PPPP 504
Chapter XV. Physical culture in the system of rational labor organization 509
1. Social significance and objectives of the targeted use of physical culture in the system of scientific organization of labor (SLO) -
2. Place and features of various forms of physical culture in the NOT 512 system
2.1. Physical culture within the framework of the labor process 514
2.2. Physical culture in production outside the labor process 520
2.3. Connections between industrial and related forms of physical culture. . 522
Application. . . 524
Subject index 532