Law Russian Federation“On Education”, Art. 32 “Competence and responsibility of an educational institution” (clause 67);
Concepts for the modernization of Russian education;
Concepts of the content of continuing education;
Comprehensive program of physical education for students in grades 1-11 (authors V.I. Lyakh, A.A. Zdanevich, M.: Prosveshchenie, 2008);
Sample program for physical culture within the framework of the project “Development, testing and implementation of Federal State Standards general education second generation", implemented Russian Academy education commissioned by the Ministry of Education and Science of the Russian Federation and Federal agency in education (project leaders A.M. Kondakov, L.P. Kezina. - M.: Prosveshchenie, 2010).
Currently, an important task has been put forward - the development of problems in the formation of a new person. One of the aspects of this important problem - the upbringing of a comprehensively and harmoniously developed person - is the disclosure of the laws of the growing, developing child’s body. Successful solution this task largely depends on correct setting physical education, starting from the very early age. Improving the system of physical education for school-age children should currently be carried out by improving the interconnection of its main links and, above all, its key form - the physical education lesson. It is necessary to increase the emphasis on cultivating positive motives, interests, habits and needs for systematic physical exercise, to pay more attention to teaching schoolchildren the ability to practice independently, and instilling a belief in the importance of physical education. The content of lessons should be structured in such a way as to satisfy the most pressing needs of students in active activity, cognition, communication, and assertion of their own personality.
The subject of teaching physical culture in primary school is a human motor activity with a general developmental orientation. In the process of mastering this activity, health is strengthened, physical qualities are improved, certain motor actions are mastered, thinking, creativity and independence are actively developed.
The logic of presentation and content of the work program fully comply with the requirements of the Federal component of the state standard of primary education.
Level of study educational material basic. It is designed to clarify the content educational standard taking into account inter- and intra-subject connections, the logic of the educational process and age characteristics junior schoolchildren
Educational and training complex for teachers - State program of Doctor of Pedagogical Sciences V.I. Lyakh “Comprehensive program of physical education for students in grades 1–11”, 2009.
The student’s teaching materials:
My gym friend. Grades 1-4, ed. V.I. Lyakh - M. “Enlightenment”, 2006.
Yay, physical education! Grades 2-4, ed. E.N. Litvinov, G.I. Pogadaev - M. “Enlightenment”, 2006.
The program level is basic standard.
In accordance with the basic curriculum, 3 hours per week are allocated for physical education, a total of hours in 1st grade, in 2-4 cash desks.
Characterization of features (i.e. distinctive features) programs: in accordance with the Concept of the structure and content of education in the field of physical education, the subject of instruction in primary school is motor activity with a general developmental focus. In the process of mastering this activity, younger schoolchildren not only improve their physical qualities, but also actively develop consciousness and thinking, Creative skills and independence.
Taking these features into account, the proposed physical education program for primary school students is focused on solving the following goals and objectives:
The goal of the program is to form the foundations of healthy lifestyle, development of creative independence through the development of motor activity.
The implementation of this goal is associated 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 life-supporting systems of the body;
improving vital skills and abilities through teaching outdoor games, physical exercises and technical actions from basic sports;
formation general ideas about physical culture, its importance in human life, its role in promoting health, physical development and physical fitness;
developing 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 program is aimed at:
Implementation of the principle of variability, which justifies the planning of educational material in accordance with the gender and age characteristics of students, the material and technical equipment of the educational process (gym, school sports grounds, regional climatic conditions.
Implementation of the principle of sufficiency and conformity, which determines the distribution of educational material in the design of the main components of motor (physical education) activity, features of the formation of cognitive and subject activity of students;
Compliance with didactic rules “from the known to the unknown” and “from simple to complex”, guiding the selection and planning of educational content in the logic of its gradual development, the translation of educational knowledge into practical skills and abilities, including in independent activity;
Expansion of interdisciplinary connections that guide the planning of educational culture, comprehensive disclosure of the relationship and interdependence of the phenomena and processes being studied;
Gain healing effect achieved through the active use by schoolchildren of acquired knowledge, methods and physical exercises in physical education and health activities, daily routine, and independent physical exercise.
The basic result of education in the field of physical education in primary school is that students master the basics of physical education. In addition, the subject “Physical Education” contributes to the development personal qualities students and is a means of developing universal abilities (competencies) in students. These abilities (competencies) are expressed in meta-subject results educational process and are actively manifested in various types of activities (cultures) that go beyond the scope of the subject “Physical Culture”.
The universal competencies of students at the stage of primary general education in physical education are:
Ability to organize one’s own activities, choose and use means to achieve its goals;
Ability to actively participate in collective activities, interact with peers in achieving common goals;
Ability to convey information in an accessible, emotionally vivid form in the process of communication and interaction with peers and adults.
The personal results of students mastering the content of the physical education program are the following skills:
Actively engage in communication and interaction with peers on the principles of respect and goodwill, mutual assistance and empathy;
manifest positive traits personality and manage your emotions in various (non-standard) situations and conditions;
Show discipline, hard work and perseverance in achieving your goals;
Provide selfless assistance to your peers, find a common language and common interests with them.
Meta-subject results of students mastering the content of the physical education program are the following skills:
Characterize phenomena (actions and deeds), give them an objective assessment based on acquired knowledge and existing experience;
Find errors during execution educational assignments, select ways to correct them;
Communicate and interact with peers on the principles of mutual respect and mutual assistance, friendship and tolerance;
Ensure the protection and preservation of nature during active recreation and physical education;
Organize independent activities taking into account the requirements of its safety, safety of inventory and equipment, organization of the place of study;
Plan your own activities, distribute the load and rest during its implementation;
Analyze and objectively evaluate the results of your own work, find opportunities and ways to improve them;
See the beauty of movements, highlight and justify aesthetic features in human movements and movements;
Assess the beauty of physique and posture, compare them with reference samples;
Manage emotions when communicating with peers and adults, maintain composure, restraint, and prudence;
Technically correctly perform motor actions from basic sports, use them in gaming and competitive activities.
The substantive results of students mastering the content of the physical education program are the following skills:
Plan physical exercises during the day, organize rest and leisure using physical education means;
State the facts of the history of the development of physical culture, characterize its role and significance in human life, its connection with labor and military activities;
Present physical culture as a means of promoting health, physical development and physical fitness of a person;
Measure (know) individual indicators of physical development (body length and weight), the development of basic physical qualities;
Provide all possible assistance and moral support to peers when completing educational tasks, kindly and respectfully explain errors and ways to eliminate them;
Organize and conduct outdoor games and elements of competitions with peers, carry out their objective judging;
Handle inventory and equipment with care, comply with safety requirements for venues;
Organize and conduct physical education classes with different target orientations, select for them physical exercise and perform them with a given load dosage;
Characterize physical activity by heart rate, regulate its intensity during classes to develop physical qualities;
Interact with peers according to the rules of outdoor games and competitions;
Explain in an accessible form the rules (techniques) for performing motor actions, analyze and find errors, and correct them effectively;
Give drill commands, keep count when performing general developmental exercises;
Find distinctive features in the performance of motor actions by different students, highlight features and elements;
Perform acrobatic and gymnastic combinations at a high technical level, characterize the signs of technical performance;
Perform technical actions from basic sports, apply them in gaming and competitive activities;
Perform vital motor skills and abilities different ways, in various changing, variable conditions.
Structure and content of the work program
The structure and content of the academic subject are specified in the proposed program in the design of motor activity, highlighting the corresponding educational sections: “Knowledge about physical culture”, “Methods of motor activity” and “Physical improvement”.
The section “Methods of motor activity” contains ideas about structural organization substantive activities, reflected in the appropriate methods of organization, execution and control.
The content of the “Physical Improvement” section is focused on the harmonious physical development of schoolchildren, their comprehensive physical fitness and health promotion. This section includes vital skills and abilities, outdoor games and motor actions from sports, as well as general developmental exercises with various functional orientations.
While maintaining a certain traditionality in the presentation of practical material school programs, this program correlates the educational content with the content of basic sports, which are represented by the corresponding thematic sections: “Gymnastics with the basics of acrobatics”, “Athletics”, “Outdoor and sports games”, “Ski racing”. Each thematic section of the program additionally includes outdoor games, which in their content and focus are consistent with the corresponding sport.
The content of this program also includes a relatively independent section “General developmental exercises”. In this section, the proposed exercises are distributed among sections of basic sports and are additionally grouped within sections according to the characteristics of their functional impact on the development of basic physical qualities. This presentation of the material allows the teacher to select physical exercises and combine them into various complexes, plan the dynamics of loads and ensure continuity in the development of basic physical qualities, based on the age and gender characteristics of the students, the degree of their mastery of these exercises, and the conditions for conducting them. various forms classes, availability of sports equipment and facilities.
When planning the educational material of the program in accordance with SANPIN (temperature regime), replace the topic “Skiing” with an in-depth development of the content of the topics “Sports Games”, “Outdoor Games”
The physical education teacher has the right to introduce educational process additional topics, reduce or simplify the educational material offered in the programs, while the teacher must avoid educational overload of students, without violating the logic of distribution of program content, and not go beyond the Requirements of the State Educational Standard.
As a result of mastering the subject content of the discipline “Physical Culture”, students’ level of physical development increases, their health status improves, general and specific educational skills, and methods of cognitive and subject-related activity are formed.
In chapter " Thematic planning» outlines the topics of the main sections of the program and provides characteristics of student activities. These characteristics guide physical education teachers towards the results of the pedagogical process, which should be obtained at the end of mastering the content of the training course.
In the program, the development of educational material from practical sections is functionally combined with the development of knowledge and methods of motor activity. Among the theoretical knowledge offered in the program, one can highlight questions on the history of physical culture and sports, personal hygiene, the basics of organizing and conducting independent physical exercise.
In turn, the material on methods of motor activity provides for teaching schoolchildren basic skills to independently monitor physical development and physical fitness, and provide first-aid care for minor injuries. Mastery of these skills is correlated in the program with students’ mastery of the corresponding content of practical and theoretical sections.
Forms of organizing physical education classes in elementary school include a variety of physical education lessons, physical education and health activities during the school day, and independent physical exercises.
Forms of organization
For better mastery of subject content, physical education lessons are divided into three types: with educational-cognitive, educational-subject and educational-training orientation.
In lessons with an educational and cognitive orientation, students are introduced to the methods and rules for organizing independent classes, and are taught the skills and abilities to organize and conduct independent classes using previously studied material. When mastering knowledge and methods of activity, it is advisable to use physical education textbooks, especially those sections that relate to the specifics of performing independent tasks or independently consolidating physical exercises being learned.
Lessons with an educational subject focus are used mainly to teach practical material in the sections of gymnastics, athletics, outdoor games, cross-country skiing and swimming. During these lessons, students also learn new knowledge, but only that which relates to the subject of study (for example, the name of the exercises or a description of the technique for performing them, etc.).
Lessons with an educational and training orientation are primarily used to develop physical qualities and solve relevant problems within the framework of relatively strict regulation of the dynamics of physical activity from the beginning of the lesson until the end of its main part. In addition to the targeted development of physical qualities, in educational and training lessons it is necessary to form in schoolchildren ideas about physical training and physical qualities, physical activity and its influence on the development of body systems. Also in these lessons they teach ways to regulate physical activity and ways to control its magnitude (in elementary school, based on heart rate indicators).
In general, each of these types of physical education lessons has an educational orientation and, if possible, includes schoolchildren in performing independent tasks.
The acquired knowledge, skills and abilities are subsequently consolidated in a system of independent physical exercises: morning exercises and hygienic gymnastics before lessons, physical education and outdoor games during breaks and during walks, and additional classes. At the same time, developing independence,
it is necessary to orient students to the use of educational material, not only mastered by them in physical education lessons or in lessons in other academic subjects, but also set out in physical education textbooks. By increasing independence and cognitive activity students are achieved by strengthening the focus of the pedagogical process on developing interest in regular physical exercise, teaching them to systematically take care of their body and health.
The development of independence in primary school age is well facilitated by the organization of sports competitions and sports festivals. They are especially effective if their content is based on exercises, outdoor games, methods of activity and knowledge acquired by schoolchildren in physical education lessons.
To fully implement the program, it is necessary to constantly strengthen the material, technical, educational and sports base, regularly hold sports competitions and demonstration performances for each age group of students.
At the end of the “Physical Education” course, students are certified, the content of which includes educational tasks developed in accordance with the requirements of the federal state educational standard of general education and this sample program.
Knowledge about physical culture
Physical Culture. Physical culture as a system of various forms of physical exercise to improve human health. Walking, running, jumping, climbing, crawling, skiing, swimming as vital important ways human movement.
Rules for preventing injuries during physical exercise: organization of training places, selection of clothing, shoes and equipment.
From the history of physical culture. History of the development of physical culture and the first competitions. The connection between physical culture and labor and military activities.
Physical exercise. Physical exercises, their influence on physical development and the development of physical qualities. Physical training and its connection with the development of basic physical qualities. Characteristics of basic physical qualities: strength, speed, endurance, flexibility and balance.
Physical activity and its effect on increasing heart rate.
Methods of physical activity
Independent studies. Creating a daily routine. Performing the simplest hardening procedures, sets of exercises for the formation of correct posture and development of the trunk muscles, development of basic physical qualities; conducting health-improving activities during the day (morning exercises, physical education sessions).
Independent observations of physical development and physical fitness. Measuring body length and weight, posture and physical qualities. Measuring heart rate during exercise.
Independent games and entertainment. Organization and conduct of outdoor games (for sports grounds and gyms).
Physical improvement
Physical education and health activities. Complexes of physical exercises for morning exercises, physical education sessions, classes for the prevention and correction of postural disorders.
Sets of exercises for the development of physical qualities.
Complexes breathing exercises. Gymnastics for the eyes.
Sports and recreational activities.
Gymnastics with the basics of acrobatics.
Organizing teams and techniques. Combat actions in ranks and columns; execution of drill commands.
Acrobatic exercises. Stops; gray hairs; group exercises; riffles; shoulder blade stand; somersaults forward and backward; gymnastic bridge.
Acrobatic combinations. For example: 1) bridge from a supine position, lower to the starting position, flip to a prone position, jump with support on your hands, crouching; 2) somersault forward to point-blank crouching, somersault back to point-blank crouching, from point-blank crouching, somersault back to point-blank position on the knees with support on the hands, jumping to point-blank range crouching, somersault forward.
Exercises on a low gymnastic bar: hangs, swings.
Gymnastic combination. For example, from a hanging while standing, squatting with a push with both legs, swinging over, bending your legs, into a hanging from behind, bent, lowering back into a hanging while standing and the reverse movement, through a hanging from behind, bending with your legs moving forward.
Vault: running jump over a gymnastics goat.
Applied gymnastic exercises. Jumping rope. Moving along a gymnastic wall. Overcoming an obstacle course with elements of climbing and climbing, crawling, moving along an inclined gymnastic bench.
Athletics.
Running exercises: with high hip lifts, jumping and acceleration, with changing direction of movement, from different starting positions; shuttle run; high start followed by acceleration.
Jumping exercises: on one leg and two legs in place and with advancement; in length and height; jumping and jumping;
Throws: large ball (1 kg) at a distance different ways.
Throwing: a small ball at a vertical target and at a distance.
Ski race.
Skiing; turns; descents; rises; braking.
Outdoor and sports games.
Based on the material of gymnastics with the basics of acrobatics: game tasks using drill exercises, exercises for attention, strength, dexterity and coordination.
Based on athletics: jumping, running, throwing and throwing; Exercises for coordination, endurance and speed.
Based on ski training: relay races in skiing, endurance and coordination exercises.
Based on sports games:
Football: kicking a stationary and rolling ball; stopping the ball; dribbling; outdoor games based on football.
Basketball: special movements without the ball; dribbling; throwing the ball into the basket; outdoor games based on basketball.
Volleyball: tossing the ball; ball delivery; receiving and passing the ball; outdoor games based on volleyball material.
General developmental exercises
* This material is used to develop basic physical qualities and is planned by the teacher depending on the objectives of the lesson and the logic of the material.
Based on gymnastics with the basics of acrobatics
Development of flexibility: wide stances on the legs; walking with long strides, deep lunges, squats, and swinging legs; bending forward, backward, to the side in standing positions, in squats; lunges and half-splits in place; “twists” with a gymnastic stick, jump rope; high swings alternately and alternately with the right and left leg, standing at the gymnastic wall and when moving; sets of exercises that include maximum bending and arching of the torso (in racks and squats); individual complexes for the development of flexibility.
Development of coordination: voluntary overcoming of simple obstacles; movement with sharply changing direction and stops in a given position; walking on a gymnastic bench, a low gymnastic beam with varying tempo and step length, turns and squats; reproduction of a given game pose; games to switch attention, to relax the muscles of the arms, legs, torso (in standing and lying positions, sitting); juggling small objects; overcoming obstacle courses, including hangs, stops, simple jumps, climbing over a hill of mats; sets of coordination exercises with asymmetric and sequential movements of the arms and legs; “swallow” type balance on a wide support with balance fixation; exercises for switching attention and control from one part of the body to another; exercises to relax individual muscle groups; movement by walking, running, jumping in different directions according to designated landmarks and according to a signal.
Formation of posture: walking on toes, with objects on the head, with a given posture; types of stylized walking to music; sets of corrective exercises to control sensations (in the position of the head, shoulders, spinal column), to control posture in motion, body positions and its parts while standing, sitting, lying down; sets of exercises to strengthen the muscle corset.
Development of strength abilities: dynamic exercises with alternating support on the arms and legs, local development of the trunk muscles using body weight and additional weights (medicine balls up to 1 kg, dumbbells up to 100 g, gymnastic sticks and clubs), sets of exercises with gradual inclusion in work of the main muscle groups and increasing weights; climbing with additional weights on the belt (along a gymnastic wall and an inclined gymnastic bench while kneeling and crouching); climbing and jumping over obstacles using hands; hanging pull-ups while standing and lying down; lying down push-ups supported on a gymnastic bench; jumping exercises with an object in hands (with moving forward alternately on the right and left leg, in place up and up with turns to the right and left), jumping up and forward with a push with one leg and two legs on a gymnastic bridge; carrying a partner in pairs.
Based on athletics
Development of coordination: running with changing direction on limited support; running short segments from different starting positions; jumping rope in place on one leg and two legs alternately.
Development of speed: repeated running exercises at maximum speed from a high start, from different starting positions; shuttle run; running downhill at maximum speed; acceleration from different starting positions; throwing against the wall and catching a tennis ball at maximum speed, from different starting positions, with turns.
Development of endurance: uniform running at moderate intensity, alternating with walking, running at high intensity, with acceleration; repeated running at maximum speed for a distance of 30 m (with the rest interval remaining or changing); running up to 400 m; steady 6-minute run.
Development of strength abilities: repeated execution of multi-jumps; repeated overcoming of obstacles (15–20 cm); passing a medicine ball (1 kg) at maximum speed, in a circle, from different starting positions; throwing medicine balls (1-2 kg) with one hand and two hands from different starting positions and in different ways (from above, from the side, from below, from the chest); repeating uphill running loads; high jumps on the spot with the hand touching suspended landmarks; jumping forward (right and
left side), with reaching landmarks located at different heights; jumping along the markings in a half squat and squat; jumping and then jumping off.
Based on cross-country skiing
Development of coordination: transfer of body weight from ski to ski (in place, in motion, jumping with support on poles); sets of general developmental exercises with changing body postures while standing on skis; sliding on the right (left) foot after two or three steps; descent from the mountain with changing ski stances; picking up objects while descending in a low stance.
Development of endurance: skiing at moderate intensity, alternating with passing segments at high intensity, with acceleration; completing training distances.
Educational and thematic plan for grades 1-4 (3 hours per week)
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Sections and topics |
Number of hours (lessons) |
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Class |
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Basic part |
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Knowledge about physical culture |
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Methods of physical activity |
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Physical improvement: - gymnastics with acrobatics basics Athletics Ski race Outdoor games General developmental exercises (in the content of the relevant sections of the program) |
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Variable part (at 3 hours per week) (the time for mastering certain types of program material is proportionally increased or an independent section is added at the choice of the teacher, students, determined by the school itself, for in-depth study of one of the sports) |
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in physical education
according to Federal State Educational Standard (grades 1-4)
Educational and educational complex "School of Russia"
PHYSICAL CULTURE
EXPLANATORY NOTE
Working programm in physical education was developed on the basis of the Federal State Educational Standard for Primary General Education, the Concept of Spiritual and Moral Development and Personality Education of a Russian Citizen, the planned results of primary general education, the Program of the Ministry of Education of the Russian Federation: Primary General Education, the author’s program of V. I. Lyakh “Physical Culture ", approved by the Ministry of Defense of the Russian Federation in accordance with the requirements of the Federal component of the state standard of primary education and taken in full.
Physical education - compulsory training course in general educational institutions. The subject “Physical Education” is the basis of physical education of schoolchildren. In combination with other forms of education - physical education and health activities during the school day and afternoon (gymnastics before classes, physical education minutes, physical exercises and games during extended breaks and in extended-day groups), extracurricular activities in physical culture (general physical training groups, sports sections), physical culture and sports events (days of health and sports, outdoor games and competitions, sports festivals, sports competitions, tourist rallies and hikes) - the formation of the physical culture of the individual is achieved. It includes motivation and the need for systematic physical education and sports, mastery of the main types of physical education and sports activities, and versatile physical fitness.
IN Federal law“On Physical Culture and Sports” dated December 4, 2007 No. 329-F3 it is noted that the organization of physical education and education in educational institutions includes the conduct of compulsory physical education classes within the framework of basic educational programs to the extent established by state educational standards, as well as additional (optional) physical exercises and sports within the framework of additional educational programs.
This program was created taking into account the fact that the physical education system, combining classroom and extracurricular forms of physical exercise and sports, should create the most favorable conditions for the disclosure and development of not only the physical, but also the spiritual abilities of the child, his self-determination.
Purpose School physical education is the formation of a versatile physically developed personality, capable of actively using the values of physical education to strengthen and long-term preservation of one’s own health, optimization of work activity and organization of active recreation.
Realization of the goal curriculum correlates with the decision of the following educational tasks:
Promoting health, improving posture, preventing flat feet, promoting harmonious physical, moral and social development, successful learning;
Formation of initial self-regulation skills through physical education;
Mastering the school of movements;
Development of coordination (accuracy of reproduction and differentiation of spatial, temporal and power parameters of movements, balance, rhythm, speed and accuracy of response to signals, coordination of movements, orientation in space) and conditioning (speed, speed-strength, endurance and flexibility) abilities;
Formation of basic knowledge about personal hygiene, daily routine, the effect of physical exercise on health, performance and the development of physical (coordination and conditioning) abilities;
Developing ideas about the main sports, equipment and equipment, and compliance with safety rules during classes;
Formation of an attitude towards maintaining and strengthening health, healthy and safe lifestyle skills;
Introducing independent physical exercises, outdoor games, using them in free time based on the formation of interests in certain types of physical activity and identifying a predisposition to certain sports;
Fostering discipline, a friendly attitude towards comrades, honesty, responsiveness, courage during physical exercises, promoting development mental processes(ideas, memory, thinking, etc.) during motor activity.
Novelty of the program thing is:
The requirements for the level of subject mastery by students at the end of 1st grade, 2nd grade, 3rd grade, 4th grade have been specified;
PLACE OF THE COURSE IN THE CURRICULUM
The course “Physical Education” is studied from grades 1 to 4 at the rate of 3 hours per week (405 hours in total): in grade 1 - 99 hours, in grade 2 - 102 hours, in grade 3 - 102 hours, in grade 4 - 102 hours The third hour for teaching the academic subject “Physical Education” was introduced by order of the Ministry of Education and Science dated August 30, 2010 No. 889. The order stated: “The third hour of the academic subject “Physical Education” should be used to increase motor activity and develop the physical qualities of students, the introduction modern systems of physical education".
The work program is designed for 405 hours for four years of study (3 hours per week).
GENERAL CHARACTERISTICS OF THE COURSE
The subject of teaching physical education in primary school is human motor activity with a general developmental focus. In the process of mastering this activity, health is strengthened, physical qualities are improved, certain motor actions are mastered, thinking, creativity and independence are actively developed.
The most important requirement for modern lesson in physical education is to ensure a differentiated and individual approach to students, taking into account the state of health, gender, physical development, motor readiness, characteristics of the development of mental properties and qualities, and compliance with hygiene standards.
The conceptual framework and content of the course are based on the provisions of regulatory legal acts of the Russian Federation, including:
Requirements for the results of mastering the educational program of basic general education, presented in the Federal state standard primary general education;
Concepts of spiritual and moral development and education of the citizen’s personality;
Law “On Education”;
Federal Law “On Physical Culture and Sports”;
National Security Strategy of the Russian Federation until 2020;
Sample program of primary general education;
In the program of V. I. Lyakh, A. A. Zdanevich, the program material is divided into two parts - basic and variable. The base part includes material in accordance with federal component curriculum, regional component (ski training is replaced by cross-country training). The basic part fulfills the mandatory minimum of education in the subject “Physical Education”. The variable part includes program material on outdoor games based on basketball. The program material becomes more complex in sections every year by increasing the complexity of elements based on previously completed ones.
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, optimization of work activity and organization healthy image life.
Planned results of mastering the training course
Universal results
Students will learn:
organize one’s own activities, choose and use means to achieve its goals;
actively participate in collective activities, interact with peers in achieving common goals.
convey information in an accessible, emotionally vivid form in the process of communication and interaction with peers and adults.
Personal results
Students will learn:
show discipline, hard work and perseverance in achieving your goals;
actively engage in communication and interaction with peers on the principles of respect and goodwill, mutual assistance and empathy.
Students will have the opportunity to learn:
demonstrate positive personality traits and manage your emotions in various (non-standard) situations and conditions;
provide selfless assistance to their peers, find a common language and common interests with them.
Meta-subject results :
Students will learn:
characterize phenomena (actions and deeds), give them an objective assessment based on acquired knowledge and existing experience;
find errors when performing educational tasks, select ways to correct them;
ensure the protection and preservation of nature during active recreation and physical education;
organize independent activities taking into account the requirements of its safety, safety of inventory and equipment, organization of the place of study.
Students will have the opportunity to learn:
plan your own activities, distribute the load and rest during its implementation;
analyze and objectively evaluate the results of your own work, find opportunities and ways to improve them;
see the beauty of movements, highlight and justify aesthetic features in human movements and movements;
evaluate the beauty of physique and posture, compare them with reference samples;
communicate and interact with peers on the principles of mutual respect and mutual assistance, friendship and tolerance;
manage emotions when communicating with peers and adults, maintain composure, restraint, and prudence;
technically correctly perform motor actions from basic sports, use them in gaming and competitive activities.
Subject results :
Students will learn:
plan physical exercises during the day, organize rest and leisure using physical education means;
explain in an accessible form the rules (techniques) for performing motor actions, analyze and find errors, and correct them effectively;
give drill commands, keep count when performing general developmental exercises;
perform acrobatic and gymnastic combinations at the required technical level, characterize the signs of technical performance;
perform technical actions from basic sports, apply them in gaming and competitive activities;
interact with peers according to the rules of outdoor games and competitions;
present physical culture as a means of promoting health, physical development and physical training of a person;
measure (know) individual indicators of physical development (length and weight of the body), the development of basic physical qualities;
organize and conduct outdoor games and elements of competitions with peers, carry out their objective judging;
Handle inventory and equipment with care and comply with safety requirements for venues.
Students will have the opportunity to learn:
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, regulate its intensity during classes to develop physical qualities;
present the facts of the history of the development of physical culture, characterize its role and significance in human life, its connection with labor and military activities;
find distinctive features in the performance of motor actions by different students, highlight distinctive features and elements;
provide all possible assistance and moral support to peers when completing educational tasks, kindly and respectfully explain errors and ways to eliminate them;
apply vital motor skills and abilities in a variety of ways, in a variety of changing, variable conditions.
Educational thematic plan
1 class
| Subject | Qty hours |
| Knowledge about physical culture | |
| Athletics | |
| Ski training | |
| The amount of hours |
Educational and thematic plan
2nd grade
| Subject | Qty hours |
| Knowledge about physical culture | |
| Gymnastics with elements of acrobatics | |
| Athletics | |
| Ski training | |
| Outdoor games and sports games | |
| The amount of hours |
Educational and thematic plan
3rd grade
| Subject | Qty hours |
| Knowledge about physical culture | |
| Gymnastics with elements of acrobatics | |
| Athletics | |
| Ski training | |
| Outdoor games | |
| The amount of hours |
Educational and thematic plan
4th grade
| Subject | Qty hours |
| Knowledge about physical culture | |
| Gymnastics with elements of acrobatics | |
| Athletics | |
| Ski training | |
| Outdoor games and sports games | |
| The amount of hours |
1 class
1. Knowledge about physical culture (6 hours)
The emergence of physical culture and sports.
Olympic Games.
What is physical culture?
Tempo and rhythm.
Personal hygiene of a person.
As a result of studying, students will learn:
Name the movements that the people in the picture perform;
Study drawings depicting ancient athletes and name the types of competitions in which they participate;
Expand the concept of “physical culture”; analyze positive influence its components to promote human health and development;
Maintain personal hygiene;
Maintain distance, pace, rhythm;
Distinguish different types sports;
Maintain your posture;
Perform sets of exercises aimed at developing correct posture.
Students will have the opportunity to learn:
Create a morning exercise routine;
Participate in dialogue in class;
Ability to listen and understand others;
Retell texts on the history of physical culture;
Compare physical education and sports of the era of Antiquity with modern physical education and sports;
Explain the meaning of the symbols and rituals of the Olympic Games;
Determine the goal of reviving the Olympic Games;
Name famous Russian and foreign Olympic champions;
Correctly follow the rules of personal hygiene;
Assess your level of personal hygiene using test task"Check yourself".
2. Gymnastics with elements of acrobatics (34 hours)
Testing pull-ups on a low bar from a lying position.
Timed hang testing.
Poetic accompaniment in lessons.
Poetic accompaniment as an element in the development of motor coordination.
Rifles.
Types of rifts.
Technique for performing a forward somersault.
Roll forward.
Stand on shoulder blades, “bridge”.
Stand on the shoulder blades, “bridge” - improvement.
Headstand.
Climbing on a gymnastic wall.
Climbing on a gymnastic wall.
Hangs not on the bar.
Circuit training.
Jumping rope.
Jumping rope.
Circuit training.
Hanging at an angle and hanging bent over on gymnastic rings.
Hanging bent over on gymnastic rings.
Rotation of the hoop.
Hoop - learning to control it.
Circuit training.
Rope climbing.
Passing an obstacle course.
Passing a complicated obstacle course.
Timed hang testing.
Testing forward bending from a standing position.
Testing pull-ups on a low bar.
Testing the rise of the body in 30 seconds.
Students will learn:
Open your arms to your sides;
Reform in two columns;
Make turns right, left, around;
Execute the commands “match up”, “at attention”, “pay off in order”, “pay off first or second”, “left in a roundabout step march”, “step march”, “run march”;
Perform a warm-up aimed at developing coordination of movements;
Remember short periods of time;
Perform hanging for a while;
Perform various rolls, forward somersaults, bridges, shoulder stands, headstands;
Rope climbing;
Hanging at an angle, hanging bent over, hanging bent over;
Flip on gymnastic rings.
Students will have the opportunity to learn:
Demonstrate the qualities of strength, coordination and endurance when performing acrobatic exercises and combinations;
3. Athletics (19 hours)
Shuttle running technique.
Technique of high jump from a straight run.
High jump.
Medicine ball throw from the chest.
Throwing a medicine ball from below.
Standing long jump testing.
Accuracy throwing technique
Testing small ball throwing for accuracy.
Running exercises.
Testing the 30m run from a high start.
Testing shuttle run 3 x 10 m.
Testing throwing a bag at a distance.
Students will learn:
High start technique;
Do a running warm-up;
Perform a high jump from a straight run;
Throw the medicine ball from the chest and from below.
Students will have the opportunity to learn:
Organizationally – methodological requirements in lessons dedicated to ski training.
Stepping step on skis without poles.
Sliding step on skis without poles.
Stepping step on skis with poles.
Sliding step on skis.
Turn by stepping on skis with poles.
Ascent and descent on slopes on skis without poles.
Ascent and descent downhill on skis with poles.
Sliding step on “snake” skis.
Students will learn:
Carry skis on command “on shoulder”, “under hand”;
Perform a stepping and sliding step, both with and without ski poles;
Perform turns by stepping, both with and without ski poles;
Perform a half-herringbone climb with and without ski poles;
Perform downhill descent in the main stance with and without ski poles;
Walk a distance of 1.5 km;
Snake skiing;
Students will have the opportunity to learn:
5. Outdoor games (28 hours)
Outdoor game "Mousetrap".
Catching and throwing the ball in pairs.
Individual work with the ball.
Ball taming school.
Outdoor game “Night Hunt”
Close your eyes and start the exercise.
Outdoor games.
Throwing and catching the ball in pairs.
Dribbling.
Dribbling the ball in motion.
Ball relay races.
Outdoor games with a ball.
Outdoor games.
Accuracy of throwing the ball through a volleyball net.
Throwing the ball over a volleyball net from long distances.
Outdoor game “Right on target.”
Outdoor games for the hall.
Team outdoor game "Tails".
Russian folk outdoor game "Burners".
Team outdoor games.
Outdoor games with a ball.
Outdoor games.
Students will learn:
Play outdoor games;
Students will have the opportunity to learn:
activities;
Physical fitness requirements for 1st grade students
| Tests exercises | Boys | ||||||
| (5 points) | (5 points) | ||||||
| number of times | |||||||
| Standing long jump | |||||||
| Touch your forehead to your knees | Touch your palms to the floor | Touch the floor with your fingers | Touch your forehead to your knees | Touch your palms to the floor | Touch the floor with your fingers |
||
| 30m run from a high start, | |||||||
| No time tracking |
|||||||
2nd grade
1. Knowledge about physical culture (4 hours)
Organizational and methodological instructions.
Physical qualities.
Daily regime.
Heart rate, methods of measuring it.
Students will learn:
Fulfill the organizational and methodological requirements that are presented in a physical education lesson;
Explain what physical qualities are.
Explain what a daily routine is and how it affects a person’s life;
Explain what heart rate is;
Perform exercises to improve posture, to strengthen the abdominal and back muscles, to strengthen the muscles of the feet;
Students will have the opportunity to learn:
Measure heart rate;
Provide first aid for injuries;
Establish a connection between the development of physical qualities and the main systems of the body;
Characterize the main parts of the human body, forms of movements, tension and relaxation of muscles during their execution, the work of the respiratory system and cardiovascular system during motor activity;
Find out your characteristics using the “Test yourself” test in the textbook;
2. Gymnastics with elements of acrobatics (31 hours)
Movement coordination exercises.
Testing forward bending from a standing position.
Testing the rise of the body from a lying position in 30 s.
Testing pull-ups on a low bar from a hanging bent position.
Timed hang testing.
Roll forward.
Roll forward in three steps.
Roll forward with a running start.
Complicated variants of performing a forward somersault.
Stand on shoulder blades, “bridge”.
Circuit training.
Headstand.
Various types of climbing.
Circuit training.
Jumping rope.
Jumping rope in motion.
Circuit training.
Hanging bent over, hanging bent over on gymnastic rings.
Flipping back and forth on gymnastic rings.
Combination on gymnastic rings
Rotation of the hoop.
Hoop rotation options.
Rope climbing and circuit training.
Circuit training.
Timed hang testing.
Testing forward bending from a standing position.
Students will learn:
Form in a line and column;
Perform a warm-up aimed at developing coordination of movements;
Bend forward from a standing position;
Raise your torso in 30 seconds. for speed;
Climb a gymnastic wall and climb from one flight to another;
Pull up on a low bar from a hanging position;
Perform hanging for a while;
Go through circuit training stations;
Perform various rolls, a three-step forward somersault, a “bridge”, a shoulder stand, a headstand;
Rope climbing;
Perform curtain hangs with one and two legs on the crossbar;
Perform hangs on the crossbar;
Jumping rope, jumping rope, spinning a hoop;
Hanging bent over, hanging bent over on gymnastic rings;
Flipping back and forth on gymnastic rings;
Warm up with bags, jump ropes, hoops, rubber rings, and a gymnastic stick;
Perform exercises at the gymnastic wall, with small balls, on mats, on mats with balls, with massage balls, with gymnastic benches and on them.
Students will have the opportunity to learn:
Describe the composition and content of general developmental exercises with objects, make combinations from the number of learned exercises;
Describe the technique of acrobatic exercises being learned;
Master the technique of acrobatic exercises and acrobatic combinations;
Master universal skills for interaction in pairs and groups when learning acrobatic exercises;
Identify typical errors when performing acrobatic exercises;
Master universal skills to control the amount of load based on heart rate when performing exercises to develop physical qualities;
Follow safety rules when performing acrobatic exercises;
Demonstrate the qualities of strength, coordination and endurance when performing acrobatic exercises and combinations;
Master universal skills for interaction in pairs and groups when learning and performing gymnastic exercises;
Identify and characterize errors when performing gymnastic exercises;
Demonstrate the qualities of strength, coordination and endurance when performing acrobatic exercises and combinations;
Follow safety rules when performing gymnastic exercises;
Describe the technique of applied gymnastic exercises;
Master the technique of applied physical exercises;
Provide assistance to peers in mastering new gymnastic exercises and analyze their technique;
Assist peers in mastering climbing and climbing, analyze their technique, identify errors and help correct them.
3. Athletics (28 hours)
Testing the 30m run from a high start.
Shuttle running technique.
Testing shuttle run 3 x 10 m.
Technique for throwing a bag at a distance.
Testing bag throwing for accuracy.
Running long jump technique.
Running long jump.
Testing small ball throwing for accuracy..
Standing long jump testing.
Overcoming an obstacle course.
High jump from a straight run.
High jump backwards.
Test lesson on high jumping.
Introducing balls - hops.
Jumping on balls - hops.
Throwing a medicine ball from the chest and using the “bottom” method.
Throwing a medicine ball from behind the head to a distance.
Standing long jump testing.
Accuracy throwing technique (various objects).
Testing small ball throwing for accuracy.
Running exercises.
Testing the 30m run from a high start.
Testing shuttle run 3 X 10 m.
1000m run.
Students will learn:
Explain the basic concepts and terms in running, jumping, throwing;
High start technique;
Run a distance of 30m at speed;
Perform shuttle run 3x10 m;
Do a running warm-up;
Perform throwing both for distance and accuracy;
Standing long jump technique;
Perform a standing and running long jump;
Perform a high jump backwards;
Run various variations of relay races;
Throw a medicine ball from the chest and from below;
Throw a gymnastic stick with your foot;
Overcome an obstacle course;
Perform a high jump from a straight run, a high jump with your back forward;
Throw a medicine ball from the chest, from below and from behind the head;
Run 1 km.
Students will have the opportunity to learn:
Describe the technique of running exercises;
Identify typical errors in the technique of performing running exercises;
Master running techniques in various ways;
Master universal skills to control the amount of load based on heart rate when performing running exercises;
Master universal skills for interaction in pairs and groups when learning and performing running exercises;
Demonstrate the qualities of strength, speed, endurance and coordination when performing running exercises;
Follow safety rules when performing running exercises;
Describe the technique of jumping exercises;
Master the technique of jumping exercises;
Master universal skills to control the amount of load based on heart rate when performing jumping exercises;
Identify typical errors in the technique of performing jumping exercises;
Master universal skills for interaction in pairs and groups when learning and performing jumping exercises;
Demonstrate the qualities of strength, speed, endurance and coordination when performing jumping exercises;
Follow safety rules when performing jumping exercises;
Describe the technique of throwing a large medicine ball;
Master the technique of throwing a big ball;
Follow safety rules when throwing medicine balls;
Demonstrate the qualities of strength, speed and coordination when throwing a big ball;
Describe the technique of throwing a small ball;
Master the technique of throwing a small ball;
Follow safety rules when throwing a small ball;
Demonstrate the qualities of strength, speed and coordination when throwing a small ball.
4. Ski training (12 hours)
Stepping and sliding step on skis without poles.
Turns by stepping on skis without poles.
Fall braking on skis with poles.
Crossing a distance of 1 km on skis.
Turns by stepping on skis with poles and overtaking.
Semi-herringbone ascent and descent on skis.
Climbing the slope in a herringbone pattern.
Skiing like a snake.
Crossing a distance of 1.5 km on skis.
Test lesson on ski training.
Students will learn:
Explain the purpose of concepts and terms related to cross-country skiing;
Move on skis in a stepping and sliding step with or without ski poles;
Perform turns by stepping on skis, both with and without ski poles;
Perform turns by stepping, both with and without ski poles;
Climb the slope in a “half-herringbone”, “herringbone” manner, as well as descend in the main stance with or without ski poles;
Perform fall braking;
Cross a distance of 1.5 km on skis;
Move on skis in a “snake” manner;
Overtake each other;
Play the outdoor game "Rolls".
Students will have the opportunity to learn:
Model the technique of basic skiing;
Master universal skills to control the speed of skiing based on heart rate;
Identify typical errors in skiing technique;
Show endurance when covering training distances using learned methods of movement;
Apply the rules for selecting clothing for ski training;
Explain the technique of making turns, descents and ascents;
Master the technique of turns, descents and ascents;
Show coordination when making turns, descents and ascents.
5. Outdoor games (27 hours)
Outdoor games.
Outdoor game "Cat and Mice".
Catching and throwing a small ball in pairs.
Outdoor game "City Siege".
Throwing and catching the ball in pairs.
Dribbling.
Exercises with the ball.
Outdoor games.
Outdoor game “Squirrel – Protector”.
Throwing and catching the ball in pairs.
Throwing the ball into a basketball hoop using the “bottom” method.
Throwing the ball into a basketball hoop using the “overhand” method.
Dribbling the ball and shooting into a basketball hoop.
Ball relay races
Exercises and outdoor games with the ball.
Circuit training.
Outdoor games.
Throwing the ball over a volleyball net.
Throwing the ball over a volleyball net for accuracy.
Throwing the ball over a volleyball net from long distances
Outdoor game "Dodgeball through the net".
Test lesson on throwing the ball over a volleyball net.
Outdoor games for the hall.
Outdoor game "Tails".
Outdoor game "Sparrows - Crows".
Outdoor games with a ball.
Outdoor games.
Students will learn:
Play outdoor games;
Follow the rules of the games;
Catch and throw the ball in pairs;
Dribble the ball with your right and left hands;
Throw the ball over the volleyball net;
Throw the ball into a basketball hoop using the “bottom” and “top” methods;
Throw the ball in different ways;
Participate in relay races.
Students will have the opportunity to learn:
Master universal skills in independently organizing and conducting outdoor games;
Set out the rules and conditions for outdoor games;
Master the motor actions that make up the content of outdoor games;
Interact in pairs and groups when performing technical actions in outdoor games;
Model the technique of performing game actions depending on changing conditions and motor tasks;
Make adequate decisions in gaming conditions;
Master universal skills to manage emotions in the process of educational and gaming activities;
Show speed and dexterity during outdoor games;
Observe discipline and safety rules during outdoor games;
Describe the technical actions to be learned from sports games;
Master technical actions from sports games;
Model technical actions in gaming activities;
Interact in pairs and groups when performing technical actions from sports games;
Master universal skills to manage emotions during educational and gaming activities;
Identify errors when performing technical actions from sports games;
Comply with discipline and safety rules in educational and gaming conditions
activities;
Master the ability to perform universal physical exercises;
Develop physical qualities;
Organize and conduct outdoor games together with peers, perform refereeing;
Apply rules for selecting clothing for outdoor activities;
Use outdoor games for active recreation.
Physical fitness requirements for 2nd grade students
| Tests exercises | Boys | ||||||
| (5 points) | (5 points) | ||||||
| Pull-ups on a low bar from a hanging position, number of times | 14 or more | 13 or more | |||||
| Standing long jump | |||||||
| Bend forward without bending your knees | Touch your forehead to your knees | Touch your palms to the floor | Touch the floor with your fingers | Touch your forehead to your knees | Touch your palms to the floor | Touch the floor with your fingers |
|
| 30m run from a high start, | |||||||
| No time tracking |
|||||||
3rd grade
1. Knowledge of physical education (4 hours)
Pass and its significance for sports games with the ball.
Hardening.
Volleyball as a sport.
Students will learn:
Carry out hardening procedures (dousing in the shower);
Students will have the opportunity to learn:
Distinguish the features of the game volleyball, football;
Analyze safety rules when carrying out hardening procedures;
Assess your level of hardiness using the “Test Yourself” test task;
2. Gymnastics with elements of acrobatics (29 hours)
Circuit training.
Headstand.
Handstand.
Circuit training.
Hang with one and two legs on the bar.
Climbing and climbing over the gymnastic wall.
Jumping rope.
Jumping rope in threes.
Rope climbing in three steps.
Circuit training.
Circuit training.
Climbing on an inclined gymnastic bench.
Hoop rotation options.
Circuit training.
Timed hang testing.
Testing forward bending from a standing position.
Testing pull-ups on a low bar from a hanging bent position.
Testing the rise of the body from a lying position in 30 seconds.
Testing forward bending from a standing position.
Testing the rise of the body from a lying position in 30 s.
Testing pull-ups on a low bar from a hanging bent position.
Timed hang testing.
Roll forward.
Options for performing a forward somersault.
Back somersault.
Students will learn:
Compile and perform sets of general developmental exercises to develop strength, flexibility and coordination;
Monitor your heart rate while performing physical exercises;
Perform drill exercises;
Do warm-ups in motion, in place, with bags, with rubber rings, with hoops, with a gymnastic stick, with a gymnastic bench, on a gymnastic bench, on mats, with a ball;
Perform warm-ups aimed at developing coordination of movements and flexibility, jumping warm-ups, warm-ups in pairs, at the gymnastic wall;
Perform exercises for attention and balance;
Perform forward bending from a standing and sitting position, splits, push-ups, lifting the body from a lying position;
Pull yourself up on a low bar from a hanging position;
Perform rolls, forward somersaults, forward somersaults from a place, from a run and over an obstacle, back somersaults;
Go through circuit training stations;
Climb a gymnastic wall;
Climb a rope in three steps;
Perform headstand and handstand, bridge, shoulder stand;
Jump with a skipping rope, over a skipping rope and into a skipping rope;
Jump rope in threes;
Rotate the hoop.
Students will have the opportunity to learn:
3. Athletics (30 hours)
Shuttle running technique.
Methods of throwing a bag (ball) at a distance.
Testing throwing a bag at a distance.
Running long jump.
Running long jump for results.
Testing small ball throwing for accuracy.
Standing long jump testing.
Obstacle course.
A complicated obstacle course.
High jump from a straight run.
High jump from a straight run to the result.
High jump backwards.
Jumping on balls - hops.
Throwing a medicine ball using the “chest” and “bottom” methods.
Standing long jump testing.
Testing small ball throwing for accuracy.
Running exercises.
Testing the 30m run from a high start.
Testing shuttle run 3 x 10 m.
Testing throwing a bag (ball) at a distance.
100m sprint.
Students will learn:
High start technique;
Technique of throwing a bag (ball) at a distance;
Run a distance of 30 m;
Perform shuttle run 3 x 10 m for a while;
High jump from a straight run;
High jump backwards;
Jump on balls - hops;
Throw a medicine ball (weighing 1 kg) at a distance using the method “from below”, “from the chest”, “from behind the head”, with the right and left hand;
Throw the ball for accuracy;
Go through an obstacle course.
Students will have the opportunity to learn:
Demonstrate varied performance of walking exercises;
Use variable walking exercises to develop coordination abilities;
Describe the technique of running exercises
Learn running technique in different ways
Identify typical errors in the technique of performing running exercises.
Master universal
the ability to control the amount of load based on heart rate when performing running exercises.
Master universal skills for interaction in pairs and groups when learning and performing running exercises.
Follow safety rules when performing running exercises
Master universal skills to control the amount of load based on heart rate when performing jumping exercises.
Identify typical errors in the technique of performing jumping exercises.
Master universal skills for interaction in pairs and groups when learning and performing jumping exercises.
Demonstrate the qualities of strength, speed, endurance and coordination when performing jumping exercises.
Follow safety rules when performing jumping exercises.
Describe the technique of throwing a large medicine ball.
Master the technique of throwing a big ball.
Follow safety rules when performing
throwing a large medicine ball.
Demonstrate the qualities of strength, speed and coordination when throwing a big ball.
Describe the technique of throwing a small ball.
Master the technique of throwing a small ball.
Follow safety rules when throwing a small ball.
Demonstrate the qualities of strength, speed and coordination when throwing a small ball.
4. Ski training (14 hours).
Stepping and sliding step on skis with ski poles.
Turns on skis by stepping and jumping.
Alternating two-step skiing.
Simultaneous two-step skiing.
Ascent in a "half-herringbone" and "herringbone", descent downhill in the main stance on skis.
Climbing with a “ladder” and braking with a “plough” on skis.
Outdoor skiing game "Rolls".
Skiing down a slope in a low stance.
Crossing a distance of 1.5 km on skis.
Test lesson on ski training.
Students will learn:
Ski 1.5 km;
Brake with a “plow”;
Students will have the opportunity to learn:
Model the technique of basic skiing;
Identify typical errors in skiing technique;
Apply the rules for selecting clothing for ski training;
Explain the technique of making turns, descents and ascents;
Master the technique of turns, descents and ascents;
Show coordination when making turns, descents and ascents.
5. Outdoor and sports games (25 hours)
Sports game "Football".
Test lesson on the sports game “Football”.
Outdoor game "Shootout".
Football exercises.
Football exercises in pairs.
Various options for football exercises in pairs.
Outdoor game "City Siege".
Throwing and catching the ball in pairs.
Dribbling.
Outdoor games.
Ball relay races.
Outdoor games.
Throwing the ball over a volleyball net.
Outdoor game "Pioneerball".
Preparing for volleyball.
Introduction to basketball.
Sports game "Basketball".
Sports game "Football".
Outdoor game Flag on the tower.
Sport games.
Outdoor and sports games.
Students will learn:
Pass with your feet and hands;
Participate in relay races;
Play outdoor games.
Students will have the opportunity to learn:
Master universal skills in independently organizing and conducting outdoor games;
Set out the rules and conditions for outdoor games;
Master the motor actions that make up the content of outdoor games;
Interact in pairs and groups when performing technical actions in outdoor games;
Model the technique of performing game actions depending on changing conditions and motor tasks;
Make adequate decisions in gaming conditions;
Master universal skills to manage emotions in the process of educational and gaming activities;
Show speed and dexterity during outdoor games;
Observe discipline and safety rules during outdoor games;
Describe the technical actions to be learned from sports games;
Master technical actions from sports games;
Model technical actions in gaming activities;
Interact in pairs and groups when performing technical actions from sports games;
Identify errors when performing technical actions from sports games;
Comply with discipline and safety rules in educational and gaming conditions
Activities;
Master the ability to perform universal physical exercises;
Physical fitness requirements for 3rd grade students
| Tests exercises | Boys | ||||||
| (5 points) | Low (3 points) | (5 points) | Low (3 points) |
||||
| Hanging pull-up number of times | |||||||
| Bent over hanging pull-up, number of times | |||||||
| Standing long jump, cm | |||||||
| Running 30 m from a high start, sec. | |||||||
| Skiing 1 km, | |||||||
4th grade
1. Knowledge of physical education (5 hours)
Gymnastics, its history and significance in human life.
Physical education minute.
Organizational and methodological requirements for physical education lessons.
Sports game "Football".
Students will learn:
Fulfill the organizational and methodological requirements that are presented in a physical education lesson;
Perform drill exercises;
Do exercises for morning exercises;
Give answers to questions about the pictures in the textbook.
Students will have the opportunity to learn:
Carry out existing options for passing the ball with your feet;
Follow the rules of the sports game “Football”;
Perform football and volleyball exercises;
Tell the story of the appearance of the ball and football;
Explain what exercise and physical education are;
Explain what gymnastics is and its importance in human life;
Assess your habits related to your daily routine using the “Test Yourself” test task;
Analyze the answers of your peers.
Create an individual daily routine.
Select and compose sets of exercises for morning exercises and physical education minutes.
2. Gymnastics with elements of acrobatics (32 hours)
Testing forward bending from a standing position.
Testing the rise of the body from a lying position in 30 s.
Timed hang testing.
Roll forward.
Forward somersault from a running start and over an obstacle.
Back somersault.
Circuit training.
Headstand and handstand.
Gymnastic exercises.
Climbing the gymnastic wall and hanging.
Circuit training.
Jumping rope.
Jumping rope in threes.
Rope climbing in two steps.
Circuit training.
Exercises on a gymnastic balance beam.
Exercises on gymnastic rings.
Swings on gymnastic rings.
Circuit training.
Rotation of the hoop.
Circuit training.
Introducing the vault.
Vault.
Test lesson on vault.
Timed hang testing.
Testing forward bending from a standing position.
Testing pull-ups and push-ups.
Testing the rise of the body from a lying position in 30 seconds.
Students will learn:
Perform drill exercises;
Bend forward from a sitting and standing position;
Perform various variations of hangs, hangs with one and two legs;
Perform a forward somersault from a place, from a run and over an obstacle, a back somersault;
Perform headstands, handstands, and shoulderstands;
Perform a bridge;
Perform exercises on a gymnastic balance beam;
Perform ring exercises;
Perform a vault;
Go through circuit training stations;
Climb a gymnastic wall, a rope in two or three steps;
Jump rope independently and in threes;
Twist wrap;
Do warm-ups on the spot, running, in motion, with bags, gymnastic sticks, balls, medicine balls, small and medium balls, jump ropes, hoops;
Pull-ups, push-ups.
Students will have the opportunity to learn:
Rules for testing forward bend from a standing position;
Rules for testing pull-ups on a low bar from a hanging position;
Time hang testing rules;
Fulfill various exercises on the rings of a log;
Perform various variations of hoop rotation;
Rules for testing lifting the body from a lying position in 30 seconds;
Correctly assess your well-being and monitor how your body copes with physical activity;
Determine the main indicators of physical development and physical abilities and identify their growth during the school year;
Record the results of control exercises in a self-control diary;
Assess your self-control skills using the “Test Yourself” test task.
Master universal skills associated with performing organizing exercises.
Distinguish and carry out drill commands: “At attention!”, “At ease!”, “March!”, “On the spot!”, “Equal!”, “Stop!”.
Describe the technique of acrobatic exercises being learned.
Master the technique of acrobatic exercises and acrobatic combinations.
Master universal skills for interaction in pairs and groups when learning acrobatic exercises.
Identify typical errors when performing acrobatic exercises;
Follow safety rules when performing acrobatic exercises.
Demonstrate the qualities of strength, coordination and endurance when performing acrobatic exercises and combinations.
Describe the technique of gymnastic exercises using apparatus.
Master the technique of gymnastic exercises on sports equipment.
Master universal skills for interaction in pairs and groups when learning and performing gymnastic exercises.
Identify and characterize errors when performing gymnastic exercises.
Follow safety rules when performing gymnastic exercises.
Describe the technique of applied gymnastic exercises.
3. Athletics (26 hours)
Testing the 30m run from a high start.
Shuttle run.
Testing shuttle run 3 x 10m.
Testing the 60m run from a high start.
Testing throwing a bag at a distance.
Running jump technique.
Running long jump for results.
Test lesson on running long jump.
Testing small ball throwing for accuracy.
Standing long jump testing.
Obstacle course.
A complicated obstacle course.
High jump from a straight run.
High jump using the “stepping over” method.
Throwing a medicine ball using the “from the chest”, “from below” and “from behind the head” methods.
Medicine ball throws with the right and left hands.
Standing long jump testing.
Testing small ball throwing for accuracy.
Running exercises.
Testing the 30m run from a high start.
Testing shuttle run 3 x 10 m.
Testing throwing a bag at a distance.
1000m run.
Students will learn:
Run 30 and 60 m for a while;
Perform shuttle running;
Throw a bag for distance and a ball for accuracy;
Long jump from a place and from a run;
Jump in height from a straight run, stepping over;
Go through an obstacle course;
Throw a medicine ball using the “over the head”, “from the chest”, “from below”, right and left hand methods;
Run a distance of 1000 m, pass the baton.
Students will have the opportunity to learn:
Rules for competitions in running, jumping, throwing;
Describe the technique of running exercises;
Master running techniques in various ways;
Identify typical errors in the technique of performing running exercises;
Master universal skills to control the amount of load based on heart rate when performing running exercises;
Master universal skills for interaction in pairs and groups when learning and performing running exercises;
Follow safety rules when performing running exercises;
Describe the technique of jumping exercises.
Master universal skills to control the amount of load based on heart rate when performing jumping exercises;
Identify typical errors in the technique of performing jumping exercises;
Master universal skills for interaction in pairs and groups when learning and performing jumping exercises;
Demonstrate the qualities of strength, speed, endurance and coordination when performing jumping exercises;
Follow safety rules when performing jumping exercises;
Describe the technique of throwing a large medicine ball;
Master the technique of throwing a big ball;
Follow safety rules when throwing a large medicine ball;
Demonstrate the qualities of strength, speed and coordination when throwing a big ball;
Describe the technique of throwing a small ball;
Master the technique of throwing a small ball;
Follow safety rules when throwing a small ball;
Demonstrate the qualities of strength, speed and coordination when throwing a small ball.
4. Ski training (17 hours).
Stepping and sliding step on skis without ski poles.
Stepping and sliding step on skis with ski poles.
Alternating and simultaneous two-step skiing.
Alternating one-step skiing.
Simultaneous one-step skiing.
Ascent in a "half-herringbone" and "herringbone", descent in the main stance on skis.
Climbing the slope with a “ladder” and braking with a “plough” on skis.
Movement and descent on skis “snake”.
Outdoor skiing game "Rolls".
Outdoor skiing game “Pick up the object.”
Crossing a 2 km distance on skis.
Test lesson on ski training.
Students will learn:
Move on skis with a stepping and sliding step with and without ski poles, alternating and simultaneous two-step moves;
Perform turns on skis by stepping and jumping;
Carry skis under your arm and on your shoulder;
Ski 1.5 km;
Climb the slope “half-herringbone”, “herringbone”, “ladder”;
Go down the slope in the main stance and in the low stance;
Brake with a “plow”;
Move and go down the slope on “snake” skis.
Students will have the opportunity to learn:
Model the technique of basic skiing;
Master universal skills;
Control the speed of skiing by heart rate;
Identify typical errors in skiing technique;
Show endurance when covering training distances using learned methods of movement;
Apply the rules for selecting clothing for ski training;
Explain the technique of making turns, descents and ascents;
Master the technique of turns, descents and ascents;
Show coordination when making turns, descents and ascents.
5. Outdoor and sports games (22 hours)
Passing technique in football.
Football test lesson.
Throwing and catching the ball in pairs.
Throwing the ball in pairs for accuracy.
Throwing and catching the ball in pairs.
Throwing and catching the ball in pairs against the wall.
Outdoor game "City Siege".
Throwing and catching the ball.
Exercises with the ball.
Dribbling.
Outdoor games.
Throwing the ball over a volleyball net.
Outdoor game "Pioneerball".
Exercises with the ball.
Volleyball exercises.
Test lesson in volleyball.
Basketball exercises.
Sports game "Basketball".
Football exercises.
Sports game "Football".
Sport games.
Outdoor and sports games.
Students will learn:
Pass with your feet and hands;
Pass the ball through the volleyball net in various ways, enter the ball from behind the side;
Throw and catch the ball in various ways;
Perform football exercises, basketball stance;
Dribble the ball on the spot, in motion, with your right and left hand;
Participate in relay races;
Throw the ball into a basketball hoop in various ways;
Play outdoor games.
Students will have the opportunity to learn:
Master universal skills in independently organizing and conducting outdoor games;
Set out the rules and conditions for outdoor games;
Master the motor actions that make up the content of outdoor games;
Interact in pairs and groups when performing technical actions in outdoor games;
Model the technique of performing game actions depending on changing conditions and motor tasks;
Make adequate decisions in gaming conditions;
Master universal skills to manage emotions in the process of educational and gaming activities;
Show speed and dexterity during outdoor games;
Observe discipline and safety rules during outdoor games;
Describe the technical actions to be learned from sports games;
Master technical actions from sports games;
Model technical actions in gaming activities;
Interact in pairs and groups when performing technical actions from sports games;
Identify errors when performing technical actions from sports games;
Comply with discipline and safety rules in educational and gaming conditions
Activities;
Master the ability to perform universal physical exercises;
Develop physical qualities.
Physical fitness requirements for 4th grade students
| Tests exercises | Boys | ||||||
| (5 points) | Low (3 points) | (5 points) | Low (3 points) |
||||
| Hanging pull-up number of times | |||||||
| Hanging pull-ups while lying down, bent over, number of times. | |||||||
| 60m run from a high start, | |||||||
| Skiing 1 km, | |||||||
Criteria and norms for assessing students' knowledge
When assessing academic performance, individual capabilities, level of physical development and motor capabilities, and the consequences of students’ illnesses are taken into account.
Classification of errors and shortcomings, influencing the decrease in assessment
Small mistakes are considered to be those that do not affect the quality and result of execution. Minor errors mainly include inaccurate take-off, irregular rhythm, incorrect starting position, and “spade” when landing.
Significant errors- these are those that do not cause any particular distortion in the structure of movements, but affect the quality of execution, although the quantitative indicator is not much lower than expected.
Significant errors include:
start not from the required position;
pushing far from the bar when performing long and high jumps;
throwing the ball into the hoop, throwing at a target with additional movements;
non-synchronization of the exercise.
Gross mistakes– these are those that distort the movement technique and affect the quality and result of the exercise.
Characteristics of digital assessment (marks)
Rating "5" awarded for high-quality execution of exercises, minor errors are allowed.
Rating "4" awarded if no more than one significant error and several minor ones are made.
Rating "3" awarded if two significant errors and several gross errors are made. But the student can improve the result with repeated executions.
Rating "2" is set if the exercise is simply not completed. The reason for non-compliance is the presence of gross errors.
In grades 1–4, marks for technique are given only when performing exercises in balance, climbing, with elements of acrobatics, when forming, changing formations, and walking. In other types (running, jumping, throwing, throwing, walking), it is necessary to take into account the result: seconds, number, length, height.
Formation of universal educational actions:
Personal UDD
Value and semantic orientation of students.
The action of meaning-making.
Moral and ethical assessment.
Communication UDD
The ability to express your thoughts.
Conflict resolution, question posing.
Managing your partner's behavior: control, correction.
Planning collaboration with teacher and peers.
Constructing statements in accordance with commutation conditions.
Regulatory traffic rules
Goal setting.
Volitional self-regulation.
Correction.
Assessment of quality and level of assimilation.
Control in the form of comparison with a standard.
Planning intermediate goals taking into account the result.
Cognitive universal actions:
General education:
Ability to structure knowledge.
Identification and formulation of educational goals.
Search and highlight the necessary information.
Object analysis.
Synthesis is the making of a whole from parts.
Classification of objects.
The ability to apply your skills in competitive activities at an external level.
Logistics support
Library fund:
Standard of primary general education in physical education;
Sample programs in the academic subject “Physical Education” (grades 1–4);
Work programs on physical culture;
Textbooks and manuals that are included in the subject line of V.I. Lyakh;
Methodological publications on physical education for teachers.
Demo material:
Tables of physical development and physical fitness standards;
Methodical posters;
Portraits of outstanding athletes, figures in physical culture, sports and the Olympic movement.
Educational-practical and educational-laboratory equipment:
Gymnastic wall;
Gymnastic floor balance beam;
Gymnastic benches;
Gymnastic crossbar;
Hinged crossbar;
Climbing rope;
Set of attachments (targets, crossbars);
Gymnastic mats;
Medicine balls (1 kg);
Massage balls;
Hop balls;
Gymnastic jump ropes;
Small balls (rubber, tennis);
Gymnastic sticks;
Gymnastic hoops;
Plastic rings of different sizes;
Rubber rings;
High jump bar;
High jump stands;
Measuring tape (10 m, 50 m);
Backboards with basketball hoops;
Large balls (rubber, basketball, football);
Volleyball stands;
Volleyball net;
The balls are medium rubber;
Gymnastic rings;
Medical kit.
LITERATURE
Program: Lyakh V.I. Physical culture.// Work programs. Subject line of textbooks by V.I. Lyakha. M: Education, 2011.
Textbook: Lyakh V.I. .// Textbook. Physical Culture. 1-4 grades. M: Enlightenment. 2011.
annotation
This textbook contains material of different levels of complexity, as it is addressed to students of four classes at once. These are kids of different ages and degree of preparedness. After looking through the textbook, you will see that there are many illustrations. Some introduce children to the human structure, others – with sets of exercises, while others contain the necessary information presented in a playful, entertaining form.
This material is intended for first-graders who do not yet have reading skills. They study topics by looking at illustrations, completing assignments, and answering questions. They learn to think, compare, and choose the right solution. This way, in an unobtrusive, accessible form, a first-grader receives the necessary knowledge and develops intellectually.
It is very good if the child studies relevant topics with your help. The “Reading with my parents” icon has been introduced specifically for this purpose. In this way, you will not only help your first-grader better understand and assimilate the material, but also introduce yourself to physical education.
Example from the textbook
In front of you is a textbook on the school subject “Physical Education”. He will tell you about when and how physical culture and sports arose in a person’s life, how to engage in physical exercises in order to bring only benefits to your body. You will find out what will happen to your body if you regularly engage in physical education, how to develop strength, speed, endurance, flexibility and other physical qualities.
We hope that you will read with interest and benefit about how to eat properly, why you need to follow the rules of personal hygiene and daily routine. Everything that you learn and learn with the help of a textbook, in physical education lessons and during independent studies will be useful to you in later life.
CHAPTER 1. WHAT YOU NEED TO KNOW 7
When and how did physical culture and sports arise 8
Modern Olympic Games 13
What is physical culture 18
Your body 19
Main parts of the human body -
Main internal organs 20
Skeleton 21
Muscles 22
Posture 24
Heart and blood vessels 33
Sense organs 35
Personal hygiene 45
Hardening 50
Brain and nervous system 54
Respiratory organs 58
Digestive organs 62
Food and Nutrients 63
Water and drinking regime 66
Mind and character training 68
Sportswear and shoes 75
Self-control 78
First aid for injuries 87
CHAPTER 2. WHAT YOU NEED TO KNOW 91
Running, walking, jumping, throwing 92
Cheerfulness, grace, coordination 107
Let's all play! 128
Life Skill 137
Everybody go skiing! 143
Your physical abilities 151
Your sports corner 161
Physical education alphabet 163
We recommend reading 167
Compare your answers -
Guidelines for teacher 170
Along with this also read:
Working programm
By physical culture
item
1 class
Basic _______________
level
Compiled by:
Teacher _ primary classes _______
__ Kudelina Alla Romanovna ____
FULL NAME
First _________
With. Goby
2016-2017 academic year
1. Explanatory note
1.1 The work program for physical education in 1st grade is compiled on the basis of documents containing requirements for the level of student preparation and the minimum content of education:
- Federal Law No. 273 of December 29, 2012 “On education in the Russian Federation”;
- Order of the Ministry of Education and Science of the Russian Federation dated October 6, 2009 No. 373 “On approval and implementation of the Federal State Educational Standard for Primary General Education”;
- Federal list of textbooks. recommended for use in the 2016-2017 academic year.
- Regional basic curriculum for educational institutions of the Kursk region implementing general education programs, approved by order of the Committee of Education and Science for the Kursk region dated March 23, 2007 No. 1-421, with subsequent amendments.
- The charter of an educational institution, approved by order of the education department of the Administration of the Kastorensky district of the Kursk region.
- Basic educational program primary general education, approved by order 1-50 of August 30, 2014.
- Curriculum for the 2016-2017 academic year.
- Regulations on the work program, approved by order 1-56 of June 20, 2016.
- The work program for physical education for grades 1-4 is developed on the basis of: “The work program for physical education for grades 1-11”, the author and compiler of which are V.I. Lyakh and A.A. Zdanevich; Publishing house "Prosveshchenie", Moscow - 2012.
1.2.Goals and objectives of the course
Physical education is a compulsory course in general education institutions. The subject “Physical Education” is the basis of physical education of schoolchildren. In combination with other forms of education - physical education and health activities during the school day and the second half of the day (gymnastics before classes, physical education minutes, physical exercises and games during extended breaks and in extended day groups), extracurricular work in physical education (general physical training groups , sports sections), physical culture and sports events (days of health and sports, outdoor games and competitions, sports festivals, sports competitions, tourist rallies and hikes) - the formation of the physical culture of the individual is achieved. It includes motivation and the need for systematic physical education and sports, mastery of the main types of physical education and sports activities, and versatile physical fitness.
The Federal Law “On Physical Culture and Sports” dated December 4, 2007 No. 329-F3 notes that the organization of physical education and training in educational institutions includes the conduct of compulsory physical education classes withinbasic educational programs to the extent established by state educational standards,as well as additional (optional) physical exercises and sports within the framework of additional educational programs.
This program was created taking into account the fact that the physical education system, combining classroom and extracurricular forms of physical exercise and sports, should create the most favorable conditions for the disclosure and development of not only the physical, but also the spiritual abilities of the child, his self-determination.
Purpose School physical education is the formation of a versatile physically developed personality, capable of actively using the values of physical education to strengthen and long-term preservation of one’s own health, optimization of work activity and organization of active recreation.
The implementation of the goal of the curriculum correlates with the solution of the following educational tasks:
- promoting health, improving posture, preventing flat feet, promoting harmonious physical, moral and social development, successful learning;
- formation of initial self-regulation skills through physical education;
- mastering the school of movements;
- development of coordination (accuracy of reproduction and differentiation of spatial, temporal and power parameters of movements, balance, rhythm, speed and accuracy of response to signals, coordination of movements, orientation in space) and conditioning (speed, speed-strength, endurance and flexibility) abilities;
- formation of basic knowledge about personal hygiene, daily routine, the effect of physical exercise on health, performance and the development of physical (coordination and conditioning) abilities;
- developing ideas about the main sports, equipment and equipment, and compliance with safety rules during classes;
- formation of an attitude towards maintaining and strengthening health, healthy and safe lifestyle skills;
- introduction to independent physical exercises, outdoor games, using them in free time based on the formation of interests in certain types of physical activity and identifying a predisposition to certain sports;
- nurturing discipline, a friendly attitude towards comrades, honesty, responsiveness, courage during physical exercises, promoting the development of mental processes (idea, memory, thinking, etc.) during motor activity.
Taking into account the above-mentioned objectives of educating primary school students in the field of physical education, the main principles, ideas and approaches in the formation of this program were the following: democratization and humanization of the pedagogical process, pedagogy of cooperation, activity approach, intensification and optimization, expansion of interdisciplinary connections.
The principle of democratizationV pedagogical process is expressed in providing each and every student with equal access to the basics of physical education, maximizing the development of children’s abilities, building teaching based on the use of broad and flexible teaching methods and means for the development of children with disabilities different levels their motor and mental abilities, changing the essence of pedagogical relationships, the transition from submission to cooperation.
The principle of humanizationThe pedagogical process consists of taking into account the individual abilities of each child and teacher. It is built in accordance with the personal experience and level of achievement of schoolchildren, their interests and inclinations. Teachers are required to provide children with program material of different levels in complexity and subjective difficulty of mastering.
The implementation of the principles of democratization and humanization in the pedagogical process is possible on the basis of pedagogy of cooperation- ideas of joint developmental activities of children and adults, during which they are connected by mutual understanding and penetration into each other’s spiritual world, by a joint desire to analyze the progress and results of this activity.
Activity approachconsists in orienting the student not only to mastering ready-made knowledge and skills, but also to mastering the methods of physical education, health and sports activities, and developing the child’s cognitive powers and creative potential. This is a departure from verbal methods and forms of transmitting ready-made information, students’ passivity in the classroom to the active acquisition of knowledge, skills and abilities implemented in various types of physical education, health and sports activities.
Intensification and optimizationconsists of increasing the focus of training and strengthening the motivation for physical education and sports, the use of active and creative methods and forms of training (problem-based, research, associated development of conditioning and coordination abilities, accentuated and comprehensive development of coordination abilities, software-algorithmic methods, group and individual forms of training, circuit training, etc.); in skills development educational work; widespread use of computers and other new technical means.
The teacher implements the task of forming a holistic worldview of students, comprehensively revealing the relationship and interdependence of the studied phenomena and processes in the field of physical education on the basis of expanding interdisciplinary connections from the field various items: literature, history, mathematics, anatomy, physiology, psychology, etc.
1.3.General characteristics of the subject
The subject of teaching physical education in primary school is human motor activity with a general developmental focus. In the process of mastering this activity, health is strengthened, physical qualities are improved, certain motor actions are mastered, thinking, creativity and independence are actively developed.
The most important requirement for conducting a modern lesson in physical education is to ensure a differentiated and individual approach to students, taking into account their state of health, gender, physical development, motor readiness, characteristics of the development of mental properties and qualities, and compliance with hygiene standards.
The conceptual framework and content of the course are based on the provisions of regulatory legal acts of the Russian Federation, including:
- requirements for the results of mastering the educational program of basic general education, presented in the Federal State Standard of Primary General Education;
- Concepts of spiritual and moral development and education of the citizen’s personality;
- Law “On Education”;
- Federal Law “On Physical Culture and Sports”;
- National Security Strategy of the Russian Federation until 2020;
- approximate program of primary general education;
- Order of the Ministry of Education and Science of August 30, 2010 No. 889.
In the program of V. I. Lyakh, A. A. Zdanevich, the program material is divided into two parts - basic and variable. The basic part includes material in accordance with the federal component of the curriculum, a regional component (ski training is replaced by cross-country training). The basic part fulfills the mandatory minimum of education in the subject “Physical Education”. The variable part includes program material on outdoor games based on basketball. The program material becomes more complex in sections every year by increasing the complexity of elements based on previously completed ones.
1.4. Description of the place of the subject in the curriculum
3 hours per week are allocated for studying physical education. The course is designed for 99 hours: - in 1st grade (33 academic weeks).
1.5. Contents of the subject “Physical Education” 1st grade (99 hours)
Knowledge about physical culture
Physical Culture.Physical culture as a system of various forms of physical exercise to improve human health. Walking, running, jumping, climbing, crawling, skiing, swimming are vital methods of human movement.
Rules for preventing injuries during physical exercise: organization of training places, selection of clothing, shoes and equipment.
From the history of physical culture.History of the development of physical culture and the first competitions. The connection between physical culture and labor and military activities.
Physical exercise.Physical exercises, their influence on physical development and the development of physical qualities. Physical training and its connection with the development of basic physical qualities. Characteristics of basic physical qualities: strength, speed, endurance, flexibility and balance.
Physical activity and its effect on increasing heart rate.
Methods of physical activity
Independent studies.Creating a daily routine. Performing the simplest hardening procedures, sets of exercises for the formation of correct posture and development of the trunk muscles, development of basic physical qualities; conducting health-improving activities during the day (morning exercises, physical education sessions).
Independent observations of physical development and physical fitness.Measuring body length and weight, posture and physical qualities. Measuring heart rate during exercise.
Independent games and entertainment.Organization and conduct of outdoor games (on sports grounds and in gyms).
Physical improvement
Physical education and health activities
Complexes of physical exercises for morning exercises, physical education sessions, classes for the prevention and correction of postural disorders.
Sets of exercises for the development of physical qualities.
Sets of breathing exercises. Gymnastics for the eyes.
Sports and recreational activities
Gymnastics with the basics of acrobatics.Organizing teams and techniques.Combat actions in ranks and columns; execution of drill commands.
Acrobatic exercises.Stops; gray hairs; group exercises; riffles; shoulder blade stand; somersaults forward and backward; gymnastic bridge.
Acrobatic combinations. For example: 1) bridge from a supine position, lower to the starting position, flip to a prone position, jump with support on your hands in a crouching position; 2) forward somersault at point-blank crouching, somersault back at point-blank crouching, from point-blank crouching, somersault back to point-blank on the knees with support on the hands, jumping to point-blank crouching, somersault forward.
Exercises on a low gymnastic bar: hangs, swings.
Gymnastic combination.For example, from a hanging while standing, squatting with a push with both legs, swinging over, bending your legs, into a hanging from behind, bent, lowering back into a hanging while standing and the reverse movement through a hanging from behind, bending with your legs moving forward.
Vault: running jump over a gymnastics goat.
Applied gymnastic exercises.Jumping rope. Moving along a gymnastic wall. Overcoming an obstacle course with elements of climbing and climbing, crawling, moving along an inclined gymnastic bench.
Athletics.Running exercises:with high hip lifts, jumping and acceleration v with changing direction of movement, from different starting positions; shuttle run; high start followed by acceleration.
Jumping exercises:on one leg and two legs in place and with advancement; in length and height; jumping and jumping;
Throws: a large ball (1kg) at a distance in different ways.
Throwing: a small ball at a vertical target and at a distance.
Ski race. Skiing; turns; descents; rises; braking.
Swimming. Lead-in exercises:entering the water; moving along the bottom of the pool; floating exercises; lying and sliding; exercises to coordinate the work of arms and legs. Swimming training distances: freely.
Outdoor and sports games.Based on the material of gymnastics with the basics of acrobatics: game tasks using drill exercises, exercises for attention, strength, dexterity and coordination.
Based on athletics: jumping, running, throwing and throwing; Exercises for coordination, endurance and speed.
Based on ski training: relay races in skiing, endurance and coordination exercises..
Based on sports games.
Football: kicking a stationary and rolling ball; stopping the ball; dribbling; outdoor games based on football.
Basketball: special movements without the ball; dribbling; throwing the ball into the basket; outdoor games based on basketball.
Volleyball: tossing the ball; ball delivery; receiving and passing the ball; outdoor games based on volleyball material.
1.6. Educational and thematic plan
1st grade (99 hours) |
|
1. Base part | 80 hours |
1.1 Basic knowledge of physical culture | During the lesson |
1.2 Outdoor games | 20 o'clock |
1. 3 Gymnastics with elements of acrobatics | 17:00 |
1.4 Athletics exercises | 22 hours |
1.5 Cross training | 21 o'clock |
2. Variable part | 19:00 |
2.1 Outdoor games with basketball elements | 19:00 |
1.7. Planned results for the course
“Physical education” by the end of the 1st year of study
In accordance with the requirements for the results of mastering the basic educational program of primary general education of the Federal State Educational Standard (Order of the Ministry of Education and Science of the Russian Federation dated October 6, 2009 No. 373), this work program for grades 1-4 is aimed at achieving personal, meta-subject and subject results in physical education.
Personal results
Forming a sense of pride in one’s Motherland, the Russian people and the history of Russia, awareness of one’s ethnicity and nationality;
Forming a respectful attitude towards the culture of other peoples;
Development of motives for educational activities and the personal meaning of learning, acceptance and mastery of the social role of the teacher;
Development of ethical feelings, kindness and emotional-moral responsiveness, understanding and empathy for the feelings of other people;
Development of cooperation skills with peers and adults in different social situations, the ability to avoid creating conflicts and find ways out of controversial situations;
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;
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;
Formation of 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 achieving results;
Determining 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 information about the essence and characteristics of objects, processes and phenomena of reality in accordance with the content of a specific academic subject;
Mastery of basic subject and interdisciplinary concepts that reflect essential connections and relationships between objects and processes.
1.8 Expected results of the formation of UUD by the end of the 1st year of study
The program ensures that students achieve personal, meta-subject and subject-specific results.
PERSONAL RESULTS
- self-determination for activity; perform exercises in a team or group; listen to the teacher’s commands and understand the goal;
- the student’s internal position at the level of a positive attitude towards school;
- motivation for educational activities; follow the teacher's instructions;
- orientation in the moral content and meaning of actions of both one’s own and those around them; expressed stable educational and cognitive motivation;
- the ability to self-assess based on the criterion of success in educational activities;
- the foundations of a person’s civil identity in the form of awareness of “I” as a citizen of Russia, a sense of belonging and pride in one’s Motherland, awareness of a person’s responsibility for general well-being;
- cognitive interest, motivation for learning activities;
- development of ethical feelings - conscience as regulators of moral behavior;
- setting for a healthy lifestyle.
- competence in implementing the foundations of civic identity in actions and activities;
- setting for a healthy lifestyle; team interaction;
- take into account the positions of partners in communication, orientation towards their motives and feelings, stable adherence to moral standards and ethical requirements in behavior;
- empathy as understanding the feelings of other people and empathizing with them; setting for a healthy lifestyle.; empathy, as a conscious understanding of the feelings of other people, expressed in actions aimed at helping and ensuring well-being.
Meta-subject results
Regulatory UUD
Students will have formed:
- ability to accept and maintain a learning task;
- the ability to create new learning tasks in collaboration with the teacher;
- the ability to take into account the identified action guidelines in collaboration with the teacher;
- ability to transform practical problem into cognitive.
Students will have the opportunity to form:
- plan your actions in accordance with the task and the conditions for its implementation, including in the internal plan;
- show cognitive initiative in educational creativity;
- take into account the rule in planning and monitoring the performance of gymnastic exercises;
- adequately perceive the teacher’s speech;
- show cognitive initiative during outdoor games;
- independently adequately assess the correctness of the action during ski training and make the necessary adjustments to the execution both during its implementation and at the end of each action;
- evaluate the correctness of performing basketball exercises;
- carry out ascertaining and anticipatory control based on the result and method of action, actual control at the level of voluntary attention.
Cognitive UUD
Students will have formed:
- the ability to search for the necessary information in a textbook to complete educational assignments;
- ability to form knowledge about physical culture; carry out advanced searches for information on the Internet;
- the ability to construct a speech statement orally; perform walking and running exercises correctly;
- the ability to consciously construct messages orally;
- the ability to run at a steady pace, to choose more effective running methods;
- the ability to voluntarily and consciously perform outdoor switchgear upon the teacher’s command;
- the ability to analyze the execution of actions and actively engage in the process of performing gymnastics tasks with the basics of acrobatics; express a creative attitude towards performing sets of exercises;
- the ability to actively participate in the process of completing tasks during outdoor games and sports games.
Students will have the opportunity to form:
- form necessary information By physical activity during outdoor games;
- analyze the implementation of actions; actively participate in the process of completing ski training tasks;
- implement the most effective methods of skiing, skiing and skiing;
- actively participate in the process of completing tasks during outdoor games based on basketball;
- arbitrarily and consciously master the rules of playing sports games.
Communicative UUD
Students will have formed:
- the ability to build productive interactions with peers;
- the ability to determine productive interaction between peers and the teacher; resolve conflicts;
- ability to listen and engage in dialogue;
- ability to negotiate and come to general decision in joint activities, including in situations of conflict of interests;
- productively promote conflict resolution based on taking into account the interests and positions of all participants;
- ability to listen and engage in dialogue; participate in a collective discussion of gymnastics exercises;
- the ability to analyze exercises, express a creative attitude towards performing outdoor switchgear complexes with and without objects;
- the ability to listen and follow the rules of the game; use speech to regulate their activities.
Students will have the opportunity to form:
- the ability, taking into account the goals of communication, to accurately, consistently and completely convey to the partner the necessary information as a guide for conducting games;
- the ability to construct statements that are understandable to the partner, taking into account what the partner knows and sees and what he does not, to formulate the rules of skiing;
- the ability to take into account and coordinate in cooperation the positions of other people that are different from one’s own;
- ability to control the actions of a partner, formulate the rules of the game;
- use adequately speech means to effectively solve a variety of communication problems.
SUBJECT RESULTS
Basic knowledge of physical culture
The student will learn: understand the importance of physical education for promoting health, physical development and physical fitness.
The student will have the opportunity learn : identify the connection between physical education and labor and defense activities.
Athletics
The student will learn:will acquire the motor skills necessary for every person: running and jumping in different ways, throwing and throwing balls; will demonstrate a simple increase in indicators of the development of basic physical qualities; carry out drill commands; perform exercises to correct and prevent visual impairment, posture, and exercises to develop physical qualities.
: characterize the role and importance of daily routine in maintaining and promoting health; plan and adjust the daily routine taking into account their educational and extracurricular activities, indicators of their health, physical development and physical fitness.
Cross training
The student will learn: perform athletics exercises: running, running with acceleration, jumping, throwing a ball.
The student will have the opportunity to learn: maintain correct posture, optimal physique.
Gymnastics with elements of acrobatics
The student will learn: perform gymnastic and acrobatic exercises on the gymnastic wall, somersaults, racks, rolls
The student will have the opportunity to learn: perform aesthetically beautiful gymnastic and acrobatic combinations
Outdoor games
The student will learn: organize and conduct outdoor games and competitions during outdoor recreation and in the sports hall, follow the rules of interaction with players.
The student will have the opportunity to learn:purposefully select physical exercises and games; perform the simplest techniques for providing first aid for injuries and bruises.
Ski training
The student will learn: perform exercises on skis: sliding step, stepping step, alternating step, climbing uphill with a “ladder”, descending from the mountain in a half-squat position
The student will have the opportunity to learn: perform movements on skis.
Outdoor games based on basketball
The student will learn: perform game exercises from outdoor games of different functional orientations.
The student will have the opportunity to learn: play basketball, volleyball, football with simplified rules.
2. Description of the material and technical support of the educational process.
2.1. Educational and methodological support
Program:
- “Comprehensive physical education program for grades 1-11”, V.I. Lyakh, A.A. Zdanevich; Moscow: “Enlightenment”, 2010
2.3. Bibliography:
- “Handbook for Physical Education Teachers”, P.A. Kiselev, S.B. Kiselev; - Volgograd: “Teacher”, 2008.
- “Motor games, training and health lessons for grades 1-5”, N.I. Derekleeva; Moscow: “VAKO”, 2007.
- “Outdoor games for grades 1-4”, A.Yu. Patrikeev; Moscow: “VAKO”, 2007.
- “Winter outdoor games for grades 1-4”, A.Yu. Patrikeev; Moscow: “VAKO”, 2009.
- “Be friends with sports and games”, G.P. Popova; Volgograd: “Teacher”, 2008.
- “Physical education in primary school”, G.P. Bolonov; Moscow: “TC Sfera”, 2005.
Physical Culture. 1-4 grades. Lyakh V.I.
14th ed. - M.: 2013. - 190 p.
The textbook, based on numerous illustrations and accessible text for primary school students, introduces them to the basics of physical education, a healthy lifestyle, and basic program exercises. The textbook contains questions and buildings for repetition and consolidation of knowledge, skills and abilities acquired in physical education lessons; sets of exercises to develop speed, flexibility, coordination of movements; texts for assessing physical fitness. At the end of the textbook there are methodological recommendations for teachers and parents. They will help them organize their work using the new textbook at school and at home. The textbook is written in accordance with the "Comprehensive program of physical education for students in grades 1-4."
Format: pdf/zip
Size: 27 MB
Download:
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Table of contents
CHAPTER 1. WHAT YOU NEED TO KNOW 7
When and how did physical culture and sports arise 8
Modern Olympic Games 13
What is physical culture 18
Your body 19
Main parts of the human body -
Main internal organs 20
Skeleton 21
Muscles 22
Posture 24
Heart and blood vessels 33
Sense organs 35
Personal hygiene 45
Hardening 50
Brain and nervous system 54
Respiratory organs 58
Digestive organs 62
Food and Nutrients 63
Water and drinking regime 66
Mind and character training 68
Sportswear and shoes 75
Self-control 78
First aid for injuries 87
CHAPTER 2. WHAT YOU NEED TO KNOW 91
Running, walking, jumping, throwing 92
Cheerfulness, grace, coordination 107
Let's all play! 128
Life Skill 137
Everybody go skiing! 143
Your physical abilities 151
Your sports corner 161
Physical education alphabet 163
We recommend reading 167
Compare your answers -
Methodological recommendations for teachers 170