Teaching methods in athletics. Methods of training in athletics

Belgorod Medical School of the South-Eastern railway Technique and methodology for teaching exercises for athletics Belgorod 2003 Short-distance running For the convenience of studying the running technique, it is customary to conditionally subdivide into 4 parts: start, starting run, distance running and finishing. RUN ON THE DISTANCE TECHNIQUE Having gained maximum speed, the runner seeks to maintain it throughout the distance. The transition from the starting run to running along the distance is carried out smoothly, without a sharp straightening of the body, without changing the rhythm of running steps. Distance running should be strived to be performed with a wide step, with active pushing. Important role plays an active forward-upward movement of the hip, which creates the prerequisites for placing the foot on the track with an active raking movement. Mastering the technique of running, you need to strive from the first lessons: run on the front of the foot, hands should work along the body in the direction of movement, the hands are relaxed, half-bent, the gaze is directed forward, breathing is rhythmic. METHOD 1. Running at different speeds for segments of 40 - 80 m. 2. Special exercises for mastering the technique: a) running at the gymnastic wall; b) work of hands on the spot; c) running with high hips; d) mincing run; e) running with shin overwhelm. 3. Run with acceleration and increase in rhythm 4. Run at a speed of 80% of the maximum on segments of 40-60 m. 5. Run at full strength 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. Simultaneous instruction to the student to correct 4-5 errors will not allow him to eliminate even one. The main mistakes: 1) The head is thrown back; 2) Non-linear running, top part the body sways, the arms move across the body; 3) The upper part of the body is excessively tilted forward; 4) Setting the foot from the heel; 5) The legs are placed on the ground indirectly, wide gray; 6) Socks turned outward; 7) The foot becomes either behind or at the level of the knee joint; 8) No active foot raking; 9) Shoulders are raised, hands are enslaved; 10) The push is up, not forward. Running along a turn TECHNIQUE The technique of running along a turn differs from running along a straight distance in the following features: - when running along a turn, to overcome the action of centrifugal force, it is necessary to tilt the body to the left, put the feet with a slight turn to the left; - the right hand moves more inward, the left - outward; - the exit from the turn to a straight line is accompanied by a smooth decrease in the slope. Technique 1) Imitation of the movement of the hands in place (active, wider movement of the right inward); 2) Snake running, running in a circle with a radius of 10–20 m. 3) Running with acceleration along a turn with acceleration in sections of 60–70 m. Repeat acceleration at different speeds when entering and exiting the turn; 4) Running with acceleration along a turn along a large and small arc (1st and 8th track). Guidelines Pay attention to the need to run freely and unencumbered, monitor the timely inclination of the torso to the center of the turn, change in the movements of the arms and legs, turn the feet to the left, wider and freer work right hand. LOW START AND STARTING RUN TECHNIQUE Beginning of the run (start): low start is most advantageous. It allows you to quickly start running and reach in a small area top speed. For a better stop with your feet at the start, a starting machine or blocks are used. The location of the starting blocks can be in different versions depending on the length of the body and the characteristics of the runner's technique. The front block (for the strongest leg) is set at a distance of 35 - 45 cm from the starting line (1 - 1.5 tables), and the back block - 70 - 85 cm (or at a shin length distance from the front block). Some runners shorten the distance between the blocks by one foot or less by pushing the front shoe back (stretch start) or bringing the back shoe closer to the front (close start). The support platform of the front block is inclined at an angle of 45 - 50 °; and back - 60 - 80 °. The distance along the width 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 back 2-3 meters and focuses on the upcoming run. At the command "Start! » The runner approaches the blocks, crouches and puts his hands on the track. Then, with the foot of the weaker leg, it rests against the supporting platform of the rear block, with the foot of the other leg - against the front block, and falls on 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 down to the starting line. At the command "Attention!" should raise the pelvis above the shoulders by 20-30 cm, but the legs in knee joints do not fully straighten. Regardless of the placement of the blocks and the anthropometric data of the sprinter, the angles between the thigh and lower leg, respectively, are 100 - 130 °. The shoulders move forward, the weight of the body is distributed over 4 reference points. The starting run is performed on the first 7 - 14 running steps. On this segment of the distance, the runner must gain maximum speed. On the first 2 running steps, the runner tends to actively straighten his legs when pushing off. The movement is directed forward, while the torso is straightened. The length of the 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, legs together, arms freely along the body. Fulfillment - falling forward, start running. b) I.P. - the same. Push leg in front, swing leg in back. The execution is the same. 2) Teach the installation of starting blocks 3) Teach the execution of the commands "To the start!" and "Attention!". At the command "Attention!" teach rational distribution of body weight on legs and arms 4) Teach running from the starting blocks a) try a low start, running segments of 20-30 m; b) I.P. - emphasis lying on bent arms. Execution - with simultaneous straightening of the arms, take out each leg in turn until the knee touches the chest (628 times with each leg). c) stand in the blocks, put your hands at a distance of 60-70 cm in front of the start line. Fulfillment - take out the swing leg with the knee to the chest while straightening the push leg (7-8 times); d) stand in the stocks, execute the command "Attention!" and, strongly pushing off, make a triple jump with the transition to a run. e) put several mats 60 cm high on the track 1 m in front of the starting line. Stand in the blocks, execute the command "Attention!". Pushing off strongly, send yourself forward until you fall on the mats. 5) Master the technique of a low start in general on segments of 30 m 6) The same, fixing the time Low start on a turn Technique Starting blocks are located at the outer edge of the track, which ensures that the start of the distance runs in a straight line, tangent to the arc of the inner edge. In the future, the technique is the same as in the low start in a straight line. Methodology 1) Explain and show the rational placement of blocks; 2) Starts along the turn at different speeds; 3) Use the straight start low start training aids. Guidelines When installing the blocks, it is advisable to start training with the usual variant of a low start. The correct distribution of body weight on 4 reference points should be controlled. The location of the shoulders relative to the starting line and the pelvis relative to the shoulders. All starting exercises at the beginning of training should be performed at optimal speed and without a command, and then gradually move on to group starts with commands. The main mistakes 1) The head is thrown back, because the runner is looking at the finish line, the back is arched; 2) Arms are bent, the center of gravity is shifted back; 3) Shoulders are well forward of the starting line. FINISHING Finishing is the effort of the runner in the last meters of the distance. Technique Running is considered completed when the runner crosses the imaginary plane of the finish line with any part of the body. The finish line is run at maximum speed, performing a throw at the finish line with the chest or shoulder at the last step. METHOD A 1. Walking with torso forward and arms back; 2. The same, in a calm and fast run; 3. Finishing with the shoulder at medium and maximum speed Guidelines Perform the exercises first on your own, and then in a group of 3-5 people. Basic mistakes. 1. Finishing with a jump; 2. Stop immediately after the finish; 3. Early torso tilt sprint distances moving on to improve it. Long jump "legs bent" The run is used to create the initial speed of the body's flight. It is characterized by a certain angle of steps, a change in their length and pace, running speed and overall length. The length of the takeoff depends on height, gender, fitness 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 a forward fall, that is, always with the same effort and acceleration. The highest take-off speed should be at the moment of repulsion. When choosing a run, students start running from the general mark set by the teacher, with the same foot. Observing the place of repulsion, the teacher indicates how much to bring or carry the run. Thus, the student correctly determines the length of his run. With their feet, students measure their takeoff and further refine it. The length of the takeoff may vary depending on the runway, wind direction, physical condition jumping. Technique 1. Uniform running of segments of 20-25 m, starting running with high hips; 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 an increase in the pace of movements (excluding time and for time). 4. Running a segment of 20 - 30 m on the move for a while (on the instructions of the teacher). 5. Performing 7 - 11 steps with an increase in the pace of movements at the end and hitting the repulsion zone with the pushing leg 60X60 cm. 6. Running through stuffed balls, changing the distance between them. 7. Relay races with overcoming horizontal obstacles. Guidelines End all exercises with free repulsion from the ground. In exercise No. 5, the run is marked in advance. Follow the setting of the foot (on the front). Do not enslave the upper shoulder girdle. The muscles of the neck and face should not strain. Repulsion is performed very quickly and sharply. It is accompanied by coordinated and energetic movements of the fly leg and arms: the fly leg, bent at the knee joint, is extended forward and up to the 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 repulsion ends with the full extension of the push leg in all joints. The leg is placed on the bar with a quick raking movement from above, down-back in relation to the body, closer to the projection of the BCT of the body, touching the heel with a quick roll to the toe. In relation to the ground, the leg is always placed down and forward, almost straight, at an angle to the track of 65-70 °. Under the action of the inertia of the body mass, there is a slight bending of the leg at the knee joint, followed by straightening to the moment of the vertical. With the straightening of the pushing leg, the swing leg is actively moved from the thigh forward and upward to the horizontal position of the thigh. The hand of the same name to the push leg is carried up and forward, slightly inward, the other - to the side, somewhat back. Method 1. From a standing position, the push leg is in front on the entire foot, the swing leg is set back 30-40 cm, the arms are lowered. Take out the swing leg bent at the knee forward and upward, rising on the push leg; lift the arm of the same name to the push leg (bent at the elbow joint) forward and upward, take the other back (imitation of repulsion). 2. The same, with one step. 3. From 3 - 5 steps of the takeoff, take off, taking the “step” position, land on the fly leg with further running. 4. The same, but before landing on the fly leg, pull up the push leg and land on both in the sand. 5. From a run, jump onto an elevation (on mats, a pedestal, a horse), pushing off from 1.5 - 2 m. 6. From a run of 9 - 11 steps, jump over an obstacle (vertical and horizontal), land on both feet. 7. Running jumps with reaching an object (hand, head), followed by a run. 8. Long jump from the pedestal (30 cm). 9. Long jump with a running start landing in the pit. Guidelines 1. The last step is faster than the previous ones. 2. The heel only touches the ground for a moment, the foot quickly rolls onto the toe. There should be a feeling that you, instantly touching the bar with the heel, push it back. Then vigorously straighten the whole body. 3. The upper body is in a vertical position, the gaze is directed forward. 4. The thigh of the fly leg rises to a horizontal line (the knee is strongly bent). 5. Exercises 3 and 4 should not be done a large number of times, because the desire to push off harder and jump further can cause a mistake - a deep squat on the fly leg. 6. In exercises with jumping, reaching, a place of repulsion by 1.5 - 215 m should be designated, depending on the level of training of students. Repulsion should be directed forward and upward. 7. It is important to put your foot on the bar with tense extensor muscles. Make sure that by the time the foot touches the bar, the 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 repulsion, especially at the moment of placing the foot on the bar. Flight After departure, the body is approximately in a position that, even after repulsion, the leg located behind is pulled up to the flywheel, and both legs approach the chest. Do not tilt your body too much in this position. About 0.5 m before landing, the legs are almost completely extended. Hands, continuing the begun movement, fall down and back. This compensatory movement contributes to a better extension of the lower legs before landing and maintaining stability. METHOD 1. Jump "in step" from 3 - 5 steps of takeoff with landing in the position of "step". 2. Jump "in step" with 5 - 7 steps of run-up through 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 “bending legs” method. 5. Long jump with a running start using the “bending legs” method. Guidelines 1. When performing a jump, one should not rush to take the grouping for landing. 2. More than half of the jump to fly in the "step" position. With early grouping, the jumper will inevitably tip forward and land imperfectly. 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 long jumps, they land simultaneously on both feet in a sand pit. The landing ends with a deep squat and going forward or falling forward - to the side. METHOD 1. Standing long jumps, throwing legs forward as much as possible. 2. Long jumps in a step with 3-5 steps of a run. In the middle of the flight, bring the take-off leg forward to the flywheel, and then take the correct position before landing. Then land and come 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. Jumps from a short run-up through the tape at the landing site. 5. Jumping from a full run in the "bending legs" method with the correct landing and exit from the pit. Guidelines 1. As soon as the heels touch the ground, the legs gently bend at the knees, both feet land in a straight line. 2. The landing is correct if, after touching the sand with the feet, the student can move the body forward in a straight line or fall away from it. 3. Get out of the pit only forward. 4. The landing technique almost does not change when moving to other jump methods. Therefore, it is necessary to consolidate the skill by repeated repetition. Exercises with small balls. (STAGE OF INITIAL AND IN-DEPTH LEARNING) 1. Throwing the ball up with the right (left) hand, catching with both hands. The same, one-handed fishing. 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 with the left, and vice versa. 4. Hitting the ball on the floor from top to bottom with the right (left) hand, catching from below. 5. The same, but catch the ball from above with the 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 cotton after hitting the ball on the floor. 8. Passing the ball from one hand to the other overhead, behind the back, between the legs. 9. Throw the ball up. Turn around over the left (right) shoulder and catch the ball: a) with both hands; b) one 10. The same, but instead of throwing swipe ball on the floor 11. Students line up at a distance of 2 - 3 m from the wall. Ball in the right (left), throw from behind the head into the wall and catch 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 two from below. The same, but the distance between partners increases. 14. Throwing the ball into the wall from behind the head from a distance of 4 - 6 m and catching with one hand after the rebound. 15. The same, but before catching, clap your hands, sit down, straighten up, 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 of grip and release of the 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 the side. Teaching methodology. 1. Throwing the ball with the hand down in front of you. 2. Throw the ball forward at the target. 3. Standing in step, the hand with the grenade is pulled back and up. Guidelines 1. Hand with the ball over the shoulder at head level, legs apart; then in a step, 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 brush must be accelerated. 3. Throw a grenade from a place behind the head, ending with a hand and rotating the grenade in a vertical plane. Technique of the final effort (throw). Standing with the left side in the direction of throwing, legs “in step” the weight of the body is not on the right leg, the toe of which is turned “in step” at an angle of 30 °, left leg in front, toe in. The hand with the ball is laid 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 - up, turning the heel outward, feeds forward right side pelvis with the shoulder and transfers 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 position of the “stretched bow”. With a quick movement of the shoulders and arms forward and upward, the thrower performs a throw. After the throw, take a step forward with the right foot - turning the toe inward and bending the leg at the knee joint. Technique 1. "Standing in step", left leg in front, hand with the ball over the shoulder 2. The same, throwing together. 3. Standing with the left side, the left leg is raised, the right arm with the ball is pulled back, the left is bent in front of the chest 4. Throwing the ball at the target and at a distance. Guidelines 1. On the count of "one" - the arm with the ball is retracted back at shoulder level, the right leg is bent, the body twists and leans to the right, on the count of "two" - turning the chest forward, straightening the right leg and raising the arm with the ball forward, press the position of the "stretched bow", at the expense of "three" - a throw. 2. Throw over the shoulder, followed by a pass forward with the right side, pay attention to the jerk with the left hand back. 3. With an active setting of the left leg, perform throwing, pay attention to the full extension of the legs, straightening the body with moving the chest forward and upward without tilting to the sides and forward. 4. Follow the work of the pelvis and the whip of the hand, throwing should be performed in two lines or groups of 8-10 people. Cross step technique. The cross step begins with an energetic repulsion of the left and a swing of the right leg. The right leg is quickly brought forward, placed from the heel with the turned toe outward. In this torso deviates in the direction opposite to the run, 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 the run to the throw. Technique Standing on the left side. Standing on the left leg with the right leg raised crosswise in front of the left. Standing on the left side. The same, but the left leg is raised. The same, slick. Guidelines The severity of the body on the right leg, counting "one" - transferring the weight of the body to the left leg and leaving the shoulders behind, perform a cross step with the right, by "two" - I. P. Crosswise in front of the left, perform a light jump from the left leg to right. At the expense of "one" - step right from the heel forward and abduction and with the ball back, at the expense of "two" - step left at close range. On the count of “one” - a step (jump) of the left with the right hand with the ball taken away from the shoulder straight back, on “two” - a step with the right in front of the left, on “three” - the left hand forward point-blank. The same on the count of "four" to perform a throw. Run-up 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 picks up speed, in the second part he overtakes the projectile and throws. 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 starts retracting and overtaking the projectile. Steps from this part are usually called "throw". There may be two, four, six. Retraction of the projectile back is performed in two ways: in an arc forward-down-back or straight back. By the end of setting the left foot to the control mark, the arm with the projectile is fully extended. The third throwing step is called the cross step. Finishing the fourth step, the thrower assumes the starting position to perform the final effort (throw). Technique Throwing the ball with a small preliminary run-up. Throwing with a gradual increase in run-up. Establishment of individual length and rhythm of the full run. Throwing from a full run. Guidelines From the line, count two or four throwing steps, running, check the accuracy of hitting the mark with the left foot, follow the abduction of the hand with the ball and the rhythm of the steps. Follow the overtaking of the projectile, fast and wide execution of the cross step. 3-4. Finishing the throw, turn off the speed, switch from the left foot to the right.

There are the following teaching methods: whole, divided, mixed.

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

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

mixed method learning includes elements of holistic and dissected methods.

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

verbal method plays an important role in the study of movement technique. The teacher, with the help of explanations, stories, helps to create an idea of ​​the movement, to understand the movement, to characterize it. The word connects all the means, methods and techniques of teaching. main role this method plays an explanation, after which the student tries to perform this or that movement, then, having sorted out the mistakes, again tries to perform it. The main means of the verbal method are: a story, an explanation, a reminder, an explanation, an indication, a hint, an analysis of the performed action, an analysis of errors.

visual method -- while watching the demonstration, the student can take in the whole picture of the technique, get an idea of ​​the complexity or ease of performing the movements. Visual perception of the demonstrated technique gives the most objective reflection of it in the minds of students, creates the correct motor representation, subject to an exemplary demonstration. There are two types of visibility: 1) direct visibility- a reliable image of movements - an exemplary display, the use of drawings, posters, cinematographs - 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 in teaching postures in various conditions at a slow pace. This method, in fact, is the correction of errors from the outside.

Training means and methods of their application (methods) are organically interconnected, i.e. it is impossible to separate them from each other and only for a better understanding of the essence training process theoretically they are considered separately. The main training method 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 the repetition of actions. There is no exercise without repetition. Only with systematic and repeated repetition of movement cause certain changes in the form, structure, functional capabilities of a person. Only thanks to the repetition of movements, the qualities of a person develop, certain traits of his character are formed.

Depending on the tasks of training and the preparedness of athletes in practical work, different options for the method of exercises are used: uniform, repeated, variable, interval, circular, game, competitive.

Uniform 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 the same intensity (long distance, cross-country, etc.).

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

Variable training method is characterized by a change in 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 rest.

interval method is execution standard exercises through strictly dosed intervals of incomplete rest. It is used to improve special endurance.

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

Game method - a method in which the exercise is organized in a playful way (who is better).

For competitive method characterized by the performance of 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, to sum up the results of the training process. This method is a specific feature of the sport.

In the process of training, all methods of training are used. Their skillful application 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 established notions of training in this sport: psychological training, theoretical, physical, technical and tactical training.

Psychological preparation . The following categories should be attributed to the morally significant qualities to be educated in students: honesty, discipline, diligence, civil courage, patriotism, camaraderie, mutual assistance, respect for elders, etc. Effective methods moral education are: a personal example of a trainer-teacher, persuasion, purposeful setting of complicating tasks, encouragement and punishment. Strong-willed and psychological preparation carried out from the first steps to light athletics. The manifestation of will is diverse and is expressed in the following characteristics: purposefulness and overcoming difficulties, independence and initiative, perseverance and courage, endurance and self-control, dedication and "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 all physical and spiritual efforts as much as possible at the moment of responsible competitions, endure fatigue, pain, break the opponent'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 training Theoretical training of an athlete consists in deepening the knowledge related to sports specialization, with an understanding of 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 this athlete;

Know the basic provisions of building the training process;

Know the basics of the technique 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 with the help of 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 of 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. The task of the general physical training for any athlete, regardless of the type of specialization in athletics, to create the 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 sports results is impossible without mastering the basics of the technique of selected types of athletics and continuous improvement in technique. The complexity of movements in athletics does not allow you to immediately teach the technique of exercises in general. As a rule, when teaching the technique of athletics exercises, two methods of teaching an 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 obey. At the same time, athletics exercises cannot be simplified mechanically, since all phases are organically linked into a single whole.

tactical training

Sports tactics is understood as 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 is an integral part of sports training. The most expedient implementation of tactical plans is possible only with a good command of technology, a high development of qualities, with a strong will, great perseverance and perseverance in achieving the goal. Tactical training provides for consistent armament, dealing with the following knowledge and skills:

- study of the rules of competitions and the possibilities of this type of athletics for tactical wrestling;

- study of the main provisions of tactics in this form;

- study of the individual characteristics of rivals;

- study of the places of the upcoming competitions;

- scheme selection tactical actions for specific competitions;

- testing the scheme of tactical actions for training;

- implementation of the chosen variant of tactics in competitions;

- analysis of the results of the use of tactical in competitions.

Athletics occupies an important place in the system of training schoolchildren. It has an extremely versatile effect on the development of motor qualities, improves vital motor skills.

IN methodological development not only all the stages of learning to run for short distances are analyzed in detail, but it is also especially valuable that the mistakes often made when performing certain athletic elements are described.

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METHODOLOGICAL DEVELOPMENT ON THE TOPIC:

"METHOD OF TEACHING THE TECHNIQUE OF RUNNING FOR 100 meters".

100m run . - one of the most popular types fleeting athletics exercises that require maximum effort, intensive work of the body. All actions of a runner - from start to finish - are, in fact, one holistic exercise, performing which the competitor or trainee seeks to cover the distance in the shortest possible time.

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

Compliance with the standards in the 100m requires regular training, the development of speed, strength, coordination of movements and, of course, the mastery of rational sports techniques.

For the convenience of teaching technique, the entire 100-meter run is conditionally divided into four phases: a) start, b) starting run, c) distance running, d) finish.

Each of these phases has its own specific feature.

Besides, In teaching running technique, you must adhere to the following sequence:1) create a correct idea of ​​running technique; 2) to teach: a) the correct repulsion when running, b) a low start and a starting run, c) the transition from a start run to a distance run, d) accelerating run, 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 correctness of the start. The 100m run is performed from a low start position. Better to start with starting blocks. As a solid support, they make it easier to start, more confident run-out and quickly achieve maximum speed over a relatively short distance. In order for the repulsion to be carried out correctly, and the pads not to tip over, they are installed strictly in the direction of running, firmly driving the tracks into the ground. The front block (for the push leg) is set at a distance of 1-1.5 feet from the start line, and the back block (for the flywheel) - at a distance of the length of the lower leg 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 distance between the pads in width 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, lean with his palms on the track in front of the starting line, set the starting block at point-blank range, first the push and then the fly legs, and at the same time kneel down on the knee of the leg standing behind. The arms should be straightened, the hands moved back behind the starting line to point-blank a little wider than the shoulders. At the same time, the thumbs are directed inward, the rest, connected together, are directed outward. The back is slightly bent, rounded and relaxed, the head is lowered, held freely without tension in the muscles of the neck. The gaze is directed to the track forward - down - 50 - 100 cm from the starting line. In this position, the student waits for the next command.

At the command "Attention!"you should tear off the knee of the leg behind the track, smoothly move the torso forward and upward until the shoulders go beyond the start line, and the pelvis rises slightly above shoulder level. A significant part of the body weight is transferred to the hands. The head remains in the same position. Shoulders move slightly forward. 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 "Go!" command, and not on the movement to be made after this command.

At the command "March!"or starter shotthe student abruptly takes his hands off the track, kicks off powerfully from the starting blocks with his feet and starts a rapid run, performing coordinated fast, as well as energetic movements with his arms bent at the elbows (angle - about 90 °) back and forth. The back leg takes off from the blocks a little earlier and begins to push forward with the knee while the other leg continues to push off. The leg standing on the front stop is fully extended by the moment when the other thigh is brought forward to the limit. At the same time, the strongly inclined torso begins to straighten and lean forward.

The first step from the start is done with the fly leg, standing on the back block. On the track, it is placed with the front of the foot from top - down - back. The toe of the foot at this time is brought forward.

The length of the first step after the start is small - approximately 3.5 - 4 feet. The length of each subsequent increases by 0.5 feet. They are performed with the utmost frequency. At the same time, the feet do not raise high above the track. They are placed behind the projection of the general center of gravity of the body, which allows you to dramatically increase the speed of running with each step. With an increase in the length of the step, the slope gradually decreases: the body unbends up to 72 - 80 ° to the horizontal. The speed of movement during the starting run increases mainly due to a strong repulsion from the track. And the leading ones are movements with a fairly high rise of the thigh of the fly leg. Full extension of the hip, knee and ankle joints push leg.

DISTANCE RUNNING. After the end of 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 the increase in speed, stabilization of the stride length and forward tilt of the torso, which takes a more vertical position compared to the slope in the starting run.

The task of the runner in this part of the distance is to maintain the maximum speed achieved in the starting run and, if possible, to 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 successive kicks and the most advantageous stride length.

When running at a distance, the leg behind the leg during the repulsion is fully extended at the knee and carried forward by the hip. The foot of the flywheel is placed on the track gently, in a straight line. You can not put a foot, throwing a foot far forward. Running should be free and rhythmic, with the necessary relaxation and a slight torso forward - within 75 - 80 ° to the horizontal.

Keeping 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 speed of running depends on the strength, direction and speed of the back push).

With the rear push, a quick forward-upward movement is combined almost to the horizontal position of the fly leg bent at the knee, which, after the flight phase, descends onto the track with a raking downward-backward movement, straightening at the knee joint. It is placed with the front of the foot with some emphasis on its outer arch. The heel is located low above the track. At the moment of touching, 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, moves in a straight line, without deviations. This keeps the running rhythm and balance throughout the distance.

Hands while running along the distance, it is necessary to keep, as in the starting run, bent in elbow joints at an angle of approximately 90°. Although the angle of flexion may vary 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 arm forward and vice versa). The arms move in a pendulum-like fashion, not a circular motion. When directed forward, they move inward, backward - somewhat towards the outside. The hands should be relaxed all the time and turned inward, the fingers bent (the thumbs are in contact with the index fingers).

We also note that the main purpose of the movement of the arms when running is to maintain a 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 range of motion increases, the active movement is done mainly backwards. Moreover, the bending of the arms is the stronger, the faster the movement of the runner.

Permissible mistakes: a) the head is thrown back, the back bends; b) non-linear running, the upper part of the body sways to the sides, the arms move across the body; c) in the hip joint, the leg does not fully straighten - the upper part of the body is excessively tilted forward; d) the upper part of the body is too high, the hip joint is not straightened enough, running takes place in a “sitting” position; e) the student puts his foot on the whole foot; f) the track is too wide, the student's feet are placed on the track in a non-straight line, the socks are turned outward.

FINISH . The run ends when the chest or shoulder crosses a vertical plane passing through the finish line, but the finish begins 10 more - 15 m to the end of the distance. 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 drawn to the full repulsion, the rapid extension of the fly leg forward, the maximum frequency of steps and, accordingly, the movements of the hands. The finish line should be run at the highest speed gained over the course.

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

Many runners also use another method: at the same time as they tilt their torso forward, they turn it to the right or left and touch the finish line with their shoulder. This movement should be started at the moment when one foot has a support on the track, and the other simultaneously makes an energetic swing forward movement, since an excessive forward tilt of the body will cause a fall.

After the finish, the running speed decreases gradually.

For the final throw, the student mobilizes all his strength, because in the last meters of the distance the question is often decided whether he will fulfill or not fulfill the standard, 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.

Practicing the finishing techniqueneed to masterthe following elements: tilting the torso forward on the ribbon with the arms pulled back during slow and fast running; torso tilt forward on a ribbon with a turn of the shoulders during slow and fast running individually and with a group.

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

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

Helping to work out the finishing technique, the teacher should draw the attention of students to such possible mistakes, like jumping for the finish line; premature tilt of the body forward two or three steps before the finish line; excessive tilt of the body forward, causing a fall.

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

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

In the first training sessions, these special sprinter exercises are performed in 3 / 4 strength. Running speed increases gradually. The muscles of the arms and shoulder girdle work freely, without tension. Having reached maximum speed, it is not recommended to end the run with an abrupt stop. It is necessary to continue moving further by inertia, without making great efforts, moving on to free running, and then walking.

When conducting classes, they also use:

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

With excessive tension and stiffness, these exercises should be stopped and switched to mincing running. It is performed at 20-30 m with the fastest free, not tense movements of the legs with a small step length. When taking out the thigh, the shin moves forward by inertia and actively, together with the thigh, down - back with a raking movement of the foot until the leg is fully extended at the knee. When performing a mincing run, students must take more steps per unit of time than in the fastest ordinary run.

In accelerations, it is necessary to achieve a powerful repulsion with simultaneous vigorous extension of the thigh of the fly leg forward and upward. Running with acceleration is recommended to start 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 work out the elements of 100-meter running technique, various other exercises for runners are also used, performed on the spot and on the move. Perform them at the fastest pace, but freely without undue stress. Among these exercises, students can recommend the following:

1. Running in place with a high hip lift (5-6 times for 8-10 s).
2. Running in place with a high hip lift, leaning your hands on a barrier, a gymnastic wall or a tree (5-6 times for 8-10 seconds).
3. Running with high hips moving forward (5-6 times for a distance of 20 m). The pace of movements during this run is extremely fast, the number of repetitions is up to the onset of fatigue (usually 5-6 times). The hip rises not lower than the horizontal position, when pushing off the track, the leg straightens completely at the knee, the torso is held vertically or slightly tilted forward. As the movement is mastered, advancement can be increased, and later brought to the transition to running with acceleration.
4. Jogging with active repulsion. This exercise is performed 5-6 times at a distance of 15-20 m until fatigue occurs. When pushing off, attention should be paid to straightening the leg at the knee and maximum extension of the foot. Students are encouraged to develop the ability to take 50-60 jump steps in a row and perform such series 1-3 times in one lesson.
5. Running downhill with a sweeping step (5 times).
6. Running up an incline track 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 the foot (6-8 times).
9. Jumping from line to line (8 - 10 times).
10. Jumping from foot to foot with active bringing the thigh of the swing leg forward (5-6 times for a distance of 20 m).
11. Jumping on one leg with moving forward (5 series of 50 times).
12. Double, triple, quintuple and other jumps from foot to foot and on two legs.
13. Running from a low start with 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, overcoming 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 in gymnastic hoops, which lie in a straight line and in zigzags (8-10 times).

Jumping from foot to foot is especially effective, since these movements are 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 Overcome distance contributes primarily to the development of speed, and jumps on long distance contribute to the development of speed-strength qualities in students.

It is very useful to include various gymnastic exercises in training sessions.for the development of flexibility and other physical qualities:

1. Lying on your back, legs up, leg movements, as when running.

2. Circular rotations arms forward and backward.

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

4. In the stand on the shoulder blades - breeding and bringing the legs together.

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

6. Tilts back until the hands touch the heels from a standing position, feet shoulder-width apart.

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

8. Exercises for stretching the muscles of the legs in the anteroposterior direction.

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

To relieve excessive tension in running - in training sessions, it is necessary to use mincing running with small, but as fast as possible free steps, running with throwing the heel, shins back, springy running and other running exercises. It is best to alternate these exercises with running with acceleration. At the same time, it is necessary to monitor the gradual increase in speed and the technique of running with a swing step. When the student masters the technique of running, 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 main means of training and a set of techniques and rules for the activities of an 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 methods of strictly regulated exercises, game and competitive.

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

The verbal methods used in sports training include storytelling, explanation, conversation, analysis and discussion, etc. These forms are most often used in a laconic form, especially in the preparation of qualified athletes, which is facilitated by special terminology, a combination of verbal and visual methods. 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. First of all, they should include the methodologically correct demonstration of individual exercises and their elements, which is usually carried out by a coach or a qualified athlete. In recent years, it has been widely used aids demonstrations - educational films, videotape recordings, layouts of playgrounds and fields for demonstrating tactical schemes, electronic games. Orientation methods are also widely used. Here one should distinguish both 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 the 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 performer of the exercise and a fairly clear regulation of the influencing factors.

In sports practice, a number of varieties of methods of strictly regulated exercise are distinguished. These include, first of all, two main groups: methods, mainly aimed at mastering sports equipment, and methods, mainly aimed at the development of motor qualities.

Among the methods aimed primarily at the development of sports equipment, it is necessary to single out the methods of learning exercises as a whole (integral-constructive) and in parts (dissected-constructive). The learning of movement as a whole is carried out during the development of relatively simple exercises, as well as complex movements, the division of which into parts is impossible. However, when mastering a holistic movement, the attention of those involved is consistently focused on the rational implementation of individual elements of a holistic motor act.

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

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

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

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

When using both methods, exercises can be performed both in a uniform (standard) and in a variable (variable) mode. Depending on the selection of exercises and the peculiarities of their use, training can be complex (integral) and selective (primary) in nature. With a complex impact, parallel improvement of various qualities is carried out, which determine the level of preparedness of an athlete, and with a selective one - the predominant development of individual qualities. With a uniform mode of using any of the methods, the intensity of work is constant, with a variable - varying. The intensity of work from exercise to exercise can increase (progressive variant) or change repeatedly (variable variant).

Continuous training methods used in conditions of uniform and variable work are mainly used to increase aerobic capacity, 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 the parts of the exercises performed with greater or lesser intensity, the features 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 particular abilities that determine the level sports achievements V various types sports.

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

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

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 navigation, etc.

In the modes of continuous and interval work in sports training, both circular method aimed at selective or complex 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 particular 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 game method is characterized, first of all, by the "plot" organization: the activities of the players are organized on the basis of a figurative or conditional "plot" (concept, game plan), which outlines a common line of behavior, but does not predetermine rigidly 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 in conditions of a gradual, more often random, change in the situation. From this 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 widest opportunities for the creative solution of motor problems and, to this extent, contributes to the manifestation of independence, initiative, and resourcefulness.

One of the essential features of the game 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 doubles and team games), when opposing interests collide, game conflicts arise and are resolved. This creates emotional intensity and contributes to the vivid identification of the moral qualities of the individual.

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

The game method, by virtue of 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 a comprehensive improvement of motor activity in complicated conditions. To the greatest extent, it allows you to improve such qualities and abilities as dexterity, resourcefulness, quick orientation, independence, and initiative. In the hands of a skilled teacher, it also serves as a very effective method of instilling 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 those involved in a different type. motor activity in order to accelerate and increase the efficiency of adaptation and recovery processes, maintain the previously achieved level of preparedness.

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

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

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

As examples of complicating the conditions of the competition, the following can be made:

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

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

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

Competitions in games and martial arts with "uncomfortable" opponents who use unusual technical and tactical schemes of wrestling.

Facilitation of competition conditions can be ensured by: planning competitions at shorter distances in cyclic types; a decrease in the duration of fights, fights - in martial arts; simplification of the competitive program - in complex coordination types; the use of 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 a weaker participant is given a certain advantage - he starts a little earlier (in cyclical events), gains an advantage in goals or balls (in sports games), etc.

According to the features of load regulation and other regulatory aspects, the competitive method occupies, as it were, an intermediate position between the game method and the methods of a strictly regulated exercise. The competition is rather strictly regulated by certain rules (official and unofficial), but this regulation affects only some aspects and conditions of the competition (the subject of the competition, the order of performance, equipment conditions, 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 it is necessary to spend a certain amount of time and repetitions on the study of one or another element, in no case should one spend too much time on any element, which can lead to new errors. For example, paying special attention to the repulsion and adduction of the hips in race walking can form a flight phase, which is prohibited.

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

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

In running events, the following training sequence is observed:

1) running for medium and long distances;

2) sprint run;

3) relay race;

4) hurdling;

5) running 3000 m with obstacles.

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 complicated.

In sprinting, there is a maximum implementation of all parameters - amplitude, effort, etc., which must be performed in a short time. Coordination and mental complexity of movements in sprinting increase.

Having studied the technique sprint start learning technology relay race, where the complexity of the technique lies in the transfer baton for a short distance at high speed. The combination of the running speeds of the transmitting and receiving increases the coordination and mental complexity of this species.

After studying the technique of smooth running, they begin to study hurdling. According to its structure, hurdling is classified as mixed, i.e. there are both a cyclic structure (running) and an acyclic structure (overcoming a barrier). High speed running with overcoming obstacles makes the technique of hurdle running rather complicated, both the coordination and mental complexity of the exercise increase.

The 3000m hurdles run is similar in structure to hurdling, but mental tension increases (heavy hurdles, a pit with water) plus prolonged activity that forces you to perform movements against the background of developing fatigue put this type in first place in terms of the complexity 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 give a sequence of training, including these jumping methods:

1) height - "stepping over";

2) length - "bending legs";

3) length - "bending";

4) length - "scissors";

5) height - "cross over";

6) height - "fosbury flop";

7) length - triple jump;

8) pole vault.

Since jumps have almost the same requirements for the implementation of motor qualities, the sequence of training will be influenced by the technical complexity and mental tension of the type.

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

The learning sequence is as follows:

1) throwing a small ball;

2) throwing a grenade;

3) javelin throwing;

4) shot put from a jump;

5) discus throwing;

6) shot put from a turn;

7) hammer throw.

Naturally, the sequence of training in the types of athletics depends not only on the technique of the sport, its mental tension, but also on the individual's ability to learn, his anthropometric data, and the level of physical fitness.

Athletics as a means physical education contributes to a comprehensive physical development and improve student health. Track and field exercises, along with gymnastic exercises, are leading in physical education.

Learning as a pedagogical process. Methodical principles of teaching.

A typical scheme for teaching the types of athletics.

Means and methods of teaching the technique of athletics. Ways and methods of teaching.

Methods of teaching certain types of athletics.

The 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 training athletes.

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

Education - a specially organized pedagogical process aimed at the formation and improvement of the necessary knowledge, skills and abilities and their mastery.

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

The essence of the learning process- interaction between the teacher and the student in order to transfer knowledge, skills and abilities by the teacher and their acquisition by the student with subsequent improvement.

Methodological principles of teaching:

Consciousness and activity;

systematic;

gradualism;

Availability;

visibility;

Individualization.

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 Skill Transfer in Learning .

In the learning process, there are both positive and negative transfers in the technique of movements, i.e. some movements can help in mastering the technique, while others will slow down or even block the study of one or another element.

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

Typical training scheme :

Istage. Formulation of the problem. To create an idea of ​​​​the modern technique of the type of athletics. Means: Telling, explaining, showing, doing trial runs, running.

IIstage. The main task: to teach the basics of technology, the details of technology. Means: leading exercises, basic exercises, O.R.U.

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

Means and methods of teaching the technique of athletics. Ways and methods of teaching.

Means - the main content of the action.

Method - how to perform this action.

Method - it is developed taking into account pedagogical patterns

a system of actions of a teacher (teacher, lecturer, trainer), the purposeful application of which allows organizing in a certain way the theoretical and practical activities of a student, ensuring the development of motor actions aimed at developing physical qualities and forming personality traits.

In the activities of a teacher of physical culture, a sports coach, a teacher-organizer for physical culture and recreational work, in addition to the concept of "method", the term "methodical device" is also used.

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

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

Therefore, if a set of methods (for example, explanation, demonstration and practical learning) can solve the task (suppose to teach a jump), then the systems of methodological techniques act as specific methods for implementing methods in accordance with specific learning conditions (for example, when showing a jump, you will have to use or showing in profile, or full face, but most likely both methodological techniques). Each method can have a variety of methodological techniques. There are so many of them that they are not amenable to strict enumeration. Some of them die off, change, new ones appear in the teacher's work. Often the difference in the level of teaching is explained precisely by the different volume of methodological techniques that teachers use.

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

Physical 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 shells, with shells, from other sports);

SPECIAL EXERCISES:

simulation

For types (running, jumping, throwing)

For the development of physical qualities

On simulators and special devices

Ideomotor exercises (mental).

hygiene factors: food, sleep, daily routine, etc., and natural forces of nature: sun, air, water are important means of improving the state of the central nervous system, promoting health and hardening. They increase the vital activity of those involved, allow them to train more and more efficiently, achieve high sports success, and quickly restore their strength after class.

Teaching methods:

Exercise method:

Strictly regulated exercise

Partially regulated exercise

Holistic exercise method

Dissected exercise method

2. Word method:

Story

Description

Explanation

Exercise

indication

Team

Count

3. visual method:

Direct demonstration by the teacher or student;

Demonstration of posters, photographs, cinematographs, chalk drawings on a blackboard, films, video films, 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. Competitive method

6. Direct Assistance Method: this is practically, correcting errors from the outside (extraneous intervention of a teacher, trainer, partner and various devices). The teacher can correct the student's posture, in the course of his movement he can help to complete the exercise. Touching certain muscle groups with your hand allows you to enhance kinestatic sensations, to focus on this muscle group.

To study more complex technical elements, various projectiles, simulators and devices are used. For example, movements in flight (long jumps) can be taught with the help of the crossbar (in the hang), bars (in emphasis on the hands), lounges, flybridge, increasing the flight time, etc.

Methods and techniques of training :

Performing all groups of exercises in light conditions;

Slow execution of the movement;

Use of external landmarks;

Exclusion of one or more parsers;

Performing exercises in difficult conditions.