Bulletin «Педагогика ғылымдары» сериясы
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Майлыбаева Вестник
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Тҥйін сӛздер: дене тҽрбиесі, спорт, педагогика, физиология, психология, денсаулық, физикалық жаттығу, ҧйымдастыру, дене тҽрбиесі білімі. Achievement of the solution of the physical education tasks is possible only with creating interests of children in different forms, which affects the pedagogical and good health effect. Different lessons have a few common features. That is why the same form can be presented in different ways in a variety of classifications [1-4]. The basic principles of the organization of physical education are the following: the qualitative and quantitative teaching of the pedagogical guides, which define the system of theoretical and pedagogical tasks; bounded structure and limit timeframes; the analysis of the conclusions; systematic verification of stable scheduling; relatively stable systematization of students by age and preparedness level. The first objective of the physical education is aimed to health and educational tasks. The content of lessons mirrors to the unity of three basic elements. These elements represent the following characteristic components. Included in lessons physical exercises. This is a general item of content, one side of a larger, substantial subset. The content of the activity associated with the implementation of the proposed exercises. This aspect of the content consists of very diverse intellectual and physical actions of students, which include listening the teacher, observation, implementation, etc. Results depends directly from the activities of children. The content of teacher's activity, which consists of the following steps: setting and clarifying objectives, defining specific tasks and the organization of their implementation, continuous monitoring of actions of the ВЕСТНИК КазНПУ им. Абая, серия «Педагогические науки», №1(57), 2018 176 students, the analysis of these actions, evaluation of performance, adjusting workloads, and direction of the conduct involved, relationships, etc. Physical activity is divided into three parts: preparatory, main and final (see Table 1). They are mandatory and are always located in the sequence listed. The selection of these parts is conditioned by certain physiological and pedagogical regularities. It provides strictly gradual inclusion of functional systems of the body engaged in core activities, also maintenance and effective use of achieved efficiency for the entire time of homework and finally the optimal alignment of the state of the body of child and the psychological setup for the next training [5-8]. The tasks of the preparatory segment: a) primary organization of students, familiarization with the upcoming work and creation the required psychological installation; b) the gradual functional training of the student to high loads; the creation of a favorable emotional state. In the preparatory part of the lesson using a variety of physical exercises techniques, which are already well mastered by the students. Most often it is different exercises, some gymnastic exercises of general preparatory character, different ways of walking, running and continuous rhythmic jumps performed from gradually increasing, but relatively moderate load. The tasks of the main part of the lesson are: a) harmonic and special development of the musculoskeletal, cardiovascular and respiratory systems, the establishment and maintenance of correct posture, the hardening of the body; b) students have the necessary knowledge in the field of motor activity, improvement of the system of motor abilities and skills; с) development of motor skills; g) raising the moral, intellectual and volitional qualities. In the main part of the study any exercises that serve as effective solution of these problems may be applied. жүктеу/скачать 6,57 Mb. Достарыңызбен бөлісу:
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