Methodological principles of physical education - the main provisions that must be adhered to when solving the problems of physical education.
Physical education is one of the types of pedagogical process, and the general principles of pedagogy apply to it:
- consciousness and activity;
- clarity;
- accessibility and individualization;
- systematicity;
- dynamism (graduality).
However, in the field of physical education, these principles are specified and filled with content that reflects the specifics of the educational and training process.
The principle of consciousness and activity. Following this principle means, first of all, that those involved understand the goals and objectives of educational and training sessions. Reasonable activity, understanding the benefits and inevitability of repetitions of monotonous and tiring physical exercises are the key to the effectiveness of the physical education process. This principle implies the ability to analyze both unsuccessful and successful results of classes, provides for the formation of a meaningful attitude and a sustainable interest in physical exercise. A certain motivation is necessary, for example, the desire to improve health, make corrections to the physique, achieve high athletic results. The motive may simply be the desire to actively relax or get a good grade in physical education. In any case, it is important to formulate a clear personal motive for doing physical exercises and develop a sustainable interest in them. The highest form of activity of those involved is to conduct part or even the entire lesson independently, i.e., the transition to creativity.
The principle of clarity. Clarity is a necessary prerequisite for mastering movement. It is important to create a correct idea, an image of the motor action as a whole or of a separate element before attempting to perform it.
In practice, various forms of visual aids are used:
- demonstration of exercises, demonstration of diagrams, posters, video recordings with examples of the most rational ways of performing motor actions;
- use of object orientations (flags, targets, special markings of the hall);
- use of urgent information during or after performing motor actions in order to correct them or to maintain the specified parameters. For example, various training devices (bicycle ergometers, treadmills, rowing machines, etc.) equipped with built-in computers that control the load regulation system are widely used.
The principle of visual aids is necessary not only at the stage of initial movement training, but also at subsequent stages.
The principle of accessibility and individualization. According to this principle, the training session should include exercises that are accessible for performance due to their complexity and intensity. When planning the content of the classes, it is necessary to follow certain rules:
- from simple to complex, from easy to difficult;
- strict consideration of the individual characteristics of those involved - gender, age, physical fitness, health level, volitional qualities, etc.
At the same time, the principle of accessibility does not mean reducing the requirements for loads, simplifying them, but assumes a feasible measure of difficulties that can be successfully overcome. Full correspondence between the capabilities and difficulties in mobilizing all the forces of the student means the optimal measure of accessibility. The difficulty or ease of an exercise is determined not only by objective but also by subjective factors. For example, an exercise that causes a feeling of fear can be considered difficult. Inadequate reflection of one's capabilities (lack of self-confidence) also increases the subjective difficulty of the exercise being performed. The boundaries of the accessible change as both the physical and spiritual strength of a person develops.
Specific data on the capabilities of those involved can be obtained through testing and systematic medical supervision. That is why at the beginning of each academic year in a higher educational institution, the program for the discipline "Applied Physical Education" provides for testing students in basic exercises that characterize their physical fitness.
The principle of consistency. Regularity of classes, rational alternation of loads and rest, continuity and sequence of training loads from lesson to lesson, repeatability and variability are the requirements of the principle of consistency.
Regularity of classes is an indispensable condition for creating a lasting training effect. Only systematic effects increase the level of fitness, create "health reserves". The physiological justification for this rule is as follows.
Each work is associated with the expenditure of energy sources and a decrease in the excitability of the nervous system, which leads to a drop in performance. During the rest period, energy sources and excitability are not only restored to the original level, but also reach a super-original level. This pattern was formulated at the end of the 19th century by several scientists: in the form of the law of supercompensation (in response to the expenditure of some substances, the body reacts by producing new substances of the same kind in quantities exceeding the expenditure); and in the form of the presence of the exaltation phase (increased excitability of the nerve centers above the initial level during the recovery period). This increase in the functional capabilities of the body is the basis on which its development occurs. However, the phases of supercompensation and especially exaltation cannot be maintained indefinitely; after a while, they disappear, as a result of which the number of energy sources again becomes equal to the initial one. If training is carried out during this period, there is no progressive increase in training. This applies, first of all, to the level of performance (the formed skills and abilities are preserved for a longer period of time). In order to consolidate the positive shifts achieved as a result of physical exercise, it is necessary to give a repeated load at the peak of the supercompensation and exaltation phases. And for this, it is necessary to know the patterns of occurrence of these phases. For example, the shortest intervals between training loads are required for exercises on speed and agility. Longer intervals are needed for exercises on strength. Even longer intervals are needed for exercises on endurance.
The greatest effect from health-improving complex training is observed with a frequency of at least 2-3 sessions per week.
Repeatability and variability in the use of various exercises are also important.
The factor of repeatability in physical education is expressed to a greater extent than in other types of education. This is explained by the specific patterns of acquisition and consolidation of skills and abilities, improvement of physical qualities. Repetition of physical exercises is an indispensable condition for creating a training effect.
METHODOLOGICAL PRINCIPLES OF PHYSICAL EDUCATION
The principle of dynamism (graduality). The principle of gradual increase in demands consists in the requirement to set increasingly difficult tasks as they are performed, in the gradual complication of motor actions, in the increase in the volume and intensity of loads (while observing the principle of accessibility). In accordance with the principle of dynamism, it is necessary to regularly update the educational material. Updating exercises is the coordination basis for performing more complex tasks. The body's responses to the same load do not remain unchanged. As you adapt to the load, the biological shifts it causes in the body decrease. Under the influence of the usual load, adaptation (habituation) occurs, and, consequently, economization of the function - the same work is performed with less stress. Therefore, to obtain the effect of super-recovery, the loads must be increased. However, too large loads do not lead to super-recovery or significantly reduce it. Therefore, to obtain the greatest super-recovery, it is necessary to give not too small, but not excessively large loads. Weak effects may not cause functional restructuring of the body's systems, while too strong effects may cause an inhibitory or even destructive effect. Therefore, it is important to choose the optimal load, meaning the minimum intensity that causes adaptive restructuring in the body. However, the difficulty of using this rule is determined by the fact that the values of optimal loads are individual and change as training increases. Being initially developing, the load can then simply become supporting. As training increases, increased loads become optimal. Therefore, in classes, especially sports-oriented ones, it is necessary to constantly increase the load (up to a certain limit). None of the specified principles can be fully implemented if the others are ignored, since their effect concerns different aspects of the holistic process of physical training. Conducting physical exercises without observing the methodological principles can be ineffective and even harmful to health.