Training methods in athletics. Methods of teaching in athletics

Belgorod Medical School of the South-Eastern railway Techniques and methods of teaching exercises athletics Belgorod 2003 Short-distance running For ease of study, running technique is conventionally divided into 4 parts: start, starting run-up, distance running and finishing. DISTANCE RUNNING TECHNIQUES Having gained maximum speed, the runner strives to maintain it throughout the entire distance. The transition from the starting run to running along the distance is performed smoothly, without sharp straightening of the body, without changing the rhythm of running steps. You should strive to run along the distance with wide strides, with active pushing. Important role plays an active movement of the hip forward and upward, which creates the prerequisites for placing the foot on the track with an active raking movement. When mastering the running technique, you need to strive from the first lessons: to run on the front of the foot, the arms should work along the body in the direction of movement, the hands should be relaxed, half-bent, the gaze directed forward, breathing rhythmically. METHOD 1. Running at different speeds for segments of 40 - 80 m. 2. Special exercises for mastering the technique: a) running gymnastic wall; b) work of hands on the spot; c) running with high hip lifts; d) mincing run; e) running with the shin choking. 3. Running with acceleration and increasing rhythm 4. Running at 80% of the maximum speed for segments of 40-60 m. 5. Running at full speed for 40-60 m. Guidelines All running exercises and acceleration to perform without tension, freely. The number of repetitions depends on the level physical fitness. After each acceleration, the teacher draws attention to the main mistakes, offering to eliminate them in the next run. Instructing a student to correct 4-5 errors at the same time will not allow him to correct even one. Main mistakes: 1) The head is thrown back; 2) Non-linear running, upper part the body sways, arms move across the body; 3) The upper body is excessively tilted forward; 4) Positioning the foot from the heel; 5) Feet are placed on the ground in a non-straight line, wide seat; 6) Toes turned outward; 7) The foot becomes either behind or at the level of the knee joint; 8) There is no active raking with the foot; 9) Shoulders are raised, hands are enslaved; 10) The push is directed upward, not forward. Running along a bend TECHNIQUE The technique of running along a bend differs from running along a straight distance in the following features: - when running along a bend, to overcome the action of the centrifugal force, you must tilt your torso to the left, place your feet with a slight turn to the left; - the right hand moves more inward, the left - outward; - exiting the turn onto the straight line is accompanied by a smooth decrease in inclination. Methodology 1) Imitation of hand movements in place (active, wider movement of the right hand inward); 2) Running in a snake, running in a circle with a radius of 10–20 m. 3) Running with acceleration along a bend with acceleration in segments of 60 - 70 m. Repeat the acceleration at different speeds when entering and exiting the bend; 4) Running with acceleration along a bend along a large and small arc (1st and 8th tracks). Methodological instructions Pay attention to the need to run freely and unconstrained, monitor the timely tilt of the body to the center of the turn, changes in the movements of the arms and legs, turning the feet to the left, wider and freer work right hand. LOW START AND STARTING RUN TECHNIQUE Start of running (start): a low start is most beneficial. It allows you to quickly start running and reach maximum speed. For better support with your feet when starting, a starting machine or blocks are used. The location of the starting blocks varies depending on the body length and technical characteristics of the runner. The front block (for the strongest leg) is installed at a distance of 35 - 45 cm from the starting line (1 - 1.5 tables), and the rear block - 70 - 85 cm (or at a distance of the length of the shin from the front block). Some runners reduce the distance between the blocks by one foot or less, moving the front block back (extended start) or bringing the rear block closer to the front (close start). The support platform of the front block is inclined at an angle of 45 - 50°; and the rear - 60 - 80°. The width distance between the axes of the blocks is 18-20 cm. A low start is performed in the following sequence: having installed the blocks, the runner moves 2 - 3 m back and focuses on the upcoming run. At the command “Start!” “The runner approaches the blocks, squats and places his hands on the track. Then, the foot of the weaker leg rests on the support platform of the rear block, the foot of the other leg - on the front block, and lowers onto the knee of the rear leg. Lastly, he places his hands in front of the starting line at shoulder width or slightly wider. Hands at the line rest on the thumb, index and middle fingers, thumbs facing each other. The arms are straightened at the elbows, the gaze is directed downwards to the starting line. At the command “Attention!” you should raise your pelvis above your shoulders by 20-30 cm, but keep your legs knee joints do not straighten completely. Regardless of the placement of the pads and the anthropometric data of the sprinter, the angles between the thigh and lower leg are 100 - 130°, respectively. The shoulders lean forward, the weight of the body is distributed over 4 support points. The starting run is performed during the first 7 to 14 running steps. During this part of the distance, the runner must reach maximum speed. During the first 2 running steps, the runner strives to actively straighten his legs when pushing off. The movement is directed forward, while the torso tilt is straightened. The length of steps gradually increases and depends on the individual characteristics of the runner - leg strength, body length, physical fitness. Acceleration ends as soon as the stride length becomes constant. METHOD 1) Running from various high start positions, 15 - 20 m. a) I.P. - stand facing the finish line, legs together, arms freely along the body. Execution - fall forward and start running. b) I.P. - the same. Push leg in front, swing leg behind. Execution is the same. 2) Teach how to install starting blocks 3) Teach how to execute the commands “To the start!” and “Attention!” At the command “Attention!” teach how to rationally distribute body weight on the legs and arms 4) Teach how to run out of the starting blocks a) try out a low start, running segments of 20-30 m; b) I.P. - emphasis lying on bent arms. Execution - with simultaneous straightening of the arms, lift each leg in turn until the knee touches the chest (628 times with each leg). c) stand in the blocks, place your hands at a distance of 60 -70 cm in front of the starting line. Execution - bring the swing leg with the knee to the chest while simultaneously straightening the pushing leg (7-8 times); d) stand in the stocks and execute the command “Attention!” and, pushing off strongly, do a triple jump with the transition to running. e) place several mats 60 cm high on a path 1 m in front of the starting line. Stand in the stocks and execute the command “Attention!” Push yourself hard and send yourself forward until you fall onto the mats. 5) Master the technique low start in general, on segments of 30 m 6) The same, recording the time Low start on a bend Technique The starting blocks are located at the outer edge of the track, which ensures that the beginning of the distance is run in a straight line, tangent to the arc of the inner edge. In the future, the technique is the same as in a low start in a straight line. Methodology 1) Explain and show the rational placement of the pads; 2) Starts on a turn at different speeds; 3) Use training tools for low straight starts. Methodical instructions When installing pads, it is advisable to start training with the usual low start option. The correct distribution of body weight over the 4 support points should be monitored. The position of the shoulders relative to the starting line and the pelvis relative to the shoulders. At the beginning of training, perform all starting exercises at optimal speed and without a command, and then gradually move on to group starts with commands. Main mistakes 1) The head is thrown back, because the runner is looking at the finish line, his back is arched; 2) Arms are bent, center of gravity is shifted back; 3) Shoulders are pushed far forward beyond the starting line. FINISHING Finishing is the effort of the runner in the last meters of the distance. Technique The run is considered finished when the runner crosses the imaginary plane of the finish line with any part of the body. They run across the finish line at maximum speed, performing a chest or shoulder throw at the finish line at the last step. METHOD A 1. Walking with the torso tilted forward and arms moving back; 2. The same, in a calm and fast run; 3. Finishing with the shoulder at medium and maximum speed Methodical instructions Perform the exercises first independently, and then in a group of 3-5 people. Basic mistakes. 1. Finishing with a jump; 2. Stop immediately after the finish; 3. Early leaning of the body After completing training in running sprint distances move on to improving it. Long jump with legs bent The run-up is used to create the initial speed of the body's flight. It is characterized by a certain angle of steps, changes in their length and pace, running speed and overall length. The length of the run-up depends on height, gender, preparedness in jumping and, most importantly, the ability to accelerate while running. The starting position and the start of the run should ensure that the steps are standard in length. The amplitude of the first step is limited, the beginning of the movement is characterized by falling forward, i.e. always with the same effort and acceleration. The highest take-off speed should be at the moment of take-off. When selecting a run, students begin to run from a common mark set by the teacher, from the same foot. Observing the place of take-off, the teacher indicates how far to bring or carry the run-up. Thus, the student correctly determines the length of his run. Students measure their run-up with their feet and later refine it. The length of the runway may vary depending on the runway, wind direction, physical condition jumping. Method 1. Run evenly over segments of 20-25 m, starting with a high hip lift; the same, with a gradual transition to acceleration. 2. Running with a high frequency of movements with the transition to acceleration. 3. Running segments of 15 - 20 m on the move with increasing tempo of movements (without taking into account time and against time). 4. Running a segment of 20 - 30 m on the run against time (as instructed by the teacher). 5. Perform 7 - 11 steps with an increase in the tempo of movements at the end and getting the pushing leg into the take-off zone 60X60 cm. 6. Running through medicine balls, changing the distance between them. 7. Relay races overcoming horizontal obstacles. Methodical instructions Finish all exercises with a free push-off from the ground. In exercise No. 5, the run-up is pre-marked. Pay attention to the placement of the foot (on the front part). Do not fasten the upper shoulder girdle. The muscles of the neck and face should not tense. The repulsion is performed very quickly and sharply. It is accompanied by coordinated and energetic movements of the swing leg and arms: the swing leg, bent at the knee joint, is carried forward and upward to a horizontal position of the thigh, the shoulders rise, the arms make an energetic swing - one forward and somewhat inward, the other to the side and back. The push-off ends with full straightening of the pushing leg in all joints. The foot is placed on the block with a quick raking movement from above, down and back in relation to the body, closer to the projection of the body's central center, touching the heel with a quick roll to the toe. In relation to the ground, the foot is always placed down and forward, almost straight, at an angle to the track of 65-70°. Under the influence of the inertia of the body weight, the leg bends slightly at the knee joint, followed by straightening to the vertical moment. With the straightening of the pushing leg, the swing leg is carried forward and upward from the hip with an active movement to a horizontal position of the hip. The hand of the same name to the pushing leg is extended up and forward, slightly inward, the other - to the side, slightly back. Method 1. From a standing position, the pushing leg is in front of the entire foot, the swing leg is set back 30 -40 cm, the arms are lowered. Bring the swing leg bent at the knee forward and upward, rising on the pushing leg; lift the arm of the same name as the pushing leg (bent at the elbow joint) forward and upward, and move the other back (imitation of repulsion). 2. The same, in one step. 3. From 3 to 5 steps of the run, take off, taking a “step” position, land on the swing leg and continue running. 4. The same, but before landing, pull the take-off leg to the fly leg and land on both in the sand. 5. From a running jump, jump onto a hill (on mats, a stand, a horse), pushing off from 1.5 - 2 m. 6. From a running 9 - 11 steps, jump over an obstacle (vertical and horizontal), landing on both feet. 7. Running jumps with reaching an object (with hand, head), followed by running. 8. Long jump from a stand (30 cm). 9. Running long jumps landing in a hole. Methodical instructions 1. The last step is completed faster than the previous ones. 2. The heel only briefly touches the ground, the foot quickly rolls onto the toe. It should feel like you instantly touch the block with your heel and push it back. Then vigorously straighten your entire body. 3. The upper part of the body is in a vertical position, the gaze is directed forward. 4. The thigh of the swing leg rises to a horizontal line (the knee bends strongly). 5. Exercises 3 and 4 should not be performed large number times, because the desire to push off harder and jump further can cause a mistake - a deep squat on the swing leg. 6. In exercises with jumping and reaching, the place of take-off should be marked at 1.5 - 215 m, depending on the level of training of the students. The push-off should be directed forward and upward. 7. It is important to place your foot on the block with tense extensor muscles. Make sure that by the time your foot touches the block, your leg is almost straight. In this case, it is easier for the jumper to cope with the load on the supporting leg that occurs during the transition from horizontal movement to take-off, especially when placing the foot on the block. Flight After takeoff, the torso is approximately in the same position as after take-off, the rear leg is pulled towards the fly leg, and both legs approach the chest. You should not tilt your torso too much in this position. About 0.5 m before landing, the legs are almost completely straightened. The hands, continuing the movement they started, move down and back. This compensatory movement helps to better extend the shins before landing and maintain stability. METHODOLOGY 1. Jump “in step” with 3 - 5 steps of run-up with landing in the “step” position. 2. Jump “in step” with 5 - 7 running steps across two lines at a distance of up to two meters from one another with a landing on two legs. 3. The same, jumping over the bar at a height of 40 cm. 4. Jumping from the bridge using the “bent legs” method. 5. Running long jump using the “legs bent” method. Methodical instructions 1. When performing a jump, do not rush into a grouping for landing. 2. Fly more than half of the jump in the “step” position. When grouping early, the jumper will inevitably tumble forward and have an incomplete landing. 3. It is necessary to use the competitive method more often. Set a task for the students, who will jump further, etc. Landing With all methods of running long jumps, land simultaneously on both feet in a pit with sand. Landing ends with a deep squat and stepping forward or falling forward to the side. METHOD 1. Standing long jumps, throwing your legs forward as much as possible. 2. Walking long jumps with 3-5 run-up steps. In the middle of the flight, bring the push leg forward to the fly leg, and then take the correct position before landing. Next, land and step forward, bending your legs and raising your arms forward. 3. Long jumps with a short run-up over the bar at a height of 20-40 cm 0.5 m before the landing site. 4. Jumping with a short run-up through the tape at the landing site. 5. Jumping from a full run using the “legs bent” method with correct landing and exit from the pit. Methodical instructions 1. As soon as the heels touch the ground, the legs gently bend at the knees, both legs land on the same line. 2. The landing will be correct if, after touching the sand with the feet, the student can move the body forward in a straight line or fall to the side of it. 3. Exit the pit only forward. 4. Landing technique remains almost unchanged when moving to other jumping methods. Therefore, you should strengthen the skill through repeated repetition. Exercises with small balls. (INITIAL AND IN-DEPTH LEARNING STAGE) 1. Throwing the ball up with the right (left) hand, catching it with both hands. Same thing, catching with one hand. 2. Throwing the ball up with the right (left) hand. After hitting the ball on the floor, catch it: a) with both hands; b) from below with the right (left) hand; 3. Throwing the ball up with the right hand, catching it with the left, and vice versa. 4. Hit the ball on the floor from top to bottom with your right (left) hand, catching it from below. 5. The same, but catch the ball from above with your right (left) hand. 6. Throwing the ball up with the right (left) hand. Clap your hands (in front of you or behind your back) and catch the ball with your right (left) hand. 7. The same, but there is a clap after the ball hits the floor. 8. Passing the ball from one hand to another over the head, from behind the back, between the legs. 9. Throw the ball up. Turn in a circle over your left (right) shoulder and catch the ball: a) with both hands; b) one 10. The same, but instead of a throw swipe ball on the floor 11. Students line up at a distance of 2 - 3 m from the wall. The ball is in the right (left), thrown from behind the head into the wall and caught with both hands. 12. The same, but after the ball bounces off the floor. 13. Throwing the ball in pairs at a distance of 3 - 4 m from behind the head with one hand and catching with both from below. The same thing, but the distance between partners increases. 14. Throw the ball into the wall from behind the head from a distance of 4 - 6 m and catch it with one hand after the rebound. 15. The same, but before catching, clap your hands, sit down, straighten up, and turn around. Throwing a grenade (ball). Throwing a grenade is performed from various positions - standing, kneeling, lying down. Throwing a grenade (ball) is divided into phases: run-up, final effort (throw), braking. Technique for gripping and releasing a projectile The grenade is held by the lower half of the handle, the little finger is under its base, and thumb located along the axis of the projectile. The ball is held by the phalanges of the fingers of the throwing hand, three fingers are placed as a lever behind the ball, and the little finger and thumb support it from the side. Teaching methodology. 1. Throw the ball with your hand down in front of you. 2. Throw the ball forward at the target. 3. Standing in a step, the hand with the grenade is pulled back and up. Methodical instructions 1. Hand with the ball over the shoulder at head level, legs apart; then at a walk, left in front. 2. When throwing, the elbow with the ball is close to the head and does not fall below the ear, the final movement of the hand should be accelerated. 3. Throw a grenade from behind the head, ending with the hand and rotating the grenade in a vertical plane. Technique final effort(throw). Standing with your left side in the direction of throwing, your legs “in a step”, the weight of the body is not on the right leg, the toe of which is turned “in a step” at an angle of 30°, left leg in front, toe in. The hand with the ball is pulled back at shoulder level, the shoulders are slightly turned to the right, left hand in front of the chest, bent at the elbow. The movement begins with the extension of the right leg forward - upward, turning the heel outward, moving forward right side pelvis with the shoulder and transfers the body weight to the left leg. At the same time, the right hand, bending at the elbow joint, “takes over” the projectile, passing through the “stretched bow” position. With a quick upward and forward movement of the shoulders and arms, the thrower performs a throw. After the throw, take a step forward with your right foot - turning your toe inward and bending your leg at the knee joint. Method 1. “Standing in step”, left leg in front, hand with the ball over the shoulder 2. The same, performing a throw together. 3. Standing on the left side, the left leg is raised, the right hand with the ball is pulled back, the left hand is bent in front of the chest 4. Throwing the ball at the target and at a distance. Methodical instructions 1. On the count of “one” - the hand with the ball is pulled back at shoulder level, the right leg is bent, the torso twists and leans to the right, on the count of “two” - turning your chest forward, straightening your right leg and raising your hand with the ball forward, press “stretched bow” position, on the count of “three” - throw. 2. Perform the throw over the shoulder followed by passing forward with the right side, pay attention to the jerk with the left hand back. 3. With an active stance of the left leg, perform throwing, pay attention to the full extension of the legs, straightening of the torso with moving the chest forward and up without bending to the sides and forward. 4. Monitor the work of the pelvis and the whip of the arm; perform throwing in two ranks or groups of 8-10 people. Cross step technique. The cross step begins with an energetic push off of the left leg and a swing of the right leg. The right leg is quickly brought forward and placed from the heel with the toe turned outward. In this case, the torso leans in the direction opposite to the run-up, and the shoulders turn to the right. The left leg is quickly brought forward and placed from the heel with the toe in the direction of throwing. The cross step serves for a smooth transition from run-up to throw. Method: Standing on your left side. Standing on your left leg with your right leg raised and crossed in front of your left. Standing on your left side. The same, but the left leg is raised. Same thing, all together. Methodical instructions The weight of the body on the right leg, on the count of “one” - transferring the weight of the body to the left leg and leaving the shoulders behind, perform a cross step with the right, on “two” - I.P. Cross in front of the left, perform a light jump from the left leg to right On the count of “one” - step forward with the right hand from the heel and move back with the ball, on the count of “two” - step with the left at point-blank range. On the count of “one” - step (jump) with the left hand with the right hand with the ball moving straight back from the shoulder, on “two” - step with the right in front of the left, on “three” - left hand forward point-blank. The same on the count of “four”, perform a throw. Take-off technique The run-up consists of two parts: from the start to the control mark (15 - 20 m); from the control mark to the bar (7-9 m). In the first part of the run, the thrower gains speed, in the second part he overtakes the projectile and throws it. The run begins with a slow run with gradual acceleration. The thrower hits the control mark with his left foot (when throwing with his right hand), after which he begins to retract and overtake the projectile. Steps from this part are usually called “throwing”. There may be two, four, six. Retracting the projectile back is performed in two ways: in an arc forward-down-back or straight back. By the time the left leg is placed on the control mark, the arm with the apparatus is completely straightened. The third throwing step is usually called the crossing step. Completing the fourth step, the thrower takes the starting position to perform the final effort (throw). Methodology Throwing the ball with a short preliminary run-up. Throwing with a gradual increase in run-up. Establishing an individual length and rhythm of the full run-up. Throwing from a full run. Methodical instructions Count two or four throwing steps from the line, run, check the accuracy of hitting the mark with your left foot, monitor the abduction of the hand with the ball and the rhythm of the steps. Watch for overtaking the projectile, fast and wide execution of the cross step. 3-4. When finishing the throw, slow down and move from your left foot to your right.

There are the following teaching methods: holistic, dissected, mixed.

Holistic method learning involves studying the entire action and is used when teaching simple actions. It is also used when teaching promising students who have high level coordination abilities. As the holistic action is studied, attention is paid to the overall picture of the movements, its main function (for example, to long jump as far as possible), then individual unsuccessful details that interfere with the formation of high-quality movement technique are studied and corrected.

Exploded method training is most common and is used at the initial stage of training and when teaching technically complex actions. The entire action is analyzed and divided into parts (technical details) that can be performed separately. Then the sequence of studying individual parts is determined, a training plan for their technique is drawn up, and methods and means of training are selected. Next stage– study, if necessary, a group of parts, i.e. Structural connections are formed between technical parts. The final stage is the study of the entire action as a whole, consolidation and improvement.

Mixed method teaching includes elements of holistic and dissected methods.

Along with general teaching methods, there are also Direct teaching methods: verbal, visual, physical exercise, direct assistance.

Verbal method is important when studying movement techniques. The teacher, with the help of explanations and stories, helps to create an idea of ​​the movement, understand the movement, and give its characteristics. The word connects all means, methods and techniques of teaching. Main role In this method, an explanation is played, after which the student tries to perform this or that movement, then, having sorted out the mistakes, he tries to perform it again. The main means of the verbal method are: story, explanation, reminder, clarification, instruction, hint, analysis of the action performed, analysis of errors.

Visual method -- watching the demonstration, the student can take in the whole picture of the technique and get an idea of ​​the complexity or ease of performing the movements. Visual perception of the demonstrated technique provides the most objective reflection of it in the minds of the students, creates the correct motor representation, subject to an exemplary demonstration. There are two types of visibility: 1) immediate visibility- a reliable image of movements - an exemplary display, the use of drawings, posters, filmograms - planar visibility, layouts, models - three-dimensional visibility, film and video recordings - hardware (technical) visibility; 2) auditory clarity– sound design of movements, which is very important when studying the rhythm and tempo of movements.

Direct assistance method used when teaching poses in various conditions at a slow pace. This method is essentially correcting errors from the outside.

Training means and methods of their use (methods) are organically interrelated, i.e. it is impossible to separate them from each other and only for a greater understanding of the essence training process theoretically they are considered separately. The main method of training in athletics is the exercise method, i.e. repetitive performance of movements and actions in different conditions(strictly regulated exercise, game, competitive). The most important feature of the exercise method is repetition. Without repetition there is no exercise. Only with systematic and repeated repetition do movements cause certain changes in the shape, structure, and functionality of a person. It is only through the repetition of movements that a person’s qualities develop and certain character traits are formed.

Depending on the training objectives and the preparedness of the athletes, different versions of the exercise method are used in practical work: uniform, repeated, variable, interval, circular, game, competitive.

Uniform- This is a method in which a relatively constant speed is maintained for a long time. The method is used mainly to improve endurance and consists in the fact that a long exercise is performed once with relatively equal intensity (long distance, cross, etc.).

Repeated– a method of performing exercises in which an action is performed repeatedly with a given constant efficiency at random intervals. This is the most universal method that is used to solve a wide variety of problems: learning, improving motor skills and physical qualities, education, etc. The method has a number of varieties: maximum effort, unlimited effort “to failure”, “impact method”, statistical effort, etc.

Variable The training method is characterized by changing the intensity of repetitive movements and actions (physical exercises). In athletics, it is used to develop motor qualities (strength, speed, general and special endurance, agility), tactical abilities, to correct errors in the technique of performing movements, as well as in organizing active recreation.

Interval method is execution standard exercises through strictly dosed intervals of incomplete rest. Used to improve special endurance.

Circular method - sequential execution of exercises affecting various muscle groups and functional systems by type: a) repeated work, b) interval work, c) by the type of equal work and rest time (actually circular). Typically, exercises are combined into a “circle” of 4 or more task-exercises (“stations”), which are repeated 2 times or more. It is usually used to improve physical qualities.

Game method - a method in which the execution of exercises is organized in a game form (who is better).

For competitive method characterized by performing physical exercises (mainly basic sports) with the greatest intensity. At the same time, the athlete complies with the rules of the competition and strives to achieve high results. The competitive method is used to increase the load, the emotionality of classes, to check the level of fitness, and to summarize the results of the training process. This method is a specific feature of the sport.

All training methods are used during classes. Their skillful use and variety makes the training process varied and effective.

Types of training in athletics

In the process of physical education and sports, it is necessary to work with those involved in athletics within the framework of the established ideas of training in this sport: psychological preparation, theoretical, physical, technical and tactical preparation.

Psychological preparation . The morally significant qualities that must be cultivated in students include the following categories: honesty, discipline, hard work, civil courage, patriotism, camaraderie, mutual assistance, respect for elders, etc. Effective methods moral education are: personal example of the trainer-teacher, persuasion, purposeful setting of complicating tasks, encouragement and punishment. Strong-willed and psychological preparation carried out from the first steps to light activities athletics. The manifestation of will is diverse and is expressed in the following characteristics: determination and overcoming difficulties, independence and initiative, perseverance and courage, endurance and self-control, dedication and “the ability to endure.” The highest expression of volitional qualities is found in the manifestation of the so-called “fighting qualities”, i.e. the ability to concentrate as much as possible all physical and spiritual efforts at the time of important competitions, endure fatigue, pain, break the enemy’s resistance and demonstrate the maximum capabilities necessary to achieve victory. A distinctive sign of the development of volitional qualities is precisely the achievement of higher results in competitions than in training.

Theoretical preparation The theoretical training of an athlete consists of deepening knowledge related to sports specialization, understanding all aspects of one’s training.

Theoretical training provides the following range of knowledge:

Knowledge of the goals and objectives of the training process for a given athlete;

Know the basic principles of constructing the training process;

Know the basic techniques of your type of athletics;

Know your individual characteristics;

Know the basics medical supervision;

Be able to keep records of training work (training diaries, analysis of work performed).

Theoretical training is carried out through conversations held during training sessions, special lectures and reports. In addition, athletes are required to regularly read books, newspapers, magazines, watch special films, etc.

Physical training of athletes

Physical training is aimed at improving the physical fitness of those involved, i.e. strengthening organs and systems, increasing their functionality, developing the motor qualities of athletes: strength, speed, endurance, flexibility, coordination. Physical training is divided into general and special. General task physical training for any athlete, regardless of the type of specialization in athletics, to create a foundation of functional readiness for improvement in the chosen specialization, to achieve high performance of the body when performing any activity.

Technical training

Achieving high athletic results is impossible without mastering the fundamentals of technique in selected types of athletics and continuous improvement in technique. The complexity of movements in track and field events does not allow one to immediately teach the exercise technique as a whole. As a rule, when teaching the technique of athletics exercises, two methods of teaching the exercise are used - in parts and as a whole. To facilitate learning, a complex exercise should be simplified as much as possible, highlighting in it the main movement, the decisive phase, the main link in the chain of movements to which all the others are subordinate. At the same time, athletics exercises cannot be simplified mechanically, since all phases are organically connected into a single whole.

Tactical training

Sports tactics refers to the use of special wrestling techniques during competitions in order to achieve best results or victory over a relatively equally prepared opponent. Tactical training of an athlete - component sports training. The most expedient implementation of tactical plans is possible only with good mastery of technology, high development of qualities, strong will, great perseverance and perseverance in achieving the goal. Tactical training provides for consistent weapons training in the following knowledge and skills:

– studying the rules of competitions and the possibilities of this type of athletics for tactical wrestling;

– study of the basic principles of tactics in this form;

– study of the individual characteristics of opponents;

– studying the locations of upcoming competitions;

– choice of scheme tactical actions for specific competitions;

– testing a scheme of tactical actions for training;

– implementation of the chosen tactics option at competitions;

– analysis of the results of using tactical tactics in competitions.

Athletics takes great place in the schoolchildren training system. It has an extremely versatile effect on the development of motor qualities and improves vital motor skills.

IN methodological development Not only all stages of training for short-distance running are examined in detail, but what is especially valuable is that the mistakes that are often made when performing certain athletics elements are described.

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METHODOLOGICAL DEVELOPMENT ON THE TOPIC:

“METHODOLOGY FOR TRAINING RUNNING TECHNIQUES FOR 100 meters".

100m sprint . - one of the most popular types short-term athletics exercises that require maximum effort and intense work of the body. All the actions of a runner - from start to finish - are essentially one holistic exercise, in which the competitor or trainee strives to cover the distance in the shortest possible time.

A runner's speed is determined both by his natural abilities and the skills acquired in the process. systematic training physical culture and sports, as a result of improving the technique of performing the exercise. In other words, - the length and frequency of steps; the ability to run freely, naturally, creating the most favorable conditions for effective muscle work; fitness; trying to make fullest use of potential individual capabilities to achieve the goal, etc.

Fulfilling the standards in the 100 m race requires regular training, development of speed, strength, coordination of movements and, of course, mastery of rational sports technique.

For the convenience of teaching technique, the entire 100 m run is conventionally divided into four phases: a) start, b) starting run-up, c) running along the distance, d) finishing.

Each of these phases has its own specific feature.

Besides, When teaching running technique, you must adhere to the following sequence:1) create a correct understanding of running technique; 2) teach: a) correct push-off when running, b) low start and starting run, c) transition from starting run to running along the distance, d) running with acceleration, e) running along a straight distance, f) finishing; 3) improve running technique in general.

START AND STARTING RUN. As you know, the final result in running, first of all, depends on the correct execution of the start. The 100m sprint is performed from a low start position. It's better to start with the starting blocks. Being a solid support, they facilitate the start, contribute to a more confident run-out and quickly achieve maximum speed over a relatively short period of distance. To ensure that the repulsion is carried out correctly and the pads do not tip over, they are installed strictly in the direction of running, firmly driving the tracks into the ground. The front block (for the pushing leg) is installed at a distance of 1-1.5 feet from the start line, and the rear block (for the fly leg) is installed at a distance of the length of the shin from the front. In addition, the rear block is set aside from the front to the right or left, depending on which leg is located behind. The width of the distance between the pads does not exceed 15-20 cm.

At the command “Start!”the student needs to approach the starting blocks and take the starting position: sit down, rest his palms on the track in front of the starting line, place first the push and then the swing leg against the starting block, and at the same time lower himself onto the knee of the leg standing behind him. Arms should be straight, hands moved back behind the starting line, pointing slightly wider than shoulder-width apart. The thumbs are directed inward, the rest, joined together, are directed outward. The back is slightly bent, rounded and relaxed, the head is lowered, held freely without tension in the neck muscles. The gaze is directed towards the track forward - downwards - 50 - 100 cm from the starting line. In this position, the student waits for the next command.

At the command “Attention!”You should lift the knee of the leg behind you from the track, smoothly move your torso forward and upward until your shoulders go beyond the starting line and your pelvis rises slightly above shoulder level. A significant part of the body weight is transferred to the arms. The head remains in the same position. Shoulders lean forward a little. In this position, the student should feel well the support of the feet on the starting blocks and the increase in pressure on the hands. While waiting for the next command, he should not make any movements. All attention is focused on the starter's shot or the command "March!", and not on the movement that needs to be made after this command.

On the command “March!”or starter shotthe student abruptly lifts his hands off the track, powerfully pushes off the starting blocks with his feet and begins a rapid run, performing coordinated fast and energetic movements with his arms bent at the elbows (angle - about 90°) back and forth. The leg standing behind pushes off the blocks a little earlier and begins to move the knee forward while the other continues to push off. The leg standing on the front support is fully straightened by the time the other thigh is brought forward to the limit. At the same time, the strongly inclined body begins to straighten and lean forward.

The first step from the start is taken with the swing leg standing on the back block. It is placed on the track with the front of the foot from top to bottom - back. At this time, the toe of the foot is pointed towards itself.

The length of the first step after the start is small - approximately 3.5 - 4 feet. The length of each subsequent one increases by 0.5 feet. They are performed with extreme frequency. In this case, the feet are not raised high above the track. They are placed behind the projection of the general center of gravity of the body, which allows you to sharply increase your running speed with each step. As the step length increases, the inclination gradually decreases: the body extends to 72 - 80° to the horizontal. The speed of movement during the starting run increases mainly due to strong repulsion from the track. Moreover, the leading ones are movements with a fairly high rise of the hip of the swing leg. It is also necessary to fully straighten the hip, knee and ankle joints push leg.

DISTANCE RUNNING. After finishing the starting run, the student proceeds to run along the distance. There is no clear line in this transition. It is expressed in a noticeable cessation of speed growth, stabilization of step length and a forward tilt of the body, which takes on a more vertical position compared to the tilt in the starting run.

The runner's task during this part of the distance is to maintain the maximum speed achieved in the starting run and, if possible, increase it. The swing step remains the most advantageous, but in order to maintain speed, the student must, in addition, find the optimal frequency of alternate kicks and the most advantageous step length.

When running along a distance, the leg behind is completely straightened at the knee during take-off and brought forward by the thigh. The fly foot is placed on the track gently, in a straight line. You cannot plant your foot with your foot thrown far forward. Running should be free and rhythmic, with the necessary relaxation and a slight tilt of the body forward - within 75 - 80° to the horizontal.

Maintaining the speed achieved in the starting run, the student moves forward along the distance due to the back push of the leg on the track, which is the basis of the technique (the running speed depends on the strength, direction and speed of the back push).

The rear push is combined with a rapid forward movement upwards to an almost horizontal position of the swing leg bent at the knee, which, after the flight phase, descends onto the track with a raking movement downwards and backwards, straightening at the knee joint. It is placed on the front of the foot with some emphasis on its outer arch. The heel is located low above the track. At the moment of contact, in order to absorb the shock, the leg should be slightly bent at the knee.

The speed of running a distance also depends on the degree of speed endurance, the ability to run easily, freely, without tension. At the same time, it is important that the student correctly uses his individual characteristics and moves in a straight line, without deviations. This maintains your running rhythm and balance throughout the distance.

Hands while running along the distance it is necessary to keep, as during the starting run, bent at the elbow joints at an angle of approximately 90°. Although the angle of flexion may change somewhat, decreasing in front and increasing in the back. Hand movements should be carried out smoothly, softly and rhythmically, in strict accordance with the movement of the legs (the movement of the right leg back corresponds to the movement of the left hand forward and vice versa). The hands move in a pendulum-like manner, not in a circle. When directed forward they move inwards, backwards - somewhat towards the outside. The hands should be relaxed and turned inward at all times, the fingers should be bent (thumbs touching index fingers).

Let us also note that the main purpose of arm movement when running is to maintain stable balance of the body. In addition, at certain moments, during the starting run, acceleration at a distance and finishing, the hands take an active part in accelerating the movement. In these cases, they must work more energetically, the amplitude of the movement increases, and the active movement is done mainly backwards. Moreover, the faster the runner’s movement, the stronger the bending of the arms.

Errors allowed: a) the head is thrown back, the back is arched; b) non-linear running, the upper body sways to the sides, arms move across the body; c) the leg is not fully straightened at the hip joint - the upper part of the body is excessively tilted forward; d) the upper part of the body is too raised, the hip joint is not straightened enough, running occurs in a “sitting” position; e) the student places his foot on the entire foot; f) the footprint is too wide, the student’s feet are not placed straight on the path, the toes are turned outward.

FINISH. The run ends when the chest or shoulder crosses the vertical plane passing through the finish line, but finishing begins in another 10 - 15 m to the end of the race. It includes the final volitional and physical effort that the student makes in order to maintain maximum running speed.

Particular attention in this segment of the distance is paid to full repulsion, rapid forward movement of the swing leg, maximum frequency of steps and, accordingly, arm movements. The finish line should be run at the highest speed achieved during the distance.

In addition, in a race with acute wrestling In order to cross the finish line a few hundredths of a second before the opponent, the finishing throw is performed with a sharp tilt at the last step with the chest forward while simultaneously throwing the arms back.

Many runners also use another method: while bending their torso forward, they turn it to the right or left and touch the finish line with their shoulder. This movement should begin with one leg supported on the track and the other simultaneously making a vigorous forward swing, as excessive forward leaning of the body will cause a fall.

After the finish, the running speed decreases gradually.

For the finishing throw, the student mobilizes all his strength, because in the last meters of the distance the question is often decided whether he will or will not fulfill the standard, whether he will win or not win the competition. Therefore, the volitional qualities of students are of great importance here. Under equal circumstances, the more strong-willed race wins.

While practicing your finishing technique,must be masteredthe following elements: tilting the torso forward on the ribbon with arms moving back while running slowly and quickly; tilting the torso forward onto the ribbon with turning the shoulders while running slow and fast individually and with a group.

The teacher should teach schoolchildren to finish running not at the finish line, but after it.

Classes become more effectivein the event that students perform the exercise together, and the pairs must be equal in strength.

When helping to practice finishing techniques, the teacher should draw students’ attention to such possible mistakes, like jumping over the finish line; premature leaning of the body forward two or three steps before the finish line; Excessive body tilt forward, causing a fall.

To study and improve running techniquefor short distances, development of speed, it is recommended to use:

• running 10-15 m; from a low start with acceleration;
• running 20-30 m from a high start with acceleration.

On the first training sessions these special sprinter exercises are performed in 3 / 4 strength. The running speed increases gradually. Arm muscles and shoulder girdle work freely, without tension. Having reached maximum speed, it is not recommended to end the run with a sudden stop. You need to continue moving further by inertia, without making much effort, switching to free running and then walking.

When conducting classes they also use:

• running 30 - 40 m running in a straight line with as many steps as possible;
• at 30, 40, 50 m with acceleration to maximum speed and subsequent transition to a free, sweeping step;
• running segments at partial strength;
• repeated run 6x30 m; 3X50 m; 3x80 m; 2X100 m,
• finishing acceleration;
• relay race.

If there is excessive tension and stiffness, these exercises should be stopped and switched to mincing running. It is performed at 20-30 m with the fastest possible free, non-strained leg movements with a short step length. When the hip is extended, the shin moves forward by inertia and actively, together with the thigh, downwards and backwards with a raking movement of the foot until the leg is fully straightened at the knee. When performing a mincing run, students must take more steps per unit of time than in the fastest normal run.

When accelerating, it is necessary to achieve a powerful push-off while simultaneously vigorously moving the hip of the swing leg forward and upward. It is recommended to start running with acceleration at a low speed. Then the speed is increased until free running movements are maintained. At the end of acceleration, the speed must be reduced gradually, without special braking.

To practice elements of the 100 m running technique, various other exercises for runners are used, performed on the spot and in motion. They perform them at the fastest possible pace, but freely without unnecessary tension. Of these exercises, the following can be recommended to students:

1. Running in place with high hip lifts (5-6 times for 8 - 10 s).
2. Running in place with a high hip lift, resting your hands on a barrier, gymnastic wall or tree (5 - 6 times for 8 - 10 s).
3. Running with high hip lifts moving forward (5-6 times over a distance of 20 m). The pace of movements during this run is extremely fast, the number of repetitions is until fatigue sets in (usually 5-6 times). The thigh is raised no lower than the horizontal position, when pushing off the track, the leg is straightened completely at the knee, the torso is held vertically or slightly tilted forward. As the movement is mastered, forward movement can be increased, and later lead to the transition to running with acceleration.
4. Running by jumping with active push-off. This exercise is performed 5-6 times at a distance of 15-20 m until fatigue sets in. When pushing off, you should pay attention to straightening the leg at the knee and maximum extension of the foot. Students are recommended to develop the ability to do 50-60 jumping steps in a row and perform such series 1-3 times in one lesson.
5. Run downhill with a sweeping step (5 times).
6. Run up an incline with a high hip lift (5 times).
7. Running with high hips on the sand (6-8 times)
8. Running with straight knees, pushing off with your feet (6-8 times).
9. Jumping from line to line (8 - 10 times).
10. Running by jumping from foot to foot with active movement of the hip of the swing leg forward (5-6 times over a distance of 20 m).
11. Jumping on one leg with forward movement (5 series of 50 times).
12. Double, triple, quadruple and other jumps from foot to foot and on two legs.
13. Running from a low start overcoming resistance (5 - 6 times).

14. Jumping from foot to foot over balls or other small obstacles (10 - 12 times). At first, the distance between the balls is a little more than 1 m. Then you need to try to place obstacles further from one another.

15. Jumping from foot to foot on the steps at a fast pace, covering several steps in one jump (8-10 times).

16. Jumping from foot to foot at a certain distance: between trees, buildings, along the penalty area football field etc. (6 - 8 times).

17. Jumping from foot to foot into gymnastic hoops, which lie in a straight line and zigzag (8-10 times).

Jumping from one foot to another is especially effective because the movement is very similar to running. The only difference is that each step is accompanied by an energetic jump. These exercises are usually performed at a distance of 20-30 m. Depending on the goal, you can achieve different results. Quick Overcoming distance contributes primarily to the development of speed, and jumping over long distances contributes to the development of speed-strength qualities in students.

It is very useful to include various gymnastic exercises in training sessions.to develop flexibility and other physical qualities:

1. Lying on your back, legs up, move your legs as if you were running.

2. Circular rotations hands forward and back.

3. Tilts of the body forward, backward, left, right: when straightening, inhale, when bending, exhale.

4. In the shoulder blade stand - spreading and bringing the legs together.

5. Springy forward bends while sitting and standing. Do not bend your legs at the knee joints.

6. Bend backwards until your hands touch your heels from a standing position, feet shoulder-width apart.

7. Straightening the supporting leg from starting position standing bent leg on the bar of the gymnastic wall, the other leg is freely lowered, holding the bar above the shoulders with your hands.

8. Exercises to stretch the leg muscles in the anteroposterior direction.

9. Exercises that develop mobility hip joints in order to increase stride length.

To relieve excessive tension in running, during training sessions it is necessary to use mincing running with small but as fast as possible free steps, running with the heel and shin thrown back, springy running and other running exercises. It is best to alternate these exercises with running with acceleration. In this case, it is necessary to monitor the gradual increase in speed and the technique of running with a swing step. When a student masters the running technique, he will have freedom of movement and develop the so-called feeling of running.

In sports training, the term “method” should be understood as the method of using the basic means of training and the set of techniques and rules for the activities of the athlete and coach.

In the process of sports training, two large groups of methods are used: general pedagogical, including verbal and visual methods, and practical, including strictly regulated exercise methods, game and competitive ones.

All these methods are used in various combinations. Each method is not used in a standard way, but is constantly adapted to specific requirements determined by the characteristics of sports practice. When selecting methods, it is necessary to ensure that they strictly correspond to the assigned tasks, general didactic principles, as well as special principles of sports training, age and gender characteristics of athletes, their qualifications and preparedness.

Verbal methods used in sports training include story, explanation, conversation, analysis and discussion, etc. These forms are most often used in a laconic form, especially when training qualified athletes, which is facilitated by special terminology and a combination of verbal methods with visual ones. The effectiveness of the training process largely depends on the skillful use of instructions and commands, comments, verbal assessments and explanations.

Visual methods used in sports practice are diverse and largely determine the effectiveness of the training process. These include, first of all, the methodologically correct demonstration individual exercises and their elements, which is usually carried out by a coach or qualified athlete. In recent years, they have been widely used aids demonstrations - educational films, video tape recordings, mock-ups of playing fields and fields for demonstrating tactical schemes, electronic games. Orientation methods are also widely used. Here it is necessary to distinguish between the simplest landmarks that limit the direction of movement, the distance covered, etc., and more complex ones - light, sound and mechanical leading devices, including those with program control and feedback. These devices allow the athlete to obtain information about the tempo-rhythm, spatial and dynamic characteristics of movements, and sometimes provide not only information about movements and their results, but also forced correction.

Methods of sports training based on the motor activity of an athlete can be divided into methods of strictly regulated exercise, competitive and game methods.

Methods of strictly regulated exercise. The main feature of these methods is the strict ordering of the actions of the person performing the exercise and a fairly clear regulation of the influencing factors.

In sports practice, there are a number of varieties of strictly regulated exercise methods. These include primarily two main groups: methods primarily aimed at mastering sports equipment, and methods primarily aimed at developing motor qualities.

Among the methods aimed primarily at mastering sports techniques, one should distinguish methods of learning exercises as a whole (holistic-constructive) and in parts (dismembered-constructive). Learning the movement as a whole is carried out when mastering relatively simple exercises, as well as complex movements, the division of which into parts is impossible. However, when mastering a holistic movement, students’ attention is consistently focused on the rational execution of individual elements of a holistic motor act.

When learning more or less complex movements that can be divided into relatively independent parts, mastering sports techniques is carried out in parts. In the future, holistic performance of motor actions will lead to the integration of previously mastered components of a complex exercise into a single whole.

When using these two methods of mastering movements, a large role is given to introductory and imitation exercises.

Methods aimed primarily at improving motor qualities. The structure of practical training methods is determined by whether the exercise has a one-time use this method continuous in nature or given at intervals for rest, performed in a uniform (standard) or variable (varying) mode.

In the process of sports training, exercises are used within two main groups of methods - continuous and interval. Continuous methods are characterized by a single continuous execution of training work. Interval methods involve performing exercises with both regulated pauses and arbitrary rest breaks.

When using both methods, exercises can be performed in both uniform (standard) and variable (variable) modes. Depending on the selection of exercises and the characteristics of their application, training can be complex (integral) and selective (predominant) in nature. With complex influence, there is a parallel improvement of various qualities that determine the level of preparedness of the athlete, and with selective influence, there is a predominant development of individual qualities. With a uniform mode of using any of the methods, the intensity of work is constant, with a variable mode it varies. The intensity of work from exercise to exercise can increase (progressive option) or change repeatedly (variing option).

Continuous training methods, used under conditions of uniform and variable work, are mainly used to increase aerobic capacity and develop special endurance for work of medium and long duration.

The possibilities of continuous training methods in conditions of variable work are much more diverse. Depending on the duration of parts of exercises performed with greater or less intensity, the characteristics of their combination, the intensity of work when performing individual parts, it is possible to achieve a predominant effect on the athlete’s body in the direction of increasing speed capabilities, developing various components of endurance, improving private abilities that determine the level of sporting achievements V various types sports

In the case of using a varying version, parts of the exercise can be alternated, performed with different intensities or with different intensities and varying durations.

Interval training methods (including repeated and combined) are widely used in sports training practice. Performing a series of exercises of the same or different durations with constant and variable intensity and strictly regulated arbitrary pauses is typical for these methods. Progressive and descending variants can also be combined in one complex.

Exercises using interval methods can be performed in one (for example, 10x800 m in running, 6x5 km in skiing etc.) or several series of 6x (4x50m) in swimming, etc.

In the modes of continuous and interval work in sports training, both circular method, aimed at selective or comprehensive improvement of physical qualities.

The gaming method is most often embodied in the form of generally accepted outdoor and sports games, however, it cannot be implemented with any specific game. In principle, it can be used on the material of a wide variety of motor actions, provided that they can be organized in accordance with the requirements of the game method.

The gaming method is characterized, first of all, by a “plot” organization: the activities of the players are organized on the basis of a figurative or conditional “plot” (plan, game plan), which outlines a general line of behavior, but does not strictly predetermine specific actions and ways to achieve the game goal (winning ). Within the framework of the “plot” and the rules of the game, various paths and goals are allowed, and the choice of a specific path and the implementation of the game plan occur under conditions of gradual, often random, changes in the situation. From here it is clear that the game method allows you to program the actions of those involved only with a greater degree of probability. At the same time, it provides the broadest opportunities for creative solutions to motor problems and truly promotes the manifestation of independence, initiative, and resourcefulness.

One of the significant features of the gaming method is that it simulates active interpersonal and intergroup relationships, which are built both by the type of cooperation (between players of the same team) and by the type of rivalry (between opponents in pairs and team games), when opposing interests collide, gaming conflicts arise and are resolved. This creates emotional intensity and contributes to the clear identification of the moral qualities of the individual.

However, the dosage accuracy in the game method is always significantly less than in strictly regulated exercise methods.

The game method, due to all its inherent features, is used in the process of sports training not only for initial training in movements or selective influence on individual abilities, but for the comprehensive improvement of motor activity in complicated conditions. To the greatest extent, it allows you to improve such qualities and abilities as dexterity, resourcefulness, quickness of orientation, independence, and initiative. In the hands of a skilled teacher, it also serves very well effective method nurturing collectivism, camaraderie, conscious discipline and other moral qualities of the individual.

No less important is its role as a means of active recreation and switching exercisers to another type. motor activity in order to accelerate and increase the efficiency of adaptation and recovery processes, maintaining the previously achieved level of preparedness.

The competitive method involves specially organized competitive activity, which in this case acts as the optimal way to increase the effectiveness of the training process. The use of this method is associated with high demands on the technical, tactical, physical and mental capabilities of the athlete, causes profound changes in the activity of the most important systems of the body and thereby stimulates adaptation processes, ensures integral improvement of various aspects of the athlete’s preparedness.

When using the competitive method, the conditions for conducting competitions should be varied widely in order to bring them as close as possible to those requirements that are most conducive to solving the assigned tasks.

Competitions can be held in more complicated or easier conditions compared to official ones.

The following are examples of complicating competition conditions:

Competitions in mid-mountain conditions, in hot climates, in bad weather conditions (strong headwind - in cycling, “heavy” ski track - in skiing, etc.);

Competitions in sports games on smaller fields and grounds, with a larger number of players on the opposing team;

Carrying out a series of fights (in wrestling) or fights (in boxing) with relatively short pauses against several opponents;

Competitions in games and martial arts with “inconvenient” opponents who use unusual technical and tactical fighting patterns.

Facilitation of competition conditions can be ensured by: planning competitions at shorter distances in cyclic types; reducing the duration of fights, fights in martial arts; simplification of the competition program - in complex coordination events; using lightweight projectiles - in throwing; decreasing the height of the net - in volleyball; masses of balls - introductory polo and football; the use of a “handicap”, in which the weaker participant is given a certain advantage - he starts a little earlier (in cyclic events), receives an advantage in scored pucks or balls (in sports games), etc.

In terms of the peculiarities of load regulation and other regulatory aspects, the competitive method is, as it were, intermediate position between the game method and the methods of strictly regulated exercise. The competition is quite strictly regulated by certain rules (official and unofficial), but this regulation affects only some aspects and conditions of the competition (subject of the competition, order of performance, conditions of equipment, etc.). The same applies to the specific nature of the activity and is determined to a decisive extent by the logic of competitive struggle.

It must be remembered that a certain amount of time and repetition must be spent on studying a particular element; in no case should you spend too much time on any element, which can lead to new errors. For example, paying special attention to pushing and bringing the hips together race walking, you can form a flight phase, which is prohibited.

During the learning process, there are both positive and negative transfers in movement technique, i.e. Some movements can help in mastering a technique, while others will slow down or even block the learning of a particular element. Exercises similar in structure will help in learning the technique, i.e. they carry positive transfers such as hurdling and long jumping. If the structure of movements is not similar, for example, long jumps and high jumps, they will interfere with the development of movement techniques and will suppress the formation of a motor skill, i.e. they carry a negative transfer. During the training process, it is necessary to select means in such a way as to completely eliminate negative transfer and use the positive transfer of exercises as effectively as possible.

In athletics there are many types with simple (running) and complex (pole) techniques for performing a competitive exercise. There is a certain sequence in teaching the technique of athletics events.

In running events, the following sequence of training is observed:

1) running on average and long distances;

2) sprint running;

3) relay race;

4) hurdles;

5) 3000 m steeplechase.

The first training in running for medium and long distances speaks for itself, here the amplitude of movements, the degree of effort, the coordination and mental complexity of the technique are relatively low, and the structure of movements is not complex.

In sprint running, there is a maximum realization of all parameters - amplitude, effort, etc., which must be performed within short time. The coordination and mental complexity of movements in sprinting increases.

Having studied the technique sprint running, begin to study technology relay race, where the complexity of the technique lies in passing the baton over a short segment at high running speed. Combining the running speeds of the transmitter and receiver increases the coordination and mental complexity of this type.

After learning the technique of smooth running, they begin to study hurdle running. In its structure, hurdle running is a mixed one, i.e. there is both a cyclic structure (running) and an acyclic one (overcoming a barrier). High speed running with overcoming obstacles makes the hurdle running technique quite complex, and both the coordination and mental complexity of the exercise increase.

The 3000 m steeplechase is similar in structure to hurdle running, but the increased mental tension (heavy hurdles, a pit with water) plus long-term activity that forces you to perform movements against the backdrop of developing fatigue, put this type in first place in terms of difficulty of training and performing competitive exercises.

There are four types in athletics jumps, but there are several varieties in high and long jumps, so we present the sequence of training, including these jumping methods:

1) height - “stepping over”;

2) length - “legs bent”;

3) length - “bent”;

4) length - “scissors”;

5) height - “change-over”;

6) height - “Fosbury flop”;

7) length - triple jump;

8) pole vault.

Since jumping makes almost the same demands on the implementation of motor qualities, the sequence of training will be influenced by the technical complexity and mental intensity of the event.

Throwing in its structure is an acyclic exercise, but they will differ in technical complexity and mental intensity of the type.

The training sequence is as follows:

1) throwing a small ball;

2) throwing a grenade;

3) javelin throwing;

4) shot put from jump;

5) discus throwing;

6) shot put with a turn;

7) hammer throwing.

Naturally, the sequence of training in athletics depends not only on the technique of the event, its mental intensity, but also on the individual’s ability to learn, his anthropometric data, and level of physical fitness

Athletics as a means physical education promotes comprehensive physical development and promoting student health. Athletics exercises, along with gymnastics, are leading in physical education

Learning as a pedagogical process. Methodological principles of teaching.

Typical training scheme for athletics.

Means and methods of teaching techniques in athletics. Methods and techniques of teaching.

Methods of teaching certain types of athletics.

Sequence of studying track and field athletics.

Analysis, errors and assessments of the execution of movement techniques.

Safety in the learning process and injury prevention.

Literature: 1. Textbook “Athletics”

2. Textbook "TIMFV"

3. Popov V.B. "555 special exercises in the training of track and field athletes."

1. Learning as a pedagogical process. Methodological principles of teaching.

Education – a specially organized pedagogical process aimed at developing and improving the necessary knowledge, skills and abilities and mastering them.

Education it is a two-way process: teacher and student.

The essence of the learning process– interaction between teacher and student for the purpose of transferring knowledge, skills and abilities by the teacher and their acquisition by the student with subsequent improvement.

Methodological principles of training:

Consciousness and activity;

Systematicity;

Gradual;

Availability;

Visibility;

Personalization.

1. Typical training scheme.

Learning process has 3 stages: 1) familiarization with the new movement;

2) formation of motor skills; 3) formation and improvement of motor skills.

Positive and negative transfer of skills in training .

During the learning process, there are both positive and negative transfers in movement technique, i.e. some movements can help in mastering a technique, while others will slow down or even block the learning of a particular element.

Exercises that are similar in structure will help with technique learning, meaning they carry positive transfer, such as hurdling and long jumping. If the structure of the movements is not similar, for example, long jumps and high jumps, they will interfere with the development of movement techniques and will suppress the formation of a motor skill, i.e. they carry a negative transfer. In the learning process, it is necessary to select means in such a way as to completely eliminate negative transfer and use the positive transfer of exercises as effectively as possible.

Typical training scheme :

Istage. Statement of the problem. Create an idea of ​​the modern technique of this type of athletics. Means: Story, explanation, demonstration, trial attempts, jogging.

IIstage. The main task: to teach the basics of technology, details of technology. Means: lead-in exercises, main exercises, O.R.U.

IIIstage. Objective: improvement of the species as a whole or its parts. Means: the same as at stage 2; performing exercises in difficult conditions and in a competitive environment.

Means and methods of teaching techniques in athletics. Methods and techniques of teaching.

Means – the main content of the action.

Method – the method of performing this action.

Method – it is developed taking into account pedagogical principles

a system of actions of a teacher (teacher, lecturer, coach), the targeted use of which makes it possible to organize in a certain way the theoretical and practical activity of a student, ensuring that he masters motor actions aimed at developing physical qualities and the formation of personality traits.

In the activities of a physical education teacher, sports coach, teacher-organizer of physical education, health and recreational work, in addition to the concept of “method”, the term “methodological technique” is also used.

Under methodical method understand the ways of implementing a particular method in a specific pedagogical situation.

Methodical technique - this is a method of influence that is feasible only in some specific conditions when solving only particular problems. For example, demonstrating an exercise while standing in profile to the students.

Consequently, if a set of methods (for example, explanation, demonstration and practical learning) can solve a given task (suppose, teach a jump), then systems of methodological techniques act as specific ways of implementing methods in accordance with specific learning conditions (for example, when demonstrating a jump you will have to use or showing in profile, or full face, and most likely both methodological techniques). Each method can have a wide variety of methodological techniques. There are so many of them that they defy strict enumeration. Some of them die off, change, and new ones appear in the teacher’s work. Often the difference in the level of teaching is explained precisely by the different amount of methodological techniques that teachers possess.

Basic teaching and training tools : physical exercise, natural forces of nature, hygiene factors.

Exercise are divided into groups:

BASIC (for a runner - running, for a jumper - jumping, for a thrower - throwing);

O.R.U. (with objects, without objects, on apparatus, with apparatus, from other sports);

SPECIAL EXERCISES:

Imitation

For sports (running, jumping, throwing)

To develop physical qualities

On simulators and special devices

Ideomotor exercises (mental).

Hygiene factors: nutrition, sleep, daily routine, etc., and natural forces of nature: sun, air, water are important means of improving the condition of the central nervous system, promoting health and hardening. They increase the vital activity of those involved, allow them to train more and more effectively, achieve high sporting success, and quickly restore their strength after training.

Teaching methods:

Exercise method:

Strictly regulated exercise

Partially regulated exercise

Holistic exercise method

Dismembered exercise method

2. Verbal method:

Story

Description

Explanation

Exercise

Note

Team

Count

3. Visual method:

Direct demonstration by teacher or student;

Demonstration of posters, photographs, filmograms, chalk drawings on a blackboard, films, videos, subject aids (articulated models), subject and symbolic landmarks (balls on pendants, flags, targets, boards with markings, etc.);

Sound and light demonstration (alarm).

4. Game method

5. Competition method

6. Direct assistance method: this is practically correcting errors from the outside (external intervention of a teacher, coach, partner and various devices). The teacher can correct the student’s posture and help him complete the exercise as he moves. Touching certain muscle groups with your hand allows you to enhance kinestatic sensations and concentrate attention on this muscle group.

To study more complex technical elements, various equipment, simulators and devices are used. For example, movements in flight (long jumps) can be taught using the crossbar (hanging), parallel bars (handstand), longe, swing bridge, increasing the flight time, etc.

Ways and techniques of teaching :

Performing all groups of exercises in easier conditions;

Slow execution of the movement;

Use of external reference points;

Excluding one or more analyzers;

Performing exercises in difficult conditions.