The most important physical quality is flexibility. Since flexibility develops in childhood and adolescence, the main work on its formation should be planned for this period of approximately 11 - 14 years. With a properly organized process of physical education in subsequent years, it will only be necessary to maintain flexibility at the achieved level.
Unfortunately, little attention is paid to the development of flexibility in the school physical education curriculum. This quality is not reflected in the indicators of physical development of schoolchildren. But a non-flexible person looks like a lump. Flexible people learn different things faster physical exercise, more easily grasps the most complex labor operations. Therefore, I propose to introduce a differentiated assessment of the development of flexibility in schoolchildren and present tests to determine it:

TEST TO DETERMINE FIXIBILITY IN THE SHOULDER JOINTS

1. Determine flexibility in the shoulder joints by twisting with a gymnastic stick in centimeters of grip width:
Girls
Rating “5” – shoulder width (in cm) X2 “4” – shoulder width X 2+10 cm. “3” – shoulder width X2+20 cm.
Boys
“5”—shoulder width X 2+.10 cm. “4”—shoulder width X2+20 cm. “3”—shoulder width X2+30 cm.

TEST TO DETERMINE FLEXIBILITY IN THE SPINAL COLUMN

2. Check flexibility in the spine by bending forward in a sitting position with your legs apart on the floor:

Girls

“5” – chest touching the floor.
“4“ - touching the chin to the floor.
“3” – forehead touching the floor.
Boys
“5” - touching the chin to the floor. “4” – forehead touching the floor. - “3” - touching the forehead with a fist placed on the floor.

3. Flexibility during bending back is assessed by performing a “bridge” from a supine position:
Girls
“5” - arms vertical, legs straight. “4” - shoulders above the ends of the fingers. “3” - arms are inclined to the floor at an angle of 45°.
Boys
“5” - shoulders above the ends of the fingers.
“4”—arms are inclined to the floor at an angle of 45°.
“3” - arms at an angle of 45°.

TEST TO DETERMINE FLEXIBILITY IN THE HIP JOINT

4. Check mobility in the hip joints by performing splits. Students perform three splits: straight, left in front, right in front. The average score for three splits is given:

Girls

“5” – full contact with the floor. “4” - touching the floor with your fingers with your torso vertical.
“3” - touching the gymnastic bench.

Boys

“5” – fingers touching the floor. “4” - touching the gymnastic bench. “3” - touching the gymnastic bench with your fingers with your torso vertical.

Nowadays, society does not attach due importance to physical education lessons at school. Some people think that at school there is nothing interesting or useful in physical education lessons and it is better for the child to do additional lessons, while others are simply lazy and he/she does not go to these lessons out of principle. An even more frightening trend is the fact that the promotion of a lifestyle in which sports plays an important and fundamental role has come to almost nothing in our country. That is why it is necessary to understand and realize the usefulness of physical education lessons at school.

Approximate standards from grades 1 to 11

Exercises	Boys				Girls
	5	4	3		5	4	3
Run 30 m (sec)	6,1	6,9	7,0		6.6	7,4	7,5
“Shuttle run” 3x10 m (sec.)	9.9	10.8	11,2		10.2	11,3	11,7
Skiing 1 km.	8.30	9,00	9,30		9.00	9,30	10,0
Cross 1000 m (min.,sec.)	no time				no time
Standing long jump (cm)	140	115	100		130	110	90
Throwing medicine ball(cm)	295	235	195		245	220	200
Throwing a small ball 150g (m)	20	15	10		15	10	5
Throwing at a target from 6 m	3	2	1		3	2	1
Jumping rope in 1 minute.	40	30	15		50	30	20
Raising the body in 1 minute.	30	26	18		18	15	13
Hanging pull-up (one time)	4	2	1
Pull-ups while lying down (one time)					12	8	2
Seated forward bend (cm)	9	3	1		12,5	6	2

Exercises 2nd grade, approximate standards	Boys
4×9 m, sec	12,0	12,8	13,2	12,4	12,8	13,2
3×10 m, sec	9,1	10,0	10,4	9,7	10,7	11,2
Run 30 m, s	5,4	7,0	7,1	5,6	7,2	7,3
Running 1,000 meters	without time
Standing long jump, cm	165	125	110	155	125	100
	80	75	70	70	65	60
	70	60	50	80	70	60
Pull-up on the bar	4	2	1
	23	21	19	28	26	24
Squats (number of times/min)	40	38	36	38	36	34
	12	10	8	12	10	8

Exercises 3rd grade, approximate standards	Boys
3×10 m, sec	8,8	9,9	10,2	9,3	10,3	10,8
Run 30 m, s	5,1	6,7	6,8	5,3	6,7	7,0
Running 1,000 meters	without time
Standing long jump, cm	160	130	120	160	135	110
High jump method of stepping, cm	85	80	75	75	70	65
Jumping rope (number of times/min.)	80	70	60	90	80	70
Pull-up on the bar	5	3	1
Throwing tennis ball, m	18	15	12	15	12	10
Raising the body from a supine position (number of times/min)	25	23	21	30	28	26
Squats (number of times/min)	42	40	38	40	38	36
	13	11	9	13	11	9
	6	4	2	5	3	1

Exercises 4th grade, approximate standards	Boys
3×10 m, sec	8,6	9,5	9,9	9,1	10,0	10,4
	5,0	6,5	6,6	5,2	6,5	6,6
Run 1,000 meters, min	5,50	6,10	6,50	6,10	6,30	6,50
Standing long jump, cm	185	140	130	170	140	120
High jump method of stepping, cm	90	85	80	80	75	70
Jumping rope (number of times/min.)	90	80	70	100	90	80
Pull-up on the bar	5	3	1
Tennis ball throwing, m	21	18	15	18	15	12
Raising the body from a supine position (number of times/min)	28	25	23	33	30	28
Squats (number of times/min)	44	42	40	42	40	38
	15	14	13	14	13	12
Pistols, supported on one hand, on the right and left leg (number of times). (m)	7	5	3	6	4	2

Exercises, 5th grade	Boys			Girls
	5	4	3	5	4	3
Shuttle run 4×9 m, sec	10,2	10,7	11,3	10,5	11,0	11,7
Run 30 m, s	5,5	6,0	6,5	5,7	6,2	6,7
Run 60 m, s	10,0	10,6	11,2	10,4	10,8	11,4
Run 300 m, min, s	1,02	1,06	1,12	1,05	1,10	1,15
Run 1000 m, min, s	4,30	4,50	5,20	4,50	5,10	5,40
Run 2000 m	No time tracking
Cross 1.5 km, min, s	8,50	9,30	10,0	9,00	9,40	10,30
from hanging, once	7	5	3
Pull-up on a low bar from a hanging position, one time				15	10	8
Flexion and extension of the arms while lying down	17	12	7	12	8	3
Raising the body from a position lying on the back, arms crossed on the chest in 1 minute, once	39	33	27	28	23	20
, cm	170	160	140	160	150	130
Running long jump, cm	340	300	260	300	260	220
Running high jump, cm	110	100	85	105	95	80
Skiing 1 km, min, sec	6,30	7,00	7,40	7,00	7,30	8,10
Skiing 2 km, min, sec	No time tracking
Simultaneous stepless movement Herringbone lift Descent into the “gate” made of sticks Plow braking	Ski technique
	Exercises, 6th grade Boys 4×9 m, sec 10,0 10,5 11,5 10,3 10,7 11,5 Run 30 m, s 5,5 5,8 6,2 5,8 6,1 6,5 Run 60 m, s 9,8 10,2 11,1 10,0 10,7 11,3 Run 500 meters, min 2,22 2,55 3,20 , min 4,20 4,45 5,15 Running 2,000 meters no time Cross-country skiing 2 km, min 13,30 14,00 14,30 14,00 14,30 15,00 Cross-country skiing 3 km, min 19,00 20,00 22,00 Standing long jump, cm 175 165 145 165 155 140 Pull-up on the bar 8 6 4 Lying push-ups 20 15 10 15 10 5 10 6 3 14 11 8 40 35 25 35 30 20 46 44 42 48 46 44 Exercises, 7th grade Boys 4×9 m, sec 9,8 10,3 10,8 10,1 10,5 11,3 , With 5,0 5,3 5,6 5,3 5,6 6,0 Run 60 m, s 9,4 10,0 10,8 9,8 10,4 11,2 Run 500 meters, min 2,15 2,25 2,40 , min 4,10 4,30 5,00 Run 2,000 meters, min 9,30 10,15 11,15 11,00 12,40 13,50 Cross-country skiing 2 km, min 12,30 13,30 14,00 13,30 14,00 15,00 Cross-country skiing 3 km, min 18,00 19,00 20,00 20,00 25,00 28,00 Standing long jump, cm 180 170 150 170 160 145 Pull-up on the bar 9 7 5 Lying push-ups 23 18 13 18 12 8 Bend forward from a sitting position 11 7 4 16 13 9 Raising the body in 1 minute from a lying position (press), times 45 40 35 38 33 25 Jumping rope in 20 seconds 46 44 42 52 50 48 Exercises, 8th grade Boys 4×9 m, sec 9,6 10,1 10,6 10,0 10,4 11,2 , With 4,8 5,1 5,4 5,1 5,6 6,0 Run 60 m, s 9,0 9,7 10,5 9,7 10,4 10,8 Run 1,000 meters, min 3,50 4,20 4,50 4,20 4,50 5,15 Run 2,000 meters, min 9,00 9,45 10,30 10,50 12,30 13,20 Cross-country skiing 3 km, min 16,00 17,00 18,00 19,30 20,30 22,30 Cross-country skiing 5 km, min without time Standing long jump, cm 190 180 165 175 165 156 Pull-up on the bar 10 8 5 Lying push-ups 25 20 15 19 13 9 Bend forward from a sitting position 12 8 5 18 15 10 Raising the body in 1 minute from a lying position (press), times 48 43 38 38 33 25 56 54 52 62 60 58 Exercises, 9th grade Boys 4×9 m, sec 9,4 9,9 10,4 9,8 10,2 11,0 , With 4,6 4,9 5,3 5,0 5,5 5,9 Run 60 m, s 8,5 9,2 10,0 9,4 10,0 10,5 Run 2,000 meters, min 8,20 9,20 9,45 10,00 11,20 12,05 Cross-country skiing 1 km, min 4,30 4,50 5,20 5,45 6,15 7,00 Cross-country skiing 2 km, min 10,20 10,40 11,10 12,00 12,45 13,30 Cross-country skiing 3 km, min 15,30 16,00 17,00 19,00 20,00 21,30 Cross-country skiing 5 km, min without time Standing long jump, cm 210 200 180 180 170 155 Pull-up on the bar 11 9 6 Lying push-ups 32 27 22 20 15 10 Bend forward from a sitting position 13 11 6 20 15 13 Raising the body in 1 minute from a lying position (press), times 50 45 35 40 35 26 Jumping rope in 25 seconds 58 56 54 66 64 62 Exercises, 10th grade Boys 4×9 m, sec 9,3 9,7 10,2 9,7 10,1 10,8 , With 4,7 5,2 5,7 5,4 5,8 6,2 Run 100 m, s 14,4 14,8 15,5 16,5 17,2 18,2 Run 2 km, min 10,20 11,15 12,10 Running 3 km meters, min 12,40 13,30 14,30 Cross-country skiing 1 km, min 4,40 5,00 5,30 6,00 6,30 7,10 Cross-country skiing 2 km, min 10,30 10,50 11,20 12,15 13,00 13,40 Cross-country skiing 3 km, min 14,40 15,10 16,00 18,30 19,30 21,00 Cross-country skiing 5 km, min 26,00 27,00 29,00 without time Standing long jump, cm 220 210 190 185 170 160 Pull-up on the bar 12 10 7 3 2 1 Lying push-ups 32 27 22 20 15 10 10 7 4 Climbing a rope without using legs, m 5 4 3 Bend forward from a sitting position 14 12 7 22 18 13 Raising the body in 1 minute from a lying position (press), times 50 40 35 40 35 30 Jumping rope in 25 seconds 65 60 50 75 70 60 Exercises, 11th grade Boys 4×9 m, sec 9,2 9,6 10,1 9,8 10,2 11,0 , With 4,4 4,7 5,1 5,0 5,3 5,7 Run 100 m, s 13,8 14,2 15,0 16,2 17,0 18,0 Run 2 km, min 10,00 11,10 12,20 Running 3 km meters, min 12,20 13,00 14,00 Cross-country skiing 1 km, min 4,30 4,50 5,20 5,45 6,15 7,00 Cross-country skiing 2 km, min 10,20 10,40 11,10 12,00 12,45 13,30 Cross-country skiing 3 km, min 14,30 15,00 15,50 18,00 19,00 20,00 Cross-country skiing 5 km, min 25,00 26,00 28,00 without time Cross-country skiing 10 km, min without time Standing long jump, cm 230 220 200 185 170 155 Pull-up on the bar 14 11 8 Lifting upside down on a high bar 4 3 2 Lying push-ups 32 27 22 20 15 10 Lean forward from sitting position, cm 15 13 8 24 20 13 Bending and extension of the arms in support on the uneven bars, once 12 10 7 Bend forward from a sitting position 14 12 7 22 18 13 Raising the body in 1 minute from a lying position (press), times 50 45 40 42 36 30 Jumping rope in 30 seconds 70 65 55 80 75 65 Jumping rope in 60 seconds 130 125 120 133 110 70 Many parents believe that physical education teachers at school are people who have nothing to do with sports or sports education. It is immediately important to note that this statement is fundamentally not true. First of all, it is necessary to realize that nowadays, without being a professional athlete in the past or a person with sports education, getting a job in a school as a physical education teacher is almost impossible. This fact indicates that all those children who will engage in physical education at school under the supervision of a specialist practitioner or theorist (depending on the type of previous activity of the teacher) will at least be able to achieve good results in certain sports disciplines, if they want to. . It is very important that people who attend physical education classes develop motivational qualities in themselves. If we compare in everyday life people who paid attention to sports and those who never wore a tracksuit, then the difference in life motivation is visible to the naked eye. People involved in physical education, and therefore the majority of those who attend physical education classes at school, are much more successful, since even in school years In physical education lessons they develop such qualities as determination and overcoming oneself. According to statistics, those who do not attend physical education classes on a regular basis get sick twice as often during flu epidemics as those who regularly attend physical education classes. As a result, those who get sick more often have a large number of problems with academic performance, due to the fact that they attend fewer classes at school. It would seem that skipping classes at school and not wanting to attend physical education classes are in no way connected at first glance. However, if you trace the cause-and-effect relationship described above, it becomes clear why it is so important to go to physical education classes and not look for excuses for yourself in order to Once again sit on a bench while classmates take tests or just play sport games. If all of the above arguments are not convincing enough, then a small experiment should be conducted. The student needs to compare his well-being over two months. Let him not go to sports at school for one month and sit on the bench. In another month, you must attend all physical education lessons and follow all the teacher’s instructions. Each day of these two days it is necessary to leave an entry in a special diary, in which the student will leave his impressions of his well-being and general condition of the body. After two months, re-read the diary and compare your entries. Surely the conclusions will be amazing for many, but what they will be can be found out by conducting this experiment. Of course, it is quite difficult to call modern school physical education perfect. And there are many reasons for this. But if you approach this lesson more carefully, consider what the teachers offer, and do not try to evade and hide somewhere in the alley, then in the future you will be able to express huge gratitude to the teachers for this. Now let’s move away from loud phrases and try to figure out what the real benefits of being in the gym are, or sports ground. First of all, it's a matter of physiology. A growing young body requires mobility in order to be able to circulate blood throughout the body. This is why children tear down ceilings in hallways or classrooms during recess. And the more you try to keep them under strict discipline, the louder they will scream at recess. Physical education classes are designed to balance this imbalance. Properly built physical warm-up allows you to distribute excess energy throughout the body. In this case, there is no overwork, as well as the danger of getting a sprain or other kind of injury. Moreover, thanks to active physical exercises, the body is morally recharged, when the brain temporarily switches off complex mathematical calculations or thoughts about a literary plot, giving a person the opportunity to refresh his thoughts. In the future, this helps you cope with complex tasks that were left for last. Among other things, physical education sometimes allows a person to reveal hidden talents that in another environment he would simply be embarrassed to reveal. After all, here, in essence, everyone is equal and everyone is in equal conditions, when few people will joke about your successes. But an experienced teacher will be able to assess the possible potential and develop it in the future. This is exactly how future football players, volleyball players, basketball players, and track and field athletes manifest themselves. After visiting the gym, many people want to develop independently, improve their body and improve their health. And this is precisely what is valuable in school physical education, as a source of limitless opportunities in the future.

The most important physical quality is flexibility. Since flexibility develops in childhood and adolescence, the main work on its formation should be planned for this period of approximately 11 - 14 years. With a properly organized process of physical education in subsequent years, it will only be necessary to maintain flexibility at the achieved level.
Unfortunately, little attention is paid to the development of flexibility in the school physical education curriculum. This quality is not reflected in the indicators of physical development of schoolchildren. But a non-flexible person looks like a lump. A flexible person learns various physical exercises faster and grasps the most complex labor operations more easily. Therefore, I propose to introduce a differentiated assessment of the development of flexibility in schoolchildren and present tests to determine it:

TEST TO DETERMINE FIXIBILITY IN THE SHOULDER JOINTS

1. Determine flexibility in the shoulder joints by twisting with a gymnastic stick in centimeters of grip width:
Girls
Rating “5” – shoulder width (in cm) X2 “4” – shoulder width X 2+10 cm. “3” – shoulder width X2+20 cm.
Boys
“5”—shoulder width X 2+.10 cm. “4”—shoulder width X2+20 cm. “3”—shoulder width X2+30 cm.

TEST TO DETERMINE FLEXIBILITY IN THE SPINAL COLUMN

2. Check flexibility in the spine by bending forward in a sitting position with your legs apart on the floor:

Girls

“5” – chest touching the floor.
“4“ - touching the chin to the floor.
“3” – forehead touching the floor.
Boys
“5” - touching the chin to the floor. “4” – forehead touching the floor. - “3” - touching the forehead with a fist placed on the floor.

3. Flexibility during bending back is assessed by performing a “bridge” from a supine position:
Girls
“5” - arms vertical, legs straight. “4” - shoulders above the ends of the fingers. “3” - arms are inclined to the floor at an angle of 45°.
Boys
“5” - shoulders above the ends of the fingers.
“4”—arms are inclined to the floor at an angle of 45°.
“3” - arms at an angle of 45°.

TEST TO DETERMINE FLEXIBILITY IN THE HIP JOINT

4. Check mobility in the hip joints by performing splits. Students perform three splits: straight, left in front, right in front. The average score for three splits is given:

Girls

“5” – full contact with the floor. “4” - touching the floor with your fingers with your torso vertical.
“3” - touching the gymnastic bench.

Boys

“5” – fingers touching the floor. “4” - touching the gymnastic bench. “3” - touching the gymnastic bench with your fingers with your torso vertical.

Modern living conditions place increased demands on the physical and mental state of a person, especially children, starting from the very beginning. early age, and only healthy children can meet these requirements. In this regard, the problem of early formation of a health culture is relevant, timely and quite complex. It is known that preschool and primary school age are decisive in the formation of the foundation of physical and mental health. It is up to the age of 7 that a person goes through a huge developmental path that is not repeated throughout his subsequent life. During this period, the organs and systems of the body undergo intensive development, the main personality traits are laid, character and attitude towards oneself and others are formed. It is important at this stage to form in children a base of knowledge and practical skills for a healthy lifestyle, a conscious need for systematic exercise physical culture and sports.

Thus, the leading idea of ​​preschool educational institutions is the formation of a healthy child and, on this basis, the development of his spiritual potential and a wide range of creative abilities.

Improving the physical education of preschool and younger children school age has acquired particular significance in connection with the restructuring of education in our country. This provides key positions for updating the kindergarten - protecting and strengthening the health of children (both physical and mental), humanizing the goals and principles of educational work with children, ensuring continuity between all spheres of the child’s social development. Strengthening the continuity of connections between preschool and primary education is important for the development of the entire education system as a whole. The concept of lifelong education recommends considering continuity between the preschool and primary levels of education as the connection and consistency of each component of education (goals, objectives, content, methods, means, forms of organization), ensuring the effective progressive development of the child, his successful upbringing and training at this stage of education.

The period of childhood is the most important in the development of a child’s motor functions, especially his physical qualities. Therefore, a control system is needed physical development, physical fitness and performance of the child. In the process of physical education, conditions should be created in which the physical capabilities of a preschool child and primary school student will be fully revealed. This can be facilitated by an individual approach to children, ensuring an appropriate level of physical development - health status, levels physical fitness and physical activity. It is in the process of a child’s physical development that it is necessary to maintain continuity of goals, objectives, content, methods and forms of work, including in determining the physical fitness of children.

There are many diagnostic methods for determining the physical fitness of children. Working in a gymnasium with children of preschool and primary school age, we were faced with the fact that there is no single system for determining physical fitness, which can be used to track the level of development of motor skills and abilities, physical qualities of a child from 3 to 10 years. Diagnostic methods do not take into account the principle of continuity in determining the physical fitness of children of preschool and primary school age. M. A. Runova in her book “Motor Activity of a Child in kindergarten. 5-7 years” offers 15 diagnostic tests to determine the physical development of a preschool child. G.N. Serdyukovskaya (1995) - 5 tests. V.N. Shebeko (1996) and others - 9 tests each. In elementary school, of all these tests, only 6 are taken into account. Everything else goes through studying the technique of performing the elements. There is also no continuity in the sequence of standards for the same tests for preschoolers and primary schoolchildren. There is no uniform system for determining norms and results in tests.

Sharp contrasts between the conditions of kindergarten and school lead to poor health and psychological trauma in children, which leads to a longer adaptation period, since the child’s body and psyche are not yet adapted to school conditions.

In the conditions of a pro-gymnasium, in a single educational space, one specialist works with children of preschool and primary school age. That's why problem conducting diagnostic tests, determining a qualitative assessment of the physical fitness, development and achievements of children, the lack of a unified program by which it is possible to determine the dynamics of the physical development of each child has become especially acute for us.

Working on this problem, we set ourselves target: based on the “Comprehensive program of physical education for grades 1-11” (team of authors V.A. Lyakh, L.B. Kofman), on diagnostic tests of physical education preschool age M.A. Runova, G.N. Serdyukovskaya, to develop a unified system of children’s physical fitness for our institution, where the development of a child from 3 to 10 years will be monitored.

Based on an assessment of physical fitness, the characteristics of a child’s motor development are studied, the necessary means and methods of their physical education are developed, and unevenness in the development of motor functions is revealed. All this makes it possible to establish the reasons for the lag or advance in mastering the program, to outline pedagogical techniques that help optimize the motor activity of children in the conditions of a given institution.

At determining the level of physical fitness The child should be guided by the following factors:

• the degree to which the child has mastered basic skills in different games and exercises, elements of technique of all basic types of movements;
• ability to actively participate in various activities motor activity, independently use your arsenal of movements in different conditions;
• development of physical qualities and motor abilities: reaction speed, agility, flexibility, strength, endurance, coordination abilities;
• general motor activity of the child during the entire stay in the preschool institution.

Starting from the second junior group and up to the third grade, we have developed a unified diagnosis, which allows us to identify the dynamics of physical fitness based on identical indicators (Appendix 1). At the same time, the structure of the basic educational programs of kindergarten and school is not violated.

Physical fitness is tested using 6 main tests: speed, speed-strength, endurance, coordination, flexibility, strength. After the examination, the indicators of each child are analyzed and compared with normative data.

Physical fitness tests allow you to determine physical qualities (speed, strength, flexibility, endurance, agility); formation of motor skills and abilities. Offered list of tests common for preschoolers and schoolchildren.

1. Speed ​​test:

Speed ​​is the ability to perform motor actions in the shortest possible time. Speed ​​is determined by the speed of reaction to a signal and the frequency of repeated actions.

Goal: Determine speed qualities in the 30 m run from a high start.

Methodology: At least two people participate in the race. At the command “Start!” participants approach the starting line and take their starting position. At the command “Attention!” lean forward and at the command “March!” run to the finish line along their own path. The best result is recorded.

2. Test to determine coordination abilities:

Coordination of movements shows the possibility of control, conscious control over the motor pattern and one’s movement.

Goal: To determine the ability to quickly and accurately adjust your actions in accordance with the requirements of a suddenly changing situation in the 3*10 m shuttle run.

Methodology: One or two participants can take part in the race. Before the start of the race, cubes are placed at the start and finish lines for each participant. At the command “Start!” participants go to the starting line. At the command “March!” run to the finish line, running around the cube at the start and at the finish, and so on three times. The total running time is recorded.

3. Endurance test:

Endurance is the ability to withstand fatigue and any activity. Endurance is determined by the functional stability of the nerve centers, coordination of the functions of the motor apparatus and internal organs.

Purpose: To determine endurance in continuous running for 6 minutes in school-age children and in running until fatigue in preschool children.

Methodology: Running can be done both in the gym and at the stadium. 6-8 people participate in the race at the same time; The same number of participants, on the instructions of the teacher, are engaged in counting laps and determining the total length of the distance. For a more accurate calculation, it is advisable to mark the treadmill every 10 m. After 6 minutes. The runners stop and their results (in meters) are determined.

Mark the distance in advance - the start line and half the distance. The physical education instructor runs in front of the column at an average pace for 1-2 laps, the children run after him, then the children run on their own, trying not to change the pace. Running continues until the first signs of fatigue appear. The test is considered correctly completed if the child runs the entire distance without stopping. Two indicators are recorded on the individual card: the duration of the run and the length of the distance that the child ran.

4. Test to determine speed and strength qualities:

Speed-strength abilities are a combination of strength and speed abilities. They are based on the functional properties of the muscular and other systems, which make it possible to perform actions in which, along with significant mechanical force, significant speed of movement is also required.

Goal: Determine speed and strength qualities in the standing long jump.

Methodology: The child stands at the starting line, pushes off with both legs, makes an intense swing of his arms, and jumps as far as possible into the jumping pit. When landing, do not lean on your back with your hands. The distance is measured from the line to the heel of the back standing leg. The best result is recorded.

5. Flexibility test:

Flexibility is the morphofunctional properties of the musculoskeletal system, determining the degree of mobility of its parts. Flexibility characterizes the elasticity of muscles and ligaments.

Purpose: To determine flexibility while standing on a gymnastic bench in preschool children and from a standing position on the floor in school-age children.

Methodology: Bend forward from a standing position on a gymnastic bench: The child stands on a gymnastic bench (the surface of the bench corresponds to the zero mark). Bend down, trying not to bend your knees. Using a ruler installed perpendicular to the bench, write down the level to which the child reached with his fingertips. If the child does not reach the zero mark (bench surface), then the result is counted with a minus sign. While performing this test, you can use the “get the toy” game moment.

Bend forward from a sitting position on the floor: Chalk on the floor line A-B, and from its middle - a perpendicular line, which is marked every 1 cm. The child sits down so that his heels are on the A-B line. The distance between the heels is 20-30cm, the feet are vertical. Three warm-up inclinations are performed, and then the fourth, test. The result is determined by touching the digital mark with the fingertips of joined hands.

6. Test to determine strength abilities:

Strength is the ability to overcome external resistance and resist it through muscle effort.

Goal: To determine the strength in pulling up on a bar from a hanging position with an overhand grip for boys, from a hanging position while lying on a hanging bar (up to 80 cm) for school-age girls; throwing bags in children (150-200g) of preschool age.

Methodology: On the command “Begin!” Pull up to chin level and lower onto straight arms. Perform smoothly, without jerking. When arching the body or bending the legs at the knees, the attempt is not counted. The number of correct executions counts. The girls pull themselves up without lifting their feet off the floor.

Throwing a bag with the right (left) hand using the “from behind the back over the shoulder” method. Stand behind the control line and throw the sandbag as far as possible. The best throw counts.

When conducting physical diagnostics, a standard set of sports equipment is required:

• jumping pit to identify speed and strength qualities;
• crossbar and bags of sand 150-200g. to identify strength qualities;
• gymnastic bench and a ruler to identify flexibility;
• treadmill and a stopwatch to test endurance and speed.

All equipment is available in our institution and in any other educational institution of the city and the republic, which allows us to use our system to determine physical fitness in any preschool and primary school age institution.

When testing children, certain rules must be followed. Conduct research in the first half of the day, in a gym, a well-ventilated area or on a playground. Lightweight children's clothing. On the day of testing, children's daily routine should not be overloaded physically and emotionally. Before testing, you should carry out a standard warm-up of all body systems in accordance with the specifics of the tests. It is necessary to ensure a calm environment, avoid negative emotions in the child, observe an individual approach, and take into account age characteristics.

The form of testing the physical qualities of children should provide for their desire to show best result: Children can make 2-3 attempts. The time between attempts of the same test should be sufficient to eliminate the fatigue that occurs after the first attempt.

The order of the test remains constant and does not change under any circumstances. As a rule, testing is carried out by the same teachers: a physical education teacher, a teacher, a deputy head of water management, a senior nurse.

Testing should be carried out under standard, identical conditions, which will reduce the possibility of error in the results and will allow us to obtain more objective information for the period under study.

During testing, it is important to consider:

1. individual capabilities of the child;
2. features of testing, which should reveal even the most minor deviations in motor development child.

The best results obtained during the testing process are recorded in the testing report (Appendix 2). The results for the beginning and end of the year for the entire group are recorded in the protocol, which shows the physical fitness of all children. The results are also recorded in the child’s individual physical fitness card (Appendix 3). Using an individual card, the physical development of a child from 3 to 10 years is traced and correctly reported to the parents of each child, and the results are summed up at the end of each year.

It should be noted that children were very interested in performing tests. As observations have shown (M.A. Runova), the majority of preschool children (60%) constantly strive to compare their results with those of their peers. Some children (30%) even think about how to improve their performance, try to repeat the same thing over and over again. the same task, turn to the teacher for help and strive to achieve good results. And only a few children (10%) remain passive and inert.

Working with this system, we have achieved following results:

• According to the developed tests, the level of physical fitness of a child is traced from 3 to 10 years.
• in the process of working under this system, the number of children with high level physical fitness. Since the number of tests has decreased, we focus on the technique of performing the exercises. At correct technique The result always improves (Appendix 4).
• tests allow us to identify the level of development of movements and physical qualities in children from 3 to 10 years old, as well as determine the degree of its compliance with age standards.
• we can determine the abilities and capabilities of each child and discuss this individually with parents.
• tests allow us to identify the reasons for each child’s lag or advance in mastering the program.

Based on all that has been said, we have come to the conclusion that there is an urgent need to develop a unified approach and uniform standards to determine the physical development of children of preschool and primary school age in our region.

LITERATURE:

1. M.A. Runova, “Motor activity of a child in kindergarten: A manual for teachers of preschool institutions, teachers and students of pedagogical universities and colleges.” - M.: Mozaika-Sintez, 2000-256p.
2. T.A. Tarasova, “Control physical condition preschool children: Methodological recommendations for managers and teachers of preschool educational institutions” - M.: TC Sfera, 2005-175p.
3. G.I. Pogadaev, “Handbook for physical education teachers” - M.: Physical culture and sport, 2000-496p.
4. I.A. Chalenko, “Modern physical education lessons in elementary school” - Rostov N/D.: Phoenix, 2003-256p.
5. B.N. Minaev, “Fundamentals of methods of physical education for schoolchildren”: Tutorial for students of pedagogical educational institutions. - M.: Education, 1989-222p.
6. Magazines “Sports at School”, 1996.

Control exercises (tests) to determine the level of flexibility development

J.K. Kholodov and V.S. Kuznetsov identified the following main pedagogical tests for assessing the mobility of various joints:

1. Mobility in the shoulder joint. The subject holding the ends gymnastic stick(ropes), twists straight arms backwards. The mobility of the shoulder joint is assessed by the distance between the hands when twisted: the smaller the distance, the higher the flexibility of this joint, and vice versa. In addition, the smallest distance between the hands is compared with the width shoulder girdle test subject. Active abduction of straight arms upward from a position lying on the chest, arms forward. The greatest distance from the floor to the fingertips is measured.

2. Mobility spinal column. Determined by the degree of forward tilt of the body. The subject, standing on a bench (or sitting on the floor), leans forward to the limit without bending his knees. The flexibility of the spine is assessed using a ruler or tape based on the distance in centimeters from the zero mark to the third finger of the hand. If the fingers do not reach the zero mark, then the measured distance is indicated by a minus sign (-), and if they fall below the zero mark, by a plus sign (+).

"Bridge". The result (in cm) is measured from the heels to the fingertips of the subject. The shorter the distance, the higher the level of flexibility, and vice versa.

Mobility in the hip joint. The subject strives to spread his legs as wide as possible: 1) to the sides and 2) back and forth, supporting himself on his hands. The level of mobility in a given joint is assessed by the distance from the floor to the pelvis (tailbone): the shorter the distance, the higher the level of flexibility, and vice versa.

Mobility in the knee joints. The subject performs a squat with his arms extended forward or his arms behind his head. A full squat indicates high mobility in these joints.

Mobility in the ankle joints. Various parameters of movements in joints should be measured based on compliance with standard testing conditions: 1) identical initial positions of body links; 2) the same (standard) warm-up; 3) repeat flexibility measurements at the same time, since these conditions somehow affect mobility in the joints.

M.A. Godik noted that passive flexibility is determined by the greatest amplitude that can be achieved due to external force. Its value should be the same for all measurements; only in this case can an objective assessment of passive flexibility be obtained.

The amount of passive flexibility is determined at the moment when the action of an external force causes a painful sensation. Consequently, the indicators of passive flexibility are heterogeneous and depend not so much on the state of the muscular and joint apparatus, but also on the athlete’s ability to tolerate unpleasant sensations for some time. Therefore, it is important to motivate him so that he does not stop the test at the first sign of pain.

The difference between the values ​​of active and passive flexibility (in centimeters or angular degrees) is called active flexibility deficit (ADG) and is a criterion for the condition of the athlete’s joint and muscular system.

Lyakh V.I. in his book: “Tests in physical education schoolchildren" noted that to measure flexibility in schools different countries As a rule, similar tests are used. To perform individual control tests “for flexibility”, certain equipment (protractors, rulers) is required. Conducting testing does not present any particular difficulty for the teacher.

1. Bend the torso forward in a sitting position.

Testing procedure. The subject sits on the floor or bench, resting his feet against the wall, tilts his torso forward and down. The teacher uses a tape measure to measure the distance from the subject’s chest to the floor (bench).

The result is an indicator of the student’s level of development of flexibility.

There are two possible interpretations of the result: a) comparison of the test taker’s indicator with the indicators of other students in this test; b) comparison of his result in the specified test with the results in other flexibility tests.

Option. The same test, but performed from a standing position (Figure 4.2).

Figure 4.2. - Tilt of the torso from a standing position

2. Raising your arms up while lying on your stomach (Figure 4.3).

Figure 4.3 - Raising your arms up from a position lying on your stomach

This test is used to assess the level of flexibility of the upper shoulder girdle.

Equipment: tape measure, 1.5 m long stick, bench.

Testing procedure. The subject lies on the bench with his stomach, resting his chin on it, and stretches his arms forward. He holds a stick with both hands. Without lifting his chin from the bench, he raises his straight arms as high as possible above his head.

The teacher uses a tape measure to measure the length of an imaginary perpendicular from the stick to the bench. The interpretation of this result is carried out in the same way as in the previous test.

Moving away from the wall. This test is also used to measure the flexibility of the upper shoulder girdle.

Equipment: tape measure.

Testing procedure. The subject stands with his back to the wall, legs together, arms spread to the sides so that the little fingers of both hands touch the wall (Figure 4.4).

Figure 4.4 - Moving away from the wall

Then, without lifting your little fingers from the wall, he moves as far forward as possible.

The teacher measures the distance from the subject’s back to the wall at the level of the shoulder blades. The interpretation of this result is carried out in the same way as in the previous test.

Test to assess the flexibility of the ankle flexor and extensor muscles.

Equipment: bench, sheet of paper, tape measure.

Testing procedure. The subject sits on a bench with his feet together. WITH inside A blank sheet of paper is placed perpendicular to the bench. The subject extends his leg at the ankle joint. At this moment the position thumb fixed with a dot on paper. Then the student bends the leg at the ankle joint, the position of the heel is recorded with a point, as well as the top point of the instep. The same is done with the second leg.

The result is determined as follows: connect the points on the paper and measure the resulting angles from the horizontal. The interpretation of this result is carried out in the same way as in previous tests.

Bending of the body.

Equipment: bench, tape measure.

Testing procedure. The subject lies on his stomach on a bench or on the floor, puts his hands behind his back, and the partner fixes his legs, pressing them to the floor (bench). Then the test taker raises his head and back as high as possible.

The “clean” result is the distance from the floor (bench) to the jugular fossa of the test person. However, the result calculated according to the following scheme is more informative: the “net” result, multiplied by 100 and divided by the length of the body, measured in centimeters.

"Bridge" (Figure 4.5).

Figure 4.5 - “Bridge”

The procedure for performing this exercise is known.

The result is the distance from the heels to the fingertips of the subject. The shorter the distance, the better the result.

Testing procedure. The subject strives to spread his legs as wide as possible: 1) to the sides and 2) back and forth with support on his hands.

The result is the distance from the top of the angle formed by the legs to the floor. The shorter the distance, the greater the flexibility.

Test exercises for assessing the flexibility of various joints are shown in Figure 4.6.

Figure 4.6 - Test exercises to assess the flexibility of various joints