Ministry Agriculture Russian Federation

Federal State Educational Institution of Higher Professional Education Krasnoyarsk State Agrarian University

Department: physical culture.

On the topic: “Means of physical culture in regulation

performance."

Completed by: student of group 13 ZUF IZKIP

Maslova T.V.

Krasnoyarsk 2010

Introduction

Student's educational work

Conclusion

Bibliography

Introduction

Nowadays the pace of life has increased disproportionately. This has led to modern man placing high demands on his physical condition and has significantly increased the load on the mental, mental and emotional spheres.

The purposeful formation of professionally important properties and qualities of a student’s personality in the process of physical training is their formation according to a pre-designed model, with the help of adequate techniques, measures and means of influence specific to physical culture.

This method is based on modern concept formation of a professional’s personality, developed by scientists - teachers and psychologists.

To achieve this goal, in accordance with the standards of higher education, it is envisaged to solve the following educational, educational, developmental and health-improving tasks:

− understanding the role of physical culture in the development of the individual and preparing him for professional activity;

− knowledge of the scientific and practical foundations of physical culture and healthy image life;

− formation of a motivational and value-based attitude towards physical culture, an attitude towards a healthy lifestyle, physical self-improvement and self-education, the need for regular exercise and sports;

− mastery of a system of practical skills that ensure the preservation and strengthening of health, mental and psychological well-being, development and improvement of psychological abilities, self-determination in physical culture;

− ensuring general and professionally applied physical fitness, which determines psychological readiness student to future profession;

− acquiring experience in the creative use of physical culture and sports activities to achieve life and professional goals.

Modern conditions for the development of society pose new challenges for higher education– to train a specialist who meets the changing needs of society. Young specialists must have greater professional mobility than yesterday, which requires a fairly high level of intellectual activity. This is due to the peculiarities of new socio-economic conditions and the intensification of scientific and technological progress.

Studying at a university is intended, first of all, to have a significant impact on the overall intellectual development of students. Research on the intellectual level conducted by L.V. Menshikova on the Wechsler scale, showed that during training in technical university the integration of intelligence as a holistic formation occurs due to increased connections between its individual aspects. Training promotes the development of verbal structures of intelligence, significantly less affecting its deep, figurative foundations, which play a vital role in mastering a technical profession.

The use of the healing powers of nature (hardening) strengthens and activates the body's defenses, stimulates metabolism, the activity of the heart and blood vessels, and has a beneficial effect on the state of the nervous system.

In order to maintain and increase the level of physical and mental performance, great importance is given to a complex of health-improving and hygienic measures, which include a reasonable combination of work and rest, normalization of sleep and nutrition, refusal bad habits, stay in the fresh air, sufficient physical activity.

A person who leads an active lifestyle and regularly engages in physical exercise can do significantly more work than a person who leads a sedentary lifestyle. This is due to the reserve capabilities of the body.

Student's educational work

One of the most important tasks high school– creating conditions for maximum realization of the possibilities of intellectual activity of students.

According to the great Aristotle, “a good leader must have ethos, pathos, logos.” It is known that “ethos” is high morality, a source of convincing that one is right, “pathos” is the ability to touch people’s feelings, “logos” is the ability to rationally justify one’s actions and make people think.

A university is not a school, a university does not teach, a university creates conditions for learning by those, naturally, who have enough strength and opportunity to know themselves, objectively develop, perfect their “I”, qualities, abilities, skills, and finally, state health, high level of mental and physical performance, intelligence, culture.

It is known that human health depends 45...50% on lifestyle conditions and the chosen style, which are clearly related to the formation of personality traits.

Each university has its own, self-created and constantly improving information and educational environment.

Its multicomponent nature and positive impact on the student, especially the first-year student, depend on the level of teaching skills of the teachers. To the most important component - university (not school “physical education”) physical culture, sports, which significantly reduces the period of adaptation of recent schoolchildren to the conditions of staying at a university with its “soft” at first forms and types of training during the semester and immeasurably harsh in relation to the body , sometimes not yet strong enough, during periods of tests and exams.

The harmonious combination of intellect, physical and spiritual forces was highly valued by man throughout his development and formation. The university presents such an opportunity.

Special mention should be made of adaptation to university forms and types of education. For a first-year student who has abruptly crossed the border between the conditions of study at school and university, it is important to shorten this period, which can last a semester or two or three years. There is a clear pattern of reduction in adaptation time for those who are sociable, passionate about sports, social work, and any form of activity with a high level of responsibility.

This is facilitated by:

− active means of physical education, team sports, tourism, mountaineering, orienteering and other types of targeted physical activity;

− mass recreational and sports events in which the student is a participant, organizer, assistant, etc.;

− reasonable planning of your life for the next 3 to 5 years in the form of a realistic self-improvement program, the main provisions of which are aimed at improving health, increasing intelligence, and mastering your chosen profession.

Efficiency is a combination of the appropriate capabilities of a person with special knowledge, abilities, skills, physical, psychological and physiological qualities, to perform purposeful actions, to form processes of mental activity.

The most typical changes in students' performance are associated with the academic load, class schedule, engagement in research and professional activities as additional factors. These should also include the peculiarities of using physical education means to optimize performance.

Recreation adopted by the educational system: short breaks between classes, weekly, winter and summer holidays, temporary stays of a targeted nature in dispensaries, sanatoriums, etc., academic annual leave are aimed at restoring the optimal ratio of the basic nervous processes in the cerebral cortex and associated with this is mental performance. For the brain to function normally, impulses coming from various systems body, while fifty or more percent of all impulses belong to the muscles.

Muscle movements that create a huge number of impulses contribute to the formation of closed cycles of excitation, characterized by high levels of persistence and inertia.

So, after stopping physical work, a person immediately disconnects from it. During mental activity, intensive brain work continues. The nervous system has not been completely rehabilitated. It has been experimentally proven that if a person has not received complete rest after physical work, his tonic muscle tension increases: the overtired brain mobilizes its capabilities to combat muscle fatigue.

Mental activity requires not only a trained brain, but also a trained body.

Psychophysiological characteristics of labor - labor processes are carried out in a certain direction, are planned in advance, are associated with specific tasks, the implementation of which requires certain psychophysiological energy costs, appropriate levels of thinking and inferences to obtain the final result of social significance (training, self-study, discovery, invention, rationalization and etc.).

Formation of psychological qualities by means of physical culture and sports

Attention. Certain qualities of attention have many specific features; therefore, various pedagogical techniques are used in their formation and improvement.

The volume and distribution of attention are formed as a certain skill of simultaneous performance of several actions, similar in their psychophysiological structure to professional actions performed under conditions of a high pace of work. At the same time, the number of perceived objects and phenomena, the distance between them and the pace of perception are gradually increased.

Switching attention is formed in the process of physical education in several ways: exercises to switch attention from object to object with preliminary mastery of the technique and “routes” of switching; exercises with the selection of the most important objects from the secondary ones; training in the speed of switching attention from object to object.

Concentration of attention develops through education and self-education of an attitude of attention. Sustainability of attention is ensured by the development of volitional qualities and the creation, through training, of a basis for the manifestation of sustainable attention, in particular, the endurance of the oculomotor system. Gymnastics and drill exercises provide great opportunities for the qualities of attention.

Ball sports are an effective universal means of developing attention. This is explained by the fact that actions in them require a high level of manifestation of various qualities of attention. Thus, during the game, a volleyball player has to simultaneously perceive more than 10 objects and their elements. For example, when receiving the ball, he simultaneously determines the distance to the ball and players, monitors the movement of his players and opponents, chooses the method and effort to pass the ball, etc. In addition, during the game, a volleyball player has to constantly instantly change the objects to which his attention is directed. Having made a pass for the attacker, he switches his attention to insurance, receiving, etc., in just one second the volleyball player’s attention switches alternately to 3 – 6 objects. The duration of the game and the variety of tactical situations require sustained attention. All this leads to the fact that volleyball in itself contributes to the development of the quality of attention.

8.4 Means of physical culture in regulating performance

A distinction is made between passive and active rest, associated with motor activity. Active recreation is the basis for organizing recreation in the field of mental activity. The importance of active rest for restoring performance was first established by the Russian physiologist I.M. Sechenov (1829-1905), who showed that a clearly pronounced acceleration in the restoration of the working capacity of a tired limb occurs not during its passive rest, but when working with the other limb during the rest period.

Towards “small forms” of physical culture in the mode educational work students include: morning hygienic gymnastics, physical education break, physical education minutes, micro-breaks for active recreation.

Morning hygienic exercises are included in the daily routine in morning hours after waking up from sleep. The complexes must include exercises for all muscle groups, flexibility exercises and breathing exercises. It is not recommended to perform exercises of a static nature, with significant weights, or carried out. A daily set of morning hygienic exercises, supplemented with water procedures, is an effective means of hardening the body and maintaining performance.

Systematic exercise improves blood circulation, strengthens the cardiovascular, respiratory and nervous systems, and promotes more productive activity of the cerebral cortex.

A physical break is carried out to reduce fatigue during mental activity. It consists of 5-7 exercises and is carried out from 5 to 10 minutes during the period of beginning fatigue.

Students are offered the following set of physical education breaks:

1st exercise - stretching. The pace is slow. 5-6 times.

2nd exercise - bending back and turning the body. The pace is average. 3-4 times.

3rd exercise - forward bends. The pace is average. 6-10 times.

4th exercise - spring squats. The pace is average. 6-8 times.

5th exercise - side bends. The pace is average. 6-8 times.

6th exercise - swing movements. The pace is average. 4-6 times.

7th exercise - on coordination of movements. The pace is average. 6-8 times.

A physical training session consists of 2-3 exercises performed for 1-2 minutes. Physical education minutes can be of general and local impact; they are used during the school day as needed for active recreation (up to 5 times or more).

An example of physical education for students is the following complex (V.N. Nosar):

1st exercise - stretching.

2nd exercise: squats, lunges or jumps.

3rd exercise - on coordination of movements.

Micropauses of active rest are the shortest form of physical culture in the educational work mode of students, the duration of which is 20-30 seconds. Micropauses use dynamic, and more often isometric (without movement) muscle tension, muscle relaxation, head and eye movements, breathing exercises, and walking. They are used repeatedly, as needed, individually.

action

9 Physical culture in the professional body of a bachelor and specialist

9.1 Basic concepts

Industrial physical culture is a system of physical culture and health activities, the forms and content of which are determined by the characteristics of the labor process.

Vocational applied physical training (PPPP) is the purposeful use of physical education means to prepare a person for a specific labor activity.

9.2. Industrial physical culture

The purpose of industrial physical culture is to promote health and increase productivity of the worker.

The main objectives of industrial physical culture are:

Prepare the human body for inclusion in the labor process;

Optimally maintain a high level of performance in
during the working day and ensure the body’s recovery after windows
work expectations;

Prevention of the influence of adverse labor factors, method
increasing the body's resistance to their effects.

The basis of industrial physical culture is the theory of active recreation. Russian physiologist I.M. Sechenov proved that the fastest restoration of performance after tiring work with one hand occurs not with complete rest of both hands, but with the other hand, which had not previously worked.

Switching activities during work from one muscle group and nerve centers to others speeds up the recovery of a tired muscle group. Switching from one type of work to another, alternating mental activity with light physical labor eliminates the feeling of fatigue and is a kind of rest.

The methodology of industrial physical culture depends on the nature and content of the labor process and has a “contrasting” character (V.I. Ilyinich, 1999):

The greater the physical activity during work, the less
she is during active rest, and vice versa;

The less large muscles are involved in vigorous activity
groups, the more they connect during classes once
personal forms of industrial physical culture;

The greater the neuro-emotional and mental stress in
professional activity, the less it should be in different

figurative physical exercises of industrial physical culture.

Directly within the framework of the labor process, physical culture is represented mainly by industrial gymnastics, which has the following forms:

Introductory gymnastics;

Physical education break;

Physical education sessions of general or local impact;

Micropauses of active rest.

Introductory gymnastics. A set of specially selected physical exercises, the systematic implementation of which helps to shorten the period of training the body for the upcoming activity. A typical complex of introductory gymnastics consists of 6-8 exercises, close to working movements and having a diverse effect on the body, performed for 5-7 minutes at the beginning of the working day.

Typical scheme of introductory gymnastics (L.N. Nifontova):

1. Organizing exercises.

2. Exercises for the muscles of the torso, arms and legs

3. General impact exercises.

4. Exercises for the muscles of the torso, arms, legs with swing elements
tami.

5-8. Special exercises.

Physical education break. It is carried out at the beginning of the period of decreased performance. The healing effect of physical education breaks is achieved through exercises that involve previously inactive parts of the body and exercises to relax tired muscles. A physical break consists of 5-7 exercises and is carried out for 5-7 minutes.

Work associated with mental or predominantly mental work belongs to the group of professions that require great stress on the central nervous system. As a rule, they are characterized by low physical effort and inactivity. A physical break for people in this group of professions consists of physical exercises with a wide range of movements performed while standing. It is necessary to include exercises for the leg muscles, which create conditions for improving blood circulation throughout the body and eliminate blood stagnation in the lower extremities and pelvis. When selecting exercises, it is imperative to include side bends, backbends, and body painting to improve posture and relieve stress from the spine.

The typical scheme for this group of professions is as follows:

1. Stretching exercise.

2. Exercise for the muscles of the torso, legs and arms.

3. The exercise for the muscles of the torso, legs and arms is more dynamic, with
(full load.

4. General impact exercise - squatting, running, jumping.

5. Exercise for the muscles of the legs, arms and torso and their combinations with
emphasis on leg movements.

6. Exercise to relax the arm muscles.

7. Exercise on attention and coordination of movements.

To more accurately determine the location of physical education breaks, it is necessary to take into account the dynamics of performance during the working day. Average indicators of performance dynamics during a working day are presented in Figure 9.1

Hours of work

Figure 9.1 Diagram of the dynamics of operational performance during the working day (one of the typical options) (according to L.P. Matveev 1991):

a, is the initial run-in period; b/ - period of stable manifestation of performance on elevated level; V; - the period of the first relative decrease in the level of operational performance; a 2 is the re-running period; b 2 - the second period of stable manifestation of performance; in 2 - a period of increasing decline in the level of operational performance; g - the phenomenon of final impulse

Physical education minutes. Physical education minutes can be of general or local impact; they are used during the working day as needed for active recreation (up to 5 times or more). Consist of 2-3 exercises performed for 1-2 minutes.

In general impact physical education, the first exercise is usually associated with straightening the back and moving the shoulders back. The second exercise is bending or turning the body, combined with movements of the arms and legs, the third is swinging movements.

Physical education sessions with local impact are aimed at relaxation

geh analyzers or muscle groups in which fatigue is felt. As a rule, relaxation exercises are used. At the same time, you can use elements of self-massage to enhance the restorative effect.

Micropauses of active rest. This is the shortest form of industrial gymnastics, lasting only 20-30 seconds. Micro-pauses of active rest use muscular tension of a dynamic, and more often isometric (without movement) nature, muscle relaxation, head and eye movements, self-massage techniques, breathing exercises, walking around the room, etc. They can be used multiple times throughout the working day, as needed.

Ministry of Education and Science of the Russian Federation

Federal Agency for Education

State educational institution

"Siberian State Geodetic Academy"

(GOU VPO "SSGA")

Department of Physical Culture and Sports

Lecture on the topic:

“Psychophysiological foundations of educational work and

intellectual activity. Means of physical culture in regulating performance"

For students of all specialties of 1-4 years

Novosibirsk

1. Basic concepts. 2

2. Objective and subjective factors of learning and the reaction of students’ bodies to them. 2

3. Changes in the state of the student’s body under the influence of various modes and learning conditions. 4

4. Performance in mental work and the influence of external and internal factors on it. 7

4.1. The influence of the periodicity of rhythmic processes in the body on the performance of students. 7

4.2. General patterns of changes in students' performance during the learning process. 9

4.3. Students' performance during the examination period. 10

5. Health and performance of students. eleven

5.1. Morbidity during university studies and its prevention. 13

5.1.1. Caste-articular pathology. 13

5.1.2. Pathology of the organs of vision. 14

5.1.3. Mental and emotional stress. 15

5.1.4. Sleep and mental health. 16

5.1.5. Hypokinesia and physical inactivity, features of their manifestation. 16

6. Means of physical culture in regulating mental performance, psycho-emotional and functional state of students. 17

6.1. Using physical exercise as a means of active recreation. 18

6.1.1. "Small forms" of physical culture in the mode of students' educational work. 18

6.1.2. Educational and independent classes in physical culture in the mode of educational and work activities 19

7. Conclusion. 21

References.. 22

1. Basic concepts

Psychophysiological characteristics of work are a related characteristic of changes in the state of psychophysical and physiological systems and functions of the body under the influence of certain work activities.

Efficiency is a person’s potential ability to perform purposeful, motivated activities at a given level of efficiency for a certain time. Depends on the external conditions of activity and the psychophysiological reserves of a person. There are maximum, optimal and reduced performance.

Fatigue is a temporary objective decrease in performance under the influence of prolonged exposure to load on the human body. Accompanied by a loss of interest in work, a predominance of motivation to stop working, and negative emotional reactions. The appearance of fatigue depends on the type of load, the location of its impact, and the time required for recovery. There are physical and mental, acute and chronic, neuro-emotional and other types of fatigue.

Overfatigue is the accumulation of fatigue due to an irrational work and rest regime in the absence of timely recovery. It entails a decrease in working capacity and labor productivity, the appearance of irritability, headaches, sleep disturbances, etc. Overfatigue can be incipient, mild, severe, or severe.

Fatigue is a complex of subjective sensations that accompany the development of a state of fatigue. Characterized by a feeling of weakness, lethargy, physiological discomfort, impaired flow mental processes(memory, attention, perception, thinking, etc.)

Recreation is the rest necessary to restore the body’s strength after physical and mental stress during work, during physical exercise, sports and in other cases.

Relaxation is a state of peace and relaxation that occurs as a result of the release of tension after heavy physical exertion, strong experiences, etc. It can be involuntary, for example, when going to bed, and voluntary, caused by relaxation of muscles previously involved in various types of activity, taking a calm postures, representation of a state of rest (autotraining), etc.

Well-being is a subjective feeling of the internal state of physiological and psychological comfort or discomfort.

2. Objective and subjective factors of learning and the reaction of students’ bodies to them

The most important factor in ensuring high quality professional training for university graduates is active educational, labor and cognitive activity students. This activity represents difficult process in conditions of objectively existing contradictions, which include:

Contradictions between the large volume of educational and scientific information, and the lack of time to master it;

Between the objectively ongoing gradual, long-term process of developing the social maturity of a future specialist and the desire to assert oneself and prove oneself as quickly as possible;

Between the desire for independence in the selection of knowledge taking into account personal interests and the rigid framework of the curriculum and training programs.

These contradictions create high neuro-emotional tension, which negatively affects the health and, especially, the psychophysical state of students.

Taking into account and understanding by students of this kind of contradictions is necessary for the normal course of their educational activities.

Student age is characterized by intensive work on the formation of one’s personality and the development of a behavioral style. This is a time for young people to search for answers to a variety of moral, ethical, aesthetic, scientific, general cultural, political and other questions.

Student age is also the final stage progressive age-related development of psychophysiological and motor capabilities of the body. Young people during this period have great opportunities for intense educational work and social and political activities.

The difficulties of studying at a university are associated not only with the need for creative assimilation of a large amount of knowledge, the development of skills and abilities necessary for a future profession, and their practical application. These difficulties are obvious. But there are also hidden difficulties that sometimes have a very significant impact on the studies and psycho-emotional state of students.

These include a number of circumstances in student life that seem insignificant when taken individually, but collectively give a negative effect, which can be called students’ inability to study at a university. Among the reasons for this phenomenon, the most significant are the following:

Sharply different from school methods and organization of training, requiring a significant increase in independence in mastering educational material;

Lack of well-established interpersonal relationships, and therefore, group contact, which is typical for any emerging team;

Breaking down the old life stereotype that has developed over the years of studying at school or at work and forming a new, “university” one;

New concerns that accompany entering a university, which more often arise among students living in a dormitory (self-care, independent budgeting, planning and organizing their study and free time, etc.)

Students are especially in a difficult situation junior students. On the one hand, they must immediately engage in hard work that requires the use of all strengths and abilities; on the other hand, overcoming the novelty of conditions in itself is academic work requires significant expenditure of body strength. The inclusion of students in a new system of life activity may be accompanied by nervous tension, excessive irritability, lethargy, decreased volitional activity, anxiety, etc. The occurring phenomena are associated with difficulties in the adaptation process.

For the development of a specialist’s personality, professional, socio-psychological and didactic adaptation are of particular importance. Let us take a closer look at these conventionally identified types of adaptation.

Professional adaptation means identification (identification) of oneself with the chosen profession, with the social role that will be performed after graduation. This is the identification of personal qualities with the requirements of the profession and an actively positive attitude towards the chosen specialty. Of primary importance in this adaptation is the formation of the professional orientation of the individual. At the end of the professional adaptation process, the student should receive a holistic understanding of the activity for which he is preparing. He must develop a professional ideal as a guiding basis for his activities.

Socio-psychological adaptation means the integration of the individual with the student environment, the acceptance of its values, norms, standards of behavior, etc. This leaves an imprint on the individual and determines a change in the direction of needs.

The process of internal reorientation of the individual is influenced by factors of interpersonal relationships, during which attitudes are formed that satisfy the student’s personal status and form the level of his aspirations. As interpersonal relationships strengthen, the student actively participates in the activities of the study group.

Didactic adaptation involves increasing the level of mental and intellectual readiness of students for the specifics of university education. A low level of this readiness when entering a university leads to mental fatigue, weakening of memory, thinking, etc.

Higher school requires a new type of educational behavior, more complex shapes mental activity. This idea is confirmed by data from a survey of first-year students, characterizing the main reasons causing difficulties in the transition to university forms of education. Among the reasons noted: the need to organize independent work - 31% of surveyed students; change in the performance monitoring system - 23.8%; change in the survey system - 16.4%; the need to take notes on lectures - 7.6%; complexity of laboratory and practical classes- 6.9% (1993).

Objective and subjective factors also affect the psychophysical state of students. Objective factors include age, gender, health status, amount of academic workload, nature and duration of rest, etc. Subjective factors include motivation to study, level of knowledge, ability to adapt to new conditions of study at a university, psychophysical capabilities, neuropsychic stability, personal qualities(character, temperament, communication skills, etc.), performance, fatigue, etc.

A serious test for the body is the information overload of students that occurs when studying numerous academic disciplines, the scientific level and information volume of which is constantly increasing.

A critical and complex factor in students' overstrain is the examination period - one of the variants of a stressful situation, occurring in most cases under conditions of time shortage and characterized by increased responsibility with elements of uncertainty.

The negative impact on the body is enhanced by the combined influence of several risk factors, when they act simultaneously and become chronic.

3. Changes in the state of the student’s body under the influence of various modes and learning conditions

One of the reports of the Expert Committee of the World Health Organization indicates that the increase in the number of diseases of the cardiovascular system and other functional disorders among students is a consequence of the increasing intensification of mental work and neuro-emotional overload.

Risk factors contributing to the development of cardiovascular, nervous and mental illness, also include social changes, life difficulties, misunderstanding by loved ones, impatience, a constant feeling of lack of time, rushed eating, motivational conflict and intimate-personal conflict, change of job and profession, etc.

Particularly intense mental work affects the state of the central nervous system and the course of mental processes. A large load on the central nervous system and its higher department - the cerebral cortex - manifests itself mainly in such mental processes as attention, perception, thinking, analysis, memory, emotions. Metabolic processes occur in the brain with the greatest intensity; it makes up 2-2.5% of the total body weight, consumes 15-20% of the oxygen entering the internal environment of the body, and for the normal manifestation of its functions, the brain must have a high level of circulatory stability.

However, many factors accompanying the mental activity of students reduce the efficiency of blood circulation in the brain and worsen its blood supply. These include: prolonged sitting at a table, mental stress, negative emotions, hard work under time pressure, high responsibility for the results of knowledge acquisition, etc.

Prolonged intense mental work also reduces the body’s ability to continue it qualitatively, and fatigue sets in as a normal reaction of the body. Fatigue can cause a state of tiredness, which appears before the onset of fatigue and is a subjective feeling of a person. Fatigue increases with a lack of understanding of the meaning of the work being performed and dissatisfaction with its results. On the contrary, increased interest and successful completion of work reduces the feeling of fatigue. Fatigue is not always detected in the simultaneous weakening of all aspects of activity. A decrease in performance in one type of educational work may be accompanied by the preservation of its effectiveness in another type. So, for example, once you are tired of performing computational operations, you can successfully engage in reading. Such fatigue, partial in nature, is characteristic of certain types of mental work and is a reversible process. Fatigue is relieved by timely effective rest, especially associated with DA.

The degree of development of fatigue can be determined by some external signs (Table 9.1). But there may also be a state of general fatigue in which, for example, neither doing mathematics, nor reading literature, nor even a simple conversation are possible - you just want to sleep uncontrollably. In such conditions, an increase in mental performance due to functional overstrain is very dangerous for the body and, as a rule, causes long-term adverse consequences.

With systematic overstrain of the nervous system, overwork occurs, which is characterized by a feeling of fatigue before starting work, lack of interest in work, apathy, increased irritability, decreased appetite, dizziness and headache.

Table 9.1

External signs of fatigue in the process of mental work of students (by)

Observation object	Fatigue
Minor	Significant
Attention	Rare distractions	Absent-minded, frequent distractions	Weakened, no reactions to new stimuli (verbal instructions)
	Unsteady, stretching legs and straightening torso	Frequent changes of postures, turning the head in different directions, leaning your elbows, supporting the head with your hands	The desire to put your head on the table, stretch out, lean back in your chair
Movements		Uncertain, slow	Fidgety movements of the hands and fingers (deterioration of handwriting)
Interest in new material	Lively interest, asking questions	Low interest, no questions	Complete lack of interest, apathy

Objective signs of overwork are: loss of body weight, dyspeptic disorders, increased tendon reflexes, lability of heart rate and blood pressure, sweating, pronounced dermographism, decreased body resistance to infections, diseases, etc.

An assessment of the degree of fatigue is presented in table. 9.2.

Table 9.2

Brief description of the degrees of fatigue (by)

	Degree of fatigue
I-beginning	II - lung	III-pronounced	IV - severe
Decreased performance		Noticeable	Expressed
The appearance of previously absent fatigue during mental stress	Under increased load	Under normal load	With light load	No visible load
decrease in performance by volitional means	Not required	Fully	Not completely	Slightly
Emotional shifts	Temporary decrease in interest in work	Mood instability at times	Irritability	Oppression, sharp irritant -
	Difficulty falling asleep and waking up	It's harder to fall asleep and wake up	Daytime sleepiness	Insomnia
Decreased mental performance		Difficulty concentrating	Forgetful at times	Noticeable loss of attention and
Vegetative shifts	Sometimes heaviness in the head	Often heaviness in the head	Occasional headaches, loss of appetite	Frequent headaches, loss of appetite
Preventive measures	Organization of recreation, physical education, cultural entertainment	Recreation, physical education	Organized rest, vacation provision

Thus, mental activity associated with mental stress places high demands on the body and, under certain unfavorable conditions, can cause serious illnesses.

4. Performance in mental work and the influence of external and internal factors on it

Performance is defined as a person’s ability to perform specific mental activities within given time limits and performance parameters. The basis of performance is made up of special knowledge, abilities, skills, as well as certain psychophysical characteristics, for example, perception (perception is a psychological term meaning perception, direct reflection of objective reality by the senses), memory, attention, thinking, etc.; physiological - the state of the cardiovascular, respiratory, muscular, endocrine and other systems; physical - level of development of endurance, strength, speed of movement, etc.; a set of special qualities required in a specific activity. Performance depends on a person’s capabilities, adequate to the level of motivation and the set goal.

At each moment, performance is determined by the influence of various external and internal factors, not only individually, but also in their combination. The interaction of some of them is shown in Fig. 1.

Performance in educational activities to a certain extent depends on personality traits, typological features of the nervous system, and temperament. Along with this, it is influenced by the novelty of the work being performed, interest in it, the attitude towards completing a certain specific task, information and evaluation of results as the work progresses, perseverance, accuracy, and the level of YES.

4.1. The influence of the periodicity of rhythmic processes in the body on the performance of students

Research has established that the daily dynamics of human performance is largely determined by the periodicity of physiological processes under the influence of exogenous (associated with changes in the external environment) and endogenous - internal (rhythm and heart rate, breathing rhythm, changes in blood pressure, etc.) factors. Fluctuations in performance during the day correspond to the biological rhythms of the body (Fig. 2.)

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Fig.3. Changes in human performance during the day

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Fig.4. Students' performance during the school day.

High performance in any type of activity is ensured only if the life (working) rhythm is correctly consistent with the biological rhythms of its psychophysiological functions characteristic of the body.

There are students with stable stereotypy and a sequence of changes in performance (rhythmics) and the majority of them, and students with an unstable sequence (arrhythmics). Depending on the time of working capacity, rhythms are divided into morning (“larks”) and evening (“owls”) types (Fig. 3.)

Students who are “larks” get up early, are alert and cheerful in the morning; high spirits persist in the morning and afternoon. They are most productive from 9 a.m. to 2 p.m. In the evening they get tired early. These are the students most adapted to the existing learning regime. Almost their biological rhythm coincides with the social rhythm of a full-time university.

Night owl students are most productive from 18:00 to 24:00. They go to bed late, most often do not get enough sleep, and are often late for classes; in the first half of the day they are slow. They are in the least favorable conditions while studying full-time department university

Obviously, it is advisable to use the period of decline in performance for both types of students for rest. For night owls, it is advisable to organize consultations and classes on the most difficult sections of the programs from 18:00.

Arrhythmics occupy an intermediate position between the two groups considered, but still they are closer to morning-type individuals.

4.2. General patterns of changes in students’ performance during the learning process

Under the influence of educational and work activities, students’ performance undergoes changes that are clearly observed during the day, week, half-year (semester), and academic year.

Students, as a rule, do not immediately begin the school day with high productivity of academic work. After the bell rings, they cannot immediately concentrate and actively participate in classes. It takes 10-20, and sometimes more than 30 minutes, before performance reaches its optimal level. This period of working in is characterized by a gradual increase in performance with certain fluctuations.

The period of optimal (sustainable performance) lasts 1.5-3 hours, during which the functional state of students is characterized by changes in body functions that are adequate to the educational activity that is being performed.

The third period is the period of full compensation, characterized by the appearance of initial signs of fatigue, which are compensated by volitional effort and positive motivation.

In the fourth period, unstable compensation sets in, fatigue increases, fluctuations in volitional effort are observed, as well as fluctuations in the productivity of educational activities.

In the fifth period, a progressive decrease in performance begins, which, before the end of work, can be replaced by a short-term increase due to the mobilization of the body's reserves (final impulse).

With further continuation of work, in the sixth period, there is a sharp decrease in its productivity as a result of a decrease in working capacity and the extinction of the working dominant (dominant (lat.) - a temporarily dominant focus of excitation in the central nervous system, which has increased excitability and can have an inhibitory effect on the activity of other nerve centers) .

In addition to classroom studies, the students' school day includes self-study. The presence of a second increase in performance during self-training is explained not only by the daily rhythm, but mainly by the psychological attitude to perform educational assignments(Fig. 4).

The variability of changes in individual aspects of performance is also due to the fact that educational activities Students are characterized by constant switching between different types of mental activity (lectures, seminars, laboratory classes, etc.).

School week. The dynamics of mental performance in a weekly educational cycle is characterized by the presence of a period of development at the beginning (Monday, Tuesday), stable performance in the middle (Wednesday - Thursday) and a decrease in last days weeks. In some cases, its rise is observed on Saturday, which is associated with the phenomenon of the “final rush” (Fig. 5).

A typical performance curve may change in the presence of a factor of neuro-emotional stress that accompanies work on different days of the week. Such factors may be fulfillment test work, participation in the colloquium, preparing and passing the test, etc.

Academic semester and academic year.

At the beginning of the school year, a period of incubation is observed for 3-3.5 weeks, accompanied by a gradual increase in the level of performance. Then, over the course of 2-2.5 months (mid-semester), a period of stable performance begins. At the end of the semester, when students are preparing and taking tests, performance begins to decline. During the exam period, the decline in the performance curve intensifies. During winter holidays performance is restored to the original level, and if rest is accompanied by the active use of physical culture and sports, the phenomenon of increased performance is observed.

The beginning of the second half of the year is also accompanied by a break-in period, the duration of which is reduced compared to the first half of the year to 1.5-2 weeks. Further changes in performance from the second half of February to the beginning of April are characterized by a stable level. Moreover, this level may be higher than in the first half of the year. In April, there are signs of decreased performance due to fatigue. During the test session and during the exam period, the decrease in performance is more pronounced than in the first half of the year. The recovery process is characterized by a slower development, due to the significant depth of fatigue (Fig. 6.)

4.3. Students’ performance during the examination period

Two months in academic year students are associated with exams - winter and spring exam sessions. Exams are a kind of critical moment in educational activities, in summing up the results of academic work for the semester. They serve as a certain incentive to increase the volume, duration and intensity of educational activities, and to mobilize all the forces of the body. During this period, with an average duration of self-training of 8-9 hours a day, the intensity of educational work increases by 86-100%. All this happens in conditions of changes in the life activity of students. During this period, many of them experience negative emotions, lack of self-confidence, excessive anxiety, fear, etc. Thus, during a survey of 637 students, it was found that 36.5% of them experienced strong emotional tension before the exam, 63.4% - didn’t sleep well the night before.

During the examination period, under the influence of intense mental activity, in conditions of significant changes in vital processes, the absence of physical exercise as a means of emotional release, recreation, active recovery, there is a consistent decrease in mental and physical performance indicators throughout the entire period of the examination session.

The examination process itself is also characterized by significant psycho-emotional and energy costs. At the same time, a higher level of physical fitness helps students’ bodies cope more economically with the demands of the exam period.

https://pandia.ru/text/78/238/images/image006_107.gif" width="343" height="209">

Fig.6 Change in mental (solid line) and

physical (dotted line) performance

students in the academic year

The presented materials emphasize the importance of the health factor for successful academic work with the least psycho-emotional and energy costs. The development of health can only take place successfully under the conditions of a healthy lifestyle.

5. Health and performance of students

Research results indicate that human health is directly related to performance and fatigue.

The success of students’ academic and future production activities largely depends on their health status.

Immediately after the examination session, there is a decrease in the general functional state, the body’s tolerance to physical activity and an increase in requirements for professionally important intellectual characteristics of the individual. There is a decrease in the components of clinical status and functional resistance to physical stress and an increase in professionally important intellectual qualities. This dynamics can be explained as follows: educational process with its increasing intensification towards the examination session, it is a powerful training in stimulating long-term and operative memory, logical and heuristic thinking, volume and switching of attention, visual-motor perception, allowing to increase the reserves of intellectual work. At the same time, by the beginning of the examination session, the time students spend in a state of physical inactivity, violation of work and rest, and nutritional schedules increases. The negative impact of increased intoxication with nicotine, temporary toning through tonin and caffeine with increased consumption of strong tea and coffee increases, which together leads to a decrease in overall physical fitness, general physical fatigue, up to a state of uncompensated overfatigue and even asthenia of the body.

Currently, there are two radically different conceptual approaches to assessing the health status of the student population: first, all students are practically healthy and during their studies at the university can and should withstand the required mental and physical stress; the second - everyone is weakened, sick and in need of urgent recreational activities, while physical culture is assigned mainly only a therapeutic and corrective role. Apparently, something in between the first and second would be more correct. Considering the low, according to modern assessment, level of the functional state of students (23% of MGSU students have low and 67% have very low levels functional state), during the years of study at a university, it is necessary to help each student by means of physical education to obtain a sufficient amount of DA and equip them with a complex of practical knowledge, skills and abilities to maintain their body in a working condition.

It cannot be said that attempts to solve the problems of preserving the health of students and assess the impact of physical condition on studying at a university have only arisen now. These issues are the subject of discussions, numerous publications, discussed at conferences, and reflected in documents regulating physical culture and recreational activities.

However, the efforts of physical education departments alone cannot solve them; a set of measures is required in all areas: from the reorganization of the educational process at the university to the creation of an appropriate social order for professional health on a state scale.

It is obvious that the growing loss of reserve capabilities, the resistance of the human body to external and internal negative factors, as well as the presence of a wide list of negative diagnoses lead to a significant decrease in the effectiveness of training and further professional activities.

During student years, such a negative trend is dangerous.

A decrease in mental performance is observed in mental illnesses, organic diseases of the brain, as well as in borderline states of diseases. Even with borderline neuropsychiatric disorders, work productivity is reduced in 70% of people. At MGSU, 15.2% of 1st and 2nd year students had various nervous diseases. And this does not take into account neuroses that have become chronic.

Studying in higher education requires significant intellectual and neuro-professional stress from students, reaching the limits of what is possible during the examination sessions. In addition, these stresses, superimposed on social, domestic, environmental and other stress factors, can lead to various functional and mental breakdowns. So, according to Moscow State University. among student youth, cardiovascular diseases are in first place, and nervous diseases are in second place and account for up to 74% of the reasons for academic leave. These results are consistent with the indicators of MGSU and other universities that publish these statistics.

As physiological and hygienic studies have shown, constant study under conditions of neuro-emotional stress causes in patients, compared to healthy people, a more significant destabilization of the functions of the nervous and cardiovascular systems, i.e., the educational load for sick people is 1-2 points (5- point system) more intense than for healthy people.

Significantly worsen performance indicators, especially of sick individuals, various conflicts, unfavorable microsocial relationships in the team and at home, as well as other negative neuro-emotional influences.

Efficiency is largely correlated with working conditions. For the occurrence and development of cardiovascular diseases, asthenia, neurosis-like syndromes, neuroses, and diseases of the musculoskeletal system, the negative impact of educational activities, and subsequently the factor of “sedentary” professions, is quite sufficient. At the same time, it is impossible to exclude the occurrence of these diseases under the influence of other extracurricular and non-production factors. Apparently, the adaptation of persons with chronic diseases and reduced performance to educational and work loads should be based on two principles:

1. Use of available performance resources (vocational guidance and professional selection, labor standardization).

2. Finding ways to increase it (health-improving and preventive measures).

Thus, studies and future professional activities associated with significant neuro-emotional stress are contraindicated for many patients. Such people need a reduction in educational and work loads and certain work and rest regimes.

5.1. Morbidity during university studies and its prevention

Currently, there is no unified classification of occupational diseases from occupational (study as mental work) overstrain of the sensorimotor system. As a rule, three groups of diseases are distinguished:

Diseases of the peripheral nervous system;

Musculoskeletal system;

Coordinating neuroses.

It is known that diseases of the peripheral nervous system are often combined with trophic changes in the muscles and other tissues of the musculoskeletal system. In addition, osteoarticular and fibrotic disorders can lead to compression syndromes of the spinal roots, neurovascular plexuses, nerves and tendons.

5.1.1. Caste-articular pathology

Due to forced long-term static load (constant muscle tension), metabolic processes are inhibited. In a sitting position, especially with the head and torso tilted forward (study activity), osteoarticular pathology, in particular, the cervical and lumbar spine (at MGSU, about 12% of students already have chronic forms of spinal diseases).

Biochemical analysis of the “sitting at a table” posture revealed the presence of significant muscle tension in the lumbar and neck areas. This tension in the muscles responsible for maintaining a working posture causes fatigue, subjectively assessed as a feeling of fatigue or pain in these areas of the body. Objectively, fatigue manifests itself in an increase in the amplitude of biopotentials of all studied muscles already in the first half of the school day.

Osteochondrosis most often develops in the cervical and lumbar spine and can be combined with the phenomena of deforming spondylosis, which is characterized by the prevalence of the process. In etiology, it has been established that forced body position during work and uncomfortable working postures play a decisive role in the occurrence of the disease.

In the capillaries and veins of the legs in a sitting position with the pressure necessary to overcome the hydrodynamic resistance in the vessels, an additional pressure corresponding to the hydrostatic one arises, which acts on the vessels with the weight of the blood column: approximately 700 mm of the blood column is added to the 30 mm of water column in the capillaries at the height of the heart when sitting. For the same reason, hydrostatic pressure in the pelvic area increases (albeit to a lesser extent).

Additional hydrostatic pressure leads to the expansion of small vessels of the legs and pelvic floor, their overflow with blood and creates the possibility of the occurrence of areas of “stagnation” of blood (varicose veins, etc.).

To reduce the level of fatigue of postural muscles, i.e. for a rational working posture, it is necessary to reduce the angles of inclination of the head and body. When organizing a workplace, it is important to ensure that the design of the work furniture meets the basic anatomical, physiological and ergometric requirements.

5.1.2. Pathology of the organs of vision

Pathology of the organs of vision ranks second after cardiovascular diseases. The high load on vision while studying at a university further aggravates the existing situation. Therefore, the prevention of visual fatigue and overstrain is quite relevant. In 1996, at MGSU, 25.8% of 1st and 2nd year students were diagnosed with myopia, that is, myopia “-3” or more.

Methods for preventing visual overstrain are very diverse. The most radical means of improving educational work is the creation of ergonomic optimal devices for reading and perceiving visual information. To ensure comfortable conditions when performing visually intense work, it is necessary to use the most rational industrial lighting systems with the correct selection of equipment and light sources.

Basic requirements for natural and artificial lighting: optimal light intensity (its uniformity, spectral composition, etc.). Physiological studies have established the most optimal illumination levels in the workplace - 200...3000 lux, depending on the level of visual work. At the same time, natural lighting often creates large luminous and reflective surfaces, giving high diffuse illumination in the workplace, which has a beneficial effect on performance.

Visual performance is significantly influenced by the distribution of brightness in the field of view (the ratio of the brightness of the central and peripheral fields of vision) from 1 to 3 diopters, which corresponds to the maximum distance of the object in question from the eyes of 30...100 cm. The most favorable conditions for vision work, they are created at the same brightness in the field of view, which is achieved with uniform illumination.

In the prevention of visual fatigue and overstrain, regulation of work and rest schedules occupies a very significant place. Special gymnastics for the eyes is especially important. Appendix No. 4 proposes a set of exercises that has a selective effect on the motor reactions of the eyes.

5.1.3. Mental and emotional stress

Mental-emotional (nervous) overstrain of an increasing number of people engaged in mental activity is a serious current problem, since new methods, means, forms and principles of teaching have a significant impact on the intellectual activity and emotional sphere of students.

Particular attention should be paid to the fact that learning very often comes down to only mental activity; it is almost always associated with emotional stress, achieving a goal and overcoming difficult situations, which can also contribute to the development of nervous strain. It is very important to know the following: the occurrence of short-term emotions (stress) in most cases is not harmful and does not interfere with human activity; Only chronic exposure to emotional stress on the body is essential for the occurrence of nervous strain.

Lifestyle and educational and work activities for last years have changed so much that the adaptive-compensatory mechanisms developed in the process of evolution have difficulty coping with the new conditions of reality, disharmony arises between psychophysiological and educational-labor, social rhythms. It can be assumed that the rate of adaptation of the human body lags significantly behind the rate of increased life demands, i.e., from accelerated social and production development. In this regard, the tension of the regulatory mechanisms of the central nervous system and the homeostatic constants of the body increases significantly, especially when external stimuli become extremely strong, emotionally intense and take on a chronic nature.

Currently, labor physiology has many recommendations aimed at optimizing work and rest regimes and increasing performance in various educational and production conditions. In this regard, we will consider only some preventive and health-improving measures that are of direct importance for the prevention and elimination of overexertion:

1. A high level of physical fitness determines a greater degree of resistance of the body to the effects of educational loads, especially in conditions of emotionally intense academic work. There are also lower energy consumption when performing work.

2. Increasing professional skills not only improves the specialist’s performance, but also reduces emotional tension. For example, sometimes failures in studies arise not from ignorance, but from inexperience, from the inability to gather and implement one’s knowledge.

3. Maintaining the rhythm of the training load. It has been established that nervous overstrain and neurotic reactions occur more often in people who perform many tasks at the same time.

4. Developing in people from childhood a clear belief that they can cope with stressful situations, negative emotions, difficult moments in life, study and work.

5. Proper psychohygienic, aesthetic and ethical education, which will significantly prevent the likelihood of conflict-stressful situations.

6. Creating conditions for the emergence of positive emotions. For example, to reduce the impact of chronic emotional stress great importance has the nature of rest, the method of conducting vacations, holidays and their timeliness.

5.1.4. Sleep and mental health

In recent years, exceptional progress has been made in the study of sleep. IN sleep phenomenon(behavioral and electrophysiological reactions) many are involved functional systems brain and the whole body. During sleep, an alternation of paradoxical and orthodox dreams occurs; in the first half of the night, orthodox sleep predominates, closer to the morning - paradoxical sleep. It is the disruption of this alternation that causes sleep disorder.

The study of the phenomenon of sleep in the physiology of work becomes extremely important due to the fact that, firstly, sleep has an adaptive significance for a person’s educational and work activity; sleep disorder can cause a decrease in performance; secondly, if the sleep disorder becomes chronic, this can lead to the development of a neurotic syndrome.

It has been established that total or partial deprivation (deprivation) of especially paradoxical sleep leads, first of all, to disruption of higher mental functions: memory, attention, and, as a result, performance decrease. Fatigue and drowsiness increase.

1. Vigorous activity during the day, especially physical activity. It is important that sleep and wakefulness ( active work) coincided with the biological rhythms of the body. The duration of sleep for each individual is determined by hereditary factors and personal characteristics. From his own experience, every person knows how much sleep he needs to be able to work the next day.

2. Daily muscle activity, and intense mental activity must be alternated with physical labor or sports. You can, for example, walk to and from school, spending an additional 1... 1.5 hours.

3. A certain comfort of the sleeping place.

So, restoring normal sleep should have both informational and restorative-adaptive significance. In the latter case, sleep acts as an immobilizer of stress and overexcitation; it restores and corrects many subtle processes of overexertion. Good sleep is very important, especially after extreme situations and prolonged intense mental activity.

5.1.5. Hypokinesia and physical inactivity, features of their manifestation

The sedentary lifestyle of a modern person leads to the disruption of the functional state of all body systems. Over millions of years of evolution, the human body has adapted to intense muscular activity in order to survive. The activity of all body systems was aimed at ensuring good muscle performance and, in turn, was stimulated and improved under the influence of intense muscle effort.

In the absence of a sufficient dose of daily muscle movements, undesirable and significant changes in the functional state of the brain and sensory systems occur. Along with changes in the activity of the higher parts of the brain, the level of functioning of the subcortical formations responsible for the work of, for example, sensory organs (hearing, balance, taste, etc.) or those responsible for vital functions (breathing, blood circulation, digestion, etc.) decreases. ). As a result, there is a decrease in the body’s overall defenses and an increase in the risk of various diseases.

This condition is characterized by increased fatigue, extreme instability of mood, weakening of self-control, impatience, sleep disturbance, loss of the ability for prolonged mental or physical stress. All of these symptoms may occur to varying degrees. The most effective alternative to hypokinesia and physical inactivity in modern conditions can be means of physical education, increasing the volume and intensity of muscle activity.

The task of labor and sports physiologists is to determine for each person the “norm” of physical activity, i.e. the amount of DA necessary to maintain physical capabilities and health at a level that would ensure the normal course of vital functions, active longevity, “joy of life” ", high performance.

6. Means of physical education in regulating mental performance, psycho-emotional and functional state of students

Among the activities aimed at increasing the mental performance of students, overcoming and preventing psycho-emotional and functional overstrain, the following can be recommended:

Systematic study educational subjects students in the semester, without “storming” during tests and exams;

Rhythmic and systematic organization of mental work;

Constantly maintaining the emotion of interest;

Improving interpersonal relationships between students and university teachers, nurturing feelings;

Organization rational regime labor, nutrition, sleep and rest;

Quitting bad habits: drinking alcohol and drugs, smoking and substance abuse;

YES and physical training, constantly maintaining the body in a state of optimal physical fitness;

Teaching students methods of self-monitoring of the body’s condition in order to identify deviations from the norm and timely correction and elimination of these deviations by means of prevention.

6.1. Using exercise as a means of active recreation

A distinction is made between passive and active rest, associated with physical activity. Physiological examination of active recreation is associated with the name of the first person to show that replacing the work of some muscles with the work of others is better for restoring strength than complete inactivity.

This principle has become the basis for organizing recreation in the field of mental activity, where appropriately selected physical activity before the start of mental work, during and after it has a high effect in maintaining and increasing mental performance. No less effective is daily independent physical exercise in your general lifestyle. During their execution in the cortex cerebral hemispheres a “dominant movement” appears in the brain, which has a beneficial effect on the state of the muscular, respiratory and cardiovascular systems, activates the sensorimotor zone of the cortex, and raises the tone of the whole organism. During active rest, this dominant promotes the active course of recovery processes.

6.1.1. "Small forms" of physical culture in the mode of educational work of students

“Small forms” of physical culture in the educational work mode of students include morning hygienic gymnastics, physical education pause, micro-pauses in students’ educational work using physical exercises (physical education minutes).

Morning hygienic exercises(UGG) is the least complex, but quite effective form for the accelerated inclusion of students in the school day. It speeds up bringing the body into working condition, increases the flow of blood and lymph in all parts of the body and speeds up breathing, which activates metabolism and quickly removes waste products accumulated overnight. Systematic exercise improves blood circulation, strengthens the cardiovascular, nervous and respiratory systems, improves the functioning of the digestive organs, and promotes more productive activity of the cerebral cortex.

Daily UGG, supplemented with water procedures, is an effective means of increasing physical fitness, training the will and hardening the body.

Physical education break is an effective and accessible form. It is designed to solve the problem of providing active recreation for students and increasing their performance.

Numerous studies indicate that after the second couple of class hours, students' mental performance begins to decline. 2-3 hours after completion training sessions performance is restored to a level close to the original level at the beginning of the school day, and during self-training its decrease is again noted.

Taking into account the dynamics of students’ performance during the school day, a physical education break lasting 10 minutes. recommended after 4 hours of training and lasting 5 minutes. - after every 2 hours of self-preparation, i.e. during periods when the first signs of fatigue are approaching or appearing. It should be carried out in a well-ventilated area. Physical exercises are selected in such a way as to activate the work of body systems that did not participate in educational and work activities.

Research shows that the effectiveness of a physical training break manifests itself when carried out for 10 minutes in increasing performance by 5-9%, and when carried out for 5 minutes - by 2.5-6%.

Micropauses in students' academic work using physical exercises(physical education minutes) are useful due to the fact that in the mental work of students due to the impact various factors states of distraction from the work being performed occur, which are relatively short-lived (1-3 minutes). More often this is due to fatigue in conditions of limited activity of skeletal muscles, the monotonous nature of the work performed, etc. Most often, such phenomena are observed during self-training of students, carried out against the backdrop of six, and sometimes eight-hour classroom lessons.

Under these conditions, micro-pauses filled with dynamic (running in place, squats, bending and straightening the arms in support, etc.) or postural exercises, which consist of 5 cycles of energetic contraction and tension of the antagonist muscles, flexor muscles and extensors of the limbs and trunk (Fig. 7).

For prolonged intense mental work, it is recommended every 30-60 minutes. use posture exercises, perform dynamic exercises every 2 hours, for example, running in place with deep rhythmic breathing.

"small forms" of physical culture plays a role in the educational work of students significant role in improving its conditions, increasing performance.

6.1.2. Educational and independent classes in physical culture in the mode of educational and work activities

Effective training of specialists at a university requires the creation of conditions for intensive and intense creative educational work without overload and fatigue, in combination with active recreation and physical improvement. This requirement must be met by the use of physical culture and sports that helps maintain a sufficiently high and stable educational and work activity and performance of students. Providing this function of physical education is one of the leading ones in social terms.

In a series of studies (,) the feasibility of conducting physical exercises and sports was tested during such periods of students’ academic work when there is a decrease in performance and deterioration in well-being: at the end of the school day (in the last couple of classes), at the end of the week (Friday, Saturday) throughout the entire academic year.

The dynamics of performance during the working day is characterized by three periods: development, stabilization and decline as a result of fatigue.

The obtained materials indicate that conducting physical exercises with light loads during the induction period (at the beginning of the school day) provides a short-term (1.5-2 hours) increase in performance and maintains it at an increased level in the next 4-6 hours of educational work . Further, during self-preparation, by 18-20 hours, the level of performance gradually decreases to the original level. During the school week, the positive effect of classes with such loads is generally insignificant.

Classes with moderate intensity loads provide the greatest increase in the level of performance until the end of the training period. working day, including self-study time. During the school week, the positive impact of such activities persists for the next 2-3 days, after which it gradually fades.

The use of high-intensity loads in the immediate aftereffect period (up to 1 hour) slightly increases the level of mental performance. In subsequent hours of educational work it decreases to 70-90%. Only after 8-10 hours does its level return to its original level. The negative long-term aftereffect of such loads persists for 3-4 days of the school week. Only at the end of it is the restoration of performance observed.

The conducted research allows us to consider a number of options for conducting classes during the assessment and examination periods, each of which has a positive impact on the performance and psycho-emotional state of students:

Option 1 - classes are held once a week after passing the exams. Duration - 90 min. Contents: swimming, sports games, athletics and general developmental exercises of moderate intensity;

2nd option - two lessons per week for 45 minutes. with the following structure: attention exercises - 5 min., general developmental exercises - 10 min., outdoor and sports games - 25 min., breathing exercises - 5 min.;

Option 3 - two lessons per week for 45 minutes. if possible after the exam. Their content includes general developmental exercises, a variety of bilateral and outdoor games, which are chosen by the students themselves. Classes are supplemented by daily UGG, and after 55-60 minutes. educational work - a physical training break of up to 5-10 minutes;

4th option - daily classes for 60-70 minutes. moderate intensity, the content of which includes swimming, mini-football, calm running, and general developmental exercises. After each exam, the duration of classes increases to 120 minutes. In addition, every two hours of mental work, a 10-minute set of exercises is performed;

The 5th option is distinguished by the comprehensive organization of healthy lifestyle for students during the examination period. Its content covers clear regulation of sleep, nutrition, self-preparation, and staying in the fresh air for at least 2 hours a day. Physical activity is determined by performing 15-20-minute exercises in the air, physical training breaks after 1.5-2 hours of mental work, walks in the fresh air for 45-60 minutes. after 3.5-4.5 hours of educational work in the morning and after 3.5-4 hours mental activities- in the second. At the request of students, the second walk can be replaced by ball games.

Sports and outdoor games used in all variants should not be of a highly intense competitive nature.

During the research, three groups of students were observed: the 1st group had a random mode of organizing their life activities, where there was no element of physical activity; in group 2, physical activity was normalized with disordered sleep, nutrition, self-preparation, and exposure to the air; The 3rd group maintained a comprehensively ordered lifestyle throughout the session. The data on changes in mental performance obtained during the spring session are shown in Table. 9.3.

The table shows that the gradient of decreased performance under the influence of exams is significantly less in group 3. This indicates that only with a comprehensively ordered lifestyle can the process of restoring performance throughout the day and week be normalized. If the DA is optimally organized, but is not connected with the general structure of life, the full improvement of the living conditions of students during the exam period is not ensured.

When conducting educational training sessions during exam periods, their intensity should be reduced to 60-70% of the usual level.

Table 9.3

Change in the mental performance of students during the examination period to the initial level, taken as 100%

Examination period
Immediately after the third exam
The next day
Immediately after completing the entire session (four exams)
A week after the session

It is not advisable to learn the technique of new exercises and try to improve it. The focus of these activities can be characterized as preventive, and for those involved in sports - as maintaining the level of fitness.

7. Conclusion

The dynamics of the educational process with its uneven distribution of loads and intensification during the examination session is a kind of test of the students’ body. There is a decrease in functional resistance to physical and psycho-emotional stress, the negative impact of hypodynamics, violations of work and rest, sleep and nutrition, and intoxication of the body due to bad habits increases; a state of general fatigue arises, turning into overfatigue.

The positive nature of changes in mental performance is achieved largely with the adequate use of physical culture means, methods and modes of influence for each individual. Generalized characteristics of the effective implementation of physical education means in the educational process, ensuring a state of high performance of students in educational and work activities, are: long-term preservation of performance in academic work; accelerated processing; ability to accelerate recovery; low variability of functions that bear the main load in various types educational work; emotional and volitional resistance to confusing factors, average severity of the emotional background; reduction of the physiological cost of educational labor per unit of work.

Bibliography

1. Physical culture: Tutorial/ ed. . - M.: Publishing house: ASV, 20, with illustration.

Student's physical culture: Textbook / pod. ed. . - M.: Gardariki, 19с.

Ministry of Agriculture of the Russian Federation

Federal State Educational Institution of Higher Professional Education Krasnoyarsk State agricultural university

Department: physical culture.

On the topic: “Means of physical culture in regulation

performance."

Completed by: student of group 13 ZUF IZKIP

Maslova T.V.

Krasnoyarsk 2010

Introduction

1. Student’s educational work

Conclusion

Bibliography

Introduction

Nowadays the pace of life has increased disproportionately. This led to the presentation to modern man high demands on his physical condition and significantly increased the load on the mental, mental and emotional spheres.

The purposeful formation of professionally important properties and qualities of a student’s personality in the process of physical training is their formation according to a pre-designed model, with the help of adequate techniques, measures and means of influence specific to physical culture.

This method is based on the modern concept of professional personality formation, developed by scientists - teachers and psychologists.

To achieve this goal, in accordance with the standards of higher education, it is envisaged to solve the following educational, educational, developmental and health-improving tasks:

− understanding the role of physical culture in the development of the individual and preparing him for professional activity;

− knowledge of the scientific and practical foundations of physical culture and a healthy lifestyle;

− formation of a motivational and value-based attitude towards physical culture, an attitude towards a healthy lifestyle, physical self-improvement and self-education, the need for regular exercise and sports;

− mastery of a system of practical skills that ensure the preservation and strengthening of health, mental and psychological well-being, development and improvement of psychological abilities, self-determination in physical culture;

− ensuring general and professionally applied physical fitness, which determines the student’s psychological readiness for a future profession;

− acquiring experience in the creative use of physical culture and sports activities to achieve life and professional goals.

Modern conditions development of society pose new tasks for higher education - to prepare a specialist who meets the changing needs of society. Young specialists must have greater professional mobility than yesterday, which requires a fairly high level of intellectual activity. This is due to the peculiarities of new socio-economic conditions and the intensification of scientific and technological progress.

Studying at a university is intended, first of all, to have a significant impact on the overall intellectual development of students. Research on the intellectual level conducted by L.V. Menshikova on the Wexler scale, showed that during training at a technical university, the integration of intelligence as a holistic education occurs due to an increase in connections between its individual aspects. Training promotes the development of verbal structures of intelligence, significantly less affecting its deep, figurative foundations, which play a vital role in mastering a technical profession.

The use of the healing powers of nature (hardening) strengthens and activates the body's defenses, stimulates metabolism, the activity of the heart and blood vessels, and has a beneficial effect on the state of the nervous system.

A complex of health and hygiene measures, which include a reasonable combination of work and rest, normalization of sleep and nutrition, giving up bad habits, staying in the fresh air, and sufficient physical activity, are of great importance for maintaining and increasing the level of physical and mental performance.

A person who leads an active lifestyle and regularly engages in physical exercise can do significantly more work than a person who leads a sedentary lifestyle. This is due to the reserve capabilities of the body.

1. Student’s educational work

One of the most important tasks of higher education is to create conditions for maximum realization of the possibilities of intellectual activity of students.

According to the great Aristotle, “a good leader must have ethos, pathos, logos.” It is known that “ethos” is high morality, a source of convincing that one is right, “pathos” is the ability to touch people’s feelings, “logos” is the ability to rationally justify one’s actions and make people think.

A university is not a school, a university does not teach, a university creates conditions for learning by those, naturally, who have enough strength and opportunity to know themselves, objectively develop, perfect their “I”, qualities, abilities, skills, and finally, state health, high level of mental and physical performance, intelligence, culture.

It is known that human health depends 45...50% on lifestyle conditions and the chosen style, which are clearly related to the formation of personality traits.

Each university has its own, self-created and constantly improving information and educational environment.

Its multicomponent nature and positive impact on a student, especially a freshman, depend on the level pedagogical excellence teachers. To the most important component - university (not school “physical education”) physical culture, sports, which significantly reduces the period of adaptation of recent schoolchildren to the conditions of staying at a university with its “soft” at first forms and types of training during the semester and immeasurably harsh in relation to the body , sometimes not yet strong enough, during periods of tests and exams.

The harmonious combination of intellect, physical and spiritual forces was highly valued by man throughout his development and formation. The university presents such an opportunity.

Special mention should be made of adaptation to university forms and types of education. For a first-year student who has abruptly crossed the border between the conditions of study at school and university, it is important to shorten this period, which can last a semester or two or three years. There is a clear pattern of reduction in adaptation time for those who are sociable, passionate about sports, social work, and any form of activity with a high level of responsibility.

This is facilitated by:

− active means of physical education, team sports, tourism, mountaineering, orienteering and other types of targeted physical activity;

− mass recreational and sports events in which the student is a participant, organizer, assistant, etc.;

− reasonable planning of your life for the next 3 to 5 years in the form of a realistic self-improvement program, the main provisions of which are aimed at improving health, increasing intelligence, and mastering your chosen profession.

Efficiency is a combination of the appropriate capabilities of a person with special knowledge, abilities, skills, physical, psychological and physiological qualities, to perform purposeful actions, to form processes of mental activity.

The most typical changes in the performance of students are associated with the academic load, class schedule, employment of research, professional activity as additional factors. These should also include the peculiarities of using physical education means to optimize performance.

Recreation adopted by the educational system: short breaks between classes, weekly, winter and summer holidays, temporary stays of a targeted nature in dispensaries, sanatoriums, etc., academic annual leave are aimed at restoring the optimal ratio of the basic nervous processes in the cerebral cortex and associated with this is mental performance. For the brain to function normally, impulses coming from various systems of the body are necessary, with fifty or more percent of all impulses belonging to the muscles.

Muscle movements that create a huge number of impulses contribute to the formation of closed cycles of excitation, characterized by high levels of persistence and inertia.

So, after stopping physical work, a person immediately disconnects from it. During mental activity, intensive brain work continues. The nervous system has not been completely rehabilitated. It has been experimentally proven that if a person has not received complete rest after physical work, his tonic muscle tension increases: the overtired brain mobilizes its capabilities to combat muscle fatigue.

Mental activity requires not only a trained brain, but also a trained body.

Psychophysiological characteristics of labor - labor processes are carried out in a certain direction, are planned in advance, are associated with specific tasks, the implementation of which requires certain psychophysiological energy costs, appropriate levels of thinking and inferences to obtain the final result of social significance (training, self-study, discovery, invention, rationalization and etc.).

2. Formation of psychological qualities by means of physical culture and sports

Attention. Certain qualities of attention have many specific features; therefore, various pedagogical techniques are used in their formation and improvement.

The volume and distribution of attention are formed as a certain skill of simultaneous performance of several actions, similar in their psychophysiological structure to professional actions performed under conditions of a high pace of work. At the same time, the number of perceived objects and phenomena, the distance between them and the pace of perception are gradually increased.

Ministry of Agriculture of the Russian Federation

Federal State Educational Institution of Higher Professional Education Krasnoyarsk State Agrarian University

Department: physical culture.

On the topic: “Means of physical culture in regulation

performance."

Completed by: student of group 13 ZUF IZKIP

Maslova T.V.

Krasnoyarsk 2010

Introduction

1. Student’s educational work

Conclusion

Bibliography

Introduction

Nowadays the pace of life has increased disproportionately. This has led to modern man placing high demands on his physical condition and has significantly increased the load on the mental, mental and emotional spheres.

The purposeful formation of professionally important properties and qualities of a student’s personality in the process of physical training is their formation according to a pre-designed model, with the help of adequate techniques, measures and means of influence specific to physical culture.

This method is based on the modern concept of professional personality formation, developed by scientists - teachers and psychologists.

To achieve this goal, in accordance with the standards of higher education, it is envisaged to solve the following educational, educational, developmental and health-improving tasks:

− understanding the role of physical culture in the development of the individual and preparing him for professional activity;

− knowledge of the scientific and practical foundations of physical culture and a healthy lifestyle;

− formation of a motivational and value-based attitude towards physical culture, an attitude towards a healthy lifestyle, physical self-improvement and self-education, the need for regular exercise and sports;

− mastery of a system of practical skills that ensure the preservation and strengthening of health, mental and psychological well-being, development and improvement of psychological abilities, self-determination in physical culture;

− ensuring general and professionally applied physical fitness, which determines the student’s psychological readiness for a future profession;

− acquiring experience in the creative use of physical culture and sports activities to achieve life and professional goals.

Modern conditions for the development of society pose new tasks for higher education - to prepare a specialist who meets the changing needs of society. Young specialists must have greater professional mobility than yesterday, which requires a fairly high level of intellectual activity. This is due to the peculiarities of new socio-economic conditions and the intensification of scientific and technological progress.

Studying at a university is intended, first of all, to have a significant impact on the overall intellectual development of students. Research on the intellectual level conducted by L.V. Menshikova on the Wexler scale, showed that during training at a technical university, the integration of intelligence as a holistic education occurs due to an increase in connections between its individual aspects. Training promotes the development of verbal structures of intelligence, significantly less affecting its deep, figurative foundations, which play a vital role in mastering a technical profession.

The use of the healing powers of nature (hardening) strengthens and activates the body's defenses, stimulates metabolism, the activity of the heart and blood vessels, and has a beneficial effect on the state of the nervous system.

A complex of health and hygiene measures, which include a reasonable combination of work and rest, normalization of sleep and nutrition, giving up bad habits, staying in the fresh air, and sufficient physical activity, are of great importance for maintaining and increasing the level of physical and mental performance.

A person who leads an active lifestyle and regularly engages in physical exercise can do significantly more work than a person who leads a sedentary lifestyle. This is due to the reserve capabilities of the body.

1. Student’s educational work

One of the most important tasks of higher education is to create conditions for maximum realization of the possibilities of intellectual activity of students.

According to the great Aristotle, “a good leader must have ethos, pathos, logos.” It is known that “ethos” is high morality, a source of convincing that one is right, “pathos” is the ability to touch people’s feelings, “logos” is the ability to rationally justify one’s actions and make people think.

A university is not a school, a university does not teach, a university creates conditions for learning by those, naturally, who have enough strength and opportunity to know themselves, objectively develop, perfect their “I”, qualities, abilities, skills, and finally, state health, high level of mental and physical performance, intelligence, culture.

It is known that human health depends 45...50% on lifestyle conditions and the chosen style, which are clearly related to the formation of personality traits.

Each university has its own, self-created and constantly improving information and educational environment.

Its multicomponent nature and positive impact on the student, especially the first-year student, depend on the level of teaching skills of the teachers. To the most important component - university (not school “physical education”) physical culture, sports, which significantly reduces the period of adaptation of recent schoolchildren to the conditions of staying at a university with its “soft” at first forms and types of training during the semester and immeasurably harsh in relation to the body , sometimes not yet strong enough, during periods of tests and exams.

The harmonious combination of intellect, physical and spiritual forces was highly valued by man throughout his development and formation. The university presents such an opportunity.

Special mention should be made of adaptation to university forms and types of education. For a first-year student who has abruptly crossed the border between the conditions of study at school and university, it is important to shorten this period, which can last a semester or two or three years. There is a clear pattern of reduction in adaptation time for those who are sociable, passionate about sports, social work, and any form of activity with a high level of responsibility.

This is facilitated by:

− active means of physical education, team sports, tourism, mountaineering, orienteering and other types of targeted physical activity;

− mass recreational and sports events in which the student is a participant, organizer, assistant, etc.;

− reasonable planning of your life for the next 3 to 5 years in the form of a realistic self-improvement program, the main provisions of which are aimed at improving health, increasing intelligence, and mastering your chosen profession.

Efficiency is a combination of the appropriate capabilities of a person with special knowledge, abilities, skills, physical, psychological and physiological qualities, to perform purposeful actions, to form processes of mental activity.

The most typical changes in students' performance are associated with the academic load, class schedule, engagement in research and professional activities as additional factors. These should also include the peculiarities of using physical education means to optimize performance.

Recreation adopted by the educational system: short breaks between classes, weekly, winter and summer holidays, temporary stays of a targeted nature in dispensaries, sanatoriums, etc., academic annual leave are aimed at restoring the optimal ratio of the basic nervous processes in the cerebral cortex and associated with this is mental performance. For the brain to function normally, impulses coming from various systems of the body are necessary, with fifty or more percent of all impulses belonging to the muscles.

Muscle movements that create a huge number of impulses contribute to the formation of closed cycles of excitation, characterized by high levels of persistence and inertia.

So, after stopping physical work, a person immediately disconnects from it. During mental activity, intensive brain work continues. The nervous system has not been completely rehabilitated. It has been experimentally proven that if a person has not received complete rest after physical work, his tonic muscle tension increases: the overtired brain mobilizes its capabilities to combat muscle fatigue.

Mental activity requires not only a trained brain, but also a trained body.

Psychophysiological characteristics of labor - labor processes are carried out in a certain direction, are planned in advance, are associated with specific tasks, the implementation of which requires certain psychophysiological energy costs, appropriate levels of thinking and inferences to obtain the final result of social significance (training, self-study, discovery, invention, rationalization and etc.).

2. Formation of psychological qualities by means of physical culture and sports

Attention. Certain qualities of attention have many specific features; therefore, various pedagogical techniques are used in their formation and improvement.

The volume and distribution of attention are formed as a certain skill of simultaneous performance of several actions, similar in their psychophysiological structure to professional actions performed under conditions of a high pace of work. At the same time, the number of perceived objects and phenomena, the distance between them and the pace of perception are gradually increased.

Switching attention is formed in the process of physical education in several ways: exercises to switch attention from object to object with preliminary mastery of the technique and “routes” of switching; exercises with the selection of the most important objects from the secondary ones; training in the speed of switching attention from object to object.

Concentration of attention develops through education and self-education of an attitude of attention. Sustainability of attention is ensured by the development of volitional qualities and the creation, through training, of a basis for the manifestation of sustainable attention, in particular, the endurance of the oculomotor system. Gymnastics and drill exercises provide great opportunities for the qualities of attention.

Ball sports are an effective universal means of developing attention. This is explained by the fact that actions in them require a high level of manifestation of various qualities of attention. Thus, during the game, a volleyball player has to simultaneously perceive more than 10 objects and their elements. For example, when receiving the ball, he simultaneously determines the distance to the ball and players, monitors the movement of his players and opponents, chooses the method and effort to pass the ball, etc. In addition, during the game, a volleyball player has to constantly instantly change the objects to which his attention is directed. Having made a pass for the attacker, he switches his attention to insurance, receiving, etc., in just one second the volleyball player’s attention switches alternately to 3 – 6 objects. The duration of the game and the variety of tactical situations require sustained attention. All this leads to the fact that volleyball in itself contributes to the development of the quality of attention.

Attention exercises. Exercises to develop the volume and distribution of attention:

Running, cycling on the highway;

Running at an average and fast pace while simultaneously performing tasks for the arms and legs (for example, relay running);

Running downhill between the trees; running long jump; throwing athletics equipment; performing floor gymnastic exercises to coordinate the movements of the arms and legs;

Juggling two or more balls; walking on two parallel gymnastic benches.

Operational thinking.

Effective ways to develop operational thinking in the process of physical education are:

The use of elements of tactical training, widespread use in sports games and martial arts classes and training in these types;

Introduction of a certain system of pedagogical influences specifically aimed at developing quality.

The following have a significant effect:

− training (based on problem-based learning and stage-by-stage formation of mental actions) techniques of operational thinking on material specific to physical education;

− exercises aimed at solving various motor algorithmic (solved according to a certain scheme) and heuristic (requiring creative efforts of thought) tasks, similar to exercises for the development of tactical thinking of a player, middle-distance runner, wrestler;

− exercises to develop observation, memory, perception, attention, will and other mental processes associated with quick thinking.

Exercises for operational thinking.

1. Performing various tactical algorithmic and heuristic tasks for a middle-distance runner, game player, wrestler, fencer, boxer.

2. Relay race with the solution of suddenly arising algorithmic and heuristic problems (athletics relay races with a common transfer zone, relay races with overcoming obstacles, with dribbling, carrying the ball).

3. Overcoming unfamiliar obstacle courses against time.

4. Downhill running, cycling, downhill skiing, sledding along a closed route.

5. Sports games (badminton, basketball, baseball, volleyball, handball, Russian lapta, tennis, table tennis, mini-football, hockey, bicycle ball, bicycle polo, motorball).

6. Playing badminton, volleyball, tennis through a closed net.

7. Orientation on the terrain.

8. Blitz chess game. Game duration is 3 – 10 minutes. For each move 3 – 10 s. The time for thinking and playing is gradually decreasing.

Emotional stability.

In the process of professional applied physical training, emotional stability is ensured by:

1) acquiring experience of volitional behavior in conditions of emotional tension, improving

physiological processes of adaptation to stress factors;

2) developing skills, abilities, habits, self-regulation of emotional tension.

To solve the first problem, the most effective means are exercises that simulate various stressful situations and requiring the mobilization of all forces involved in effectively completing the task under given conditions.

The solution to the second problem is carried out through exercises in techniques for changing somatic and negative manifestations of emotions (control and regulation of facial muscles, skeletal muscles, special breathing exercises) and methods of distraction from emotions, self-hypnosis and self-persuasion.

Exercises aimed at gaining experience of volitional behavior in conditions of emotional tension.

1. Running down a mountain along a difficult route.

2. Relay race with the performance of motor tasks that require courage and determination.

3. Performing various motor tasks at height (gymnastic beam, gymnastic wall,

special site).

4. Diving from a tower.

5. Jumping on a trampoline (with complex coordination movements).

6. Team sports and outdoor games (basketball, volleyball, handball, rugby, wrestling for the ball, hockey, etc.)

7. Downhill skiing along a difficult route.

8. Rock climbing.

Volitional qualities.

Methodological basis volitional training is a system of influences aimed at nurturing specific volitional manifestations of the individual, accumulating experience of volitional behavior, creating a good functional, physiological and morphological basis for volitional manifestations. The main means for solving these problems are physical exercises and sports that require overcoming difficulties that are adequate to the difficulties of production.

Initiative.

The formation of this volitional quality in physical education and sports is carried out mainly through the accumulation of experience in proactive behavior. For this purpose, the following methods and means are effective:

− performing physical exercises in class in one of many ways on personal initiative;

− independently conducting training sessions with a group;

− competitions with other students for the optimal solution of a motor task;

− independent choice of tactical plan for performance at competitions;

− organization of physical education and sports events in a group on personal initiative;

− sports games;

− martial arts;

− relay races;

− personal competitions.

Courage and determination.

The formation of these qualities is most facilitated by exercises containing elements known risk and requiring overcoming feelings of fear and hesitation.

Exercises for courage and determination.

1. Running down a steep hill and overcoming obstacles.

2. Depth jumps and dismounts from gymnastic apparatus.

3. Walking and running with your eyes closed.

4. Jumping over obstacles and gymnastic equipment.

5. Exercises on a trampoline.

6. Overcoming special obstacle courses.

7. Playing rugby according to simplified rules with power elements.

8. Acrobatic jumps.

9. Jumping into the water.

10. Jumping and falling to the ground, floor.

11. Fast attack in games.

12. Boxing match with a strong opponent.

13. Rock climbing.

Persistence.

The most effective means of developing this quality in the process of physical education are

exercises that contain elements of overcoming significant external and internal difficulties, are performed in unfavorable meteorological conditions, in a large volume, require significant nervous tension. When cultivating resilience, it is advisable to use techniques that enhance the effect of the means used: artificial increase in effort, group training, the competitive method, introducing an emotional factor into training, and the use of technical means.

During the formation of perseverance, it is necessary to train not only volitional effort, but also the physiological basis of effort. In this case, it is necessary to strictly adhere to the principle of gradual increase in loads and their adequacy to the body’s capabilities. Otherwise, depletion of the physiological base may occur, which will ultimately affect volitional action.

Strength training.

1. Slow long run in difficult weather conditions - up to 3 hours.

2. Tempo cross-country running – up to 3 hours.

3. Cross-country running on difficult terrain, replete with various obstacles.

4. Cross-country and forced march training under unfavorable weather conditions: rain, snowfall, strong wind, high and low temperatures.

5. Competitions in forced march, 8-foot race; 10; 20; thirty; 42.195 km.

6. Distance swimming.

7. Overcoming special obstacle courses.

8. Fight against a stronger opponent.

9. One-day and multi-day hiking and skiing trips.

10. Boat trip of 20 km or more.

11. Ski trek, bike ride.

12. Hold your breath for a while while inhaling or exhaling.

Conclusion

With a sedentary lifestyle, insufficient level of physical activity, and an underdeveloped muscular system, impulses of a low, barely necessary frequency are transmitted, which primarily worsens the functioning of the brain and other internal organs. Such people have reduced energy reserves in nerve cells, the level of immune defense, and an increased likelihood of diseases of the gastrointestinal tract, osteochondrosis, and radiculitis. Metabolic processes are disrupted, adipose tissue and body weight increase.

Pollution environment is fraught with the danger of genetic changes. A trained body is more resistant to unfavorable conditions external environment. Morning exercises have become the most common form of exercise. Athletic gymnastics helps in the formation of a beautiful, proportional body. Rhythmic gymnastics improves the utilization of oxygen in the tissues of the body, leading to increased performance and physical endurance of a person. Swimming improves the functioning of internal organs, develops the cardiovascular system, prevents stagnation of venous blood, ensuring its return to the heart. A bicycle is indispensable in the fight against excess weight. Sports games develop dexterity and motor activity.

And finally, “If you want to be strong, run, if you want to be beautiful, run, if you want to be smart, run!”

Physical education delays the aging process, prevents the development of diseases, and maintains normal performance.

Bibliography

1. Brekhman, I.I. Valeology - the science of health / I.I. Brekhman. – M., 1990.

2. Vasilyeva, O.S. Book about new physical education / O.S. Vasilyeva, L.R. Pravdina. – Rostov n/d, 2001.

3. Vilensky, M.Ya. Physical culture of mental workers / M.Ya. Vilensky, V.I. Ilyinich. – M., 1987.

4. Socio-biological foundations of physical culture /Ya.N. Gulko. – M., 1994.

5. Physical culture of a student: Textbook / V.I. Ilyinich. M:. Gardariki, 2003.