Characteristics and classification of general developmental exercises
Methods of teaching constructions and rebuildings in different age groups.
General developmental exercises (ORU) are specially designed exercises aimed at improving the body. Οʜᴎ contribute to the formation of correct posture, strengthening the musculoskeletal system. (Stepanenkova)
Given the dependence on the degree of dominant impact on individual groups muscle general developmental exercises are classified according to the anatomical feature:
exercises for the muscles of the hands and shoulder girdle;
exercises for the muscles of the body;
exercises for the muscles of the nose.
For use in various forms of work with children, general developmental exercises should be grouped according to the principle of a complex. The complex is a selection of exercises that provides a load on all major muscle groups.
Initial position- this is the position of the torso, legs and arms before the start of the exercise. The differentiation of the load on the muscles (dynamic, statistical), the degree of load, stable position body, exercise complexity, range of motion, combination of motor actions.
In general developmental exercises for children preschool age typical starting points are:
· for the torso - standing, sitting, lying (on the back, stomach, side), as well as a stand with bent legs(on one and two knees, on all fours);
· for legs - main stance (heels together, toes apart), closed stance (toes and heels together), legs apart (slightly apart, shoulder-width apart, one foot in front, the other behind), cross stance (one foot in front another);
· for arms (in relation to the body) - arms extended (down, forward, sideways, up, back), arms bent (on the belt, to the shoulders, in front of the chest, on the head, behind the head).
By varying the starting positions, you can create numerous variations of the same exercise. Each correctly constructed exercise ends with a starting position.
For the convenience of orientation in the infinite variety of open switchgear, we present several of their classifications that have practical significance.
1. Classification of outdoor switchgear according to anatomical features . Given the dependence on which muscle groups provide movement, ORUs are divided into:
· exercises for the arms and shoulder girdle;
· exercises for the legs and pelvic girdle;
· exercises for the trunk and neck;
· exercises for the whole body.
The classification also provides for further splitting with the allocation of exercises for specific muscle groups and even for individual muscles.
2. Classification based on predominant impact . Taking into account the dependence on the direction of the impact of the outdoor switchgear, they are divided into:
· strength exercises;
· stretching exercises;
· relaxation exercises.
The combination of these three types of predominant influence determines the content of other exercises, which, however, are usually singled out, given their methodological significance. These are posture exercises, coordination exercises and breathing exercises.
3. Classification based on the use of objects and projectiles . OSD can be performed:
· without items;
· with objects (stick, jump rope, dumbbells, stuffed ball, etc.);
· on shells and with shells (gymnastic wall, bench, chair, etc.),
· using trainers.
4. Classification based on the organization of the group . ORU can be divided into:
· single exercises;
· exercises performed by two, three of us;
· exercises in a circle in grip;
· exercises in closed columns and lines;
· movement exercises.
To accurately designate a particular exercise, all classification data can be used, for example: exercises for two on the strength of the abdominal muscles with a stuffed ball from the initial position lying on the back.
In order to name the position of the body or the movements that make up the exercise, knowledge of special terms is required. First, it is extremely important to indicate the main term that defines a specific group of body positions, and then additional, clarifying features of the movement. At the same time, it should be remembered that any term already provides for a certain technique for performing movements, and in case of deviations from the traditional performance, it is extremely important to indicate clarifying details. For example, the term "Hands to the side" implies that the arms should be straight, palms down, fingers together. If you need to name a position other than this, you should clarify it: "Hands to the sides, palms up, fingers apart." With the simultaneous movement of several parts of the body, it is customary to call them from the bottom up. For example: "Step right forward, arms to shoulders, turn head to the right."
If the movement is performed in the shortest way, it is enough to name only the final position. If the movement is carried out in a more complex way, additional terms are used to clarify the movement and specify its direction. For example, "Arcs forward arms to the sides." This means that at first the arms move forward, and only then they move to the position to the sides. When naming many movements, it is extremely important to indicate the way they are performed, for example, “Step to the right leg stand apart” or “Jump leg stand together”.
Using objects in general developmental exercises
Many exercises are carried out with objects. Actions with objects make it possible to achieve greater clarity of motor representations, which are based on various sensations and perceptions. All exercises with objects to some extent require the work of the fingers - this activates the activity of the analyzer systems.
Checkboxes- actions with them require great coordination of the hands, it is convenient to perform rotational movements, swaying, swinging with them. The flags increase the physical load slightly, in this regard, they are used mainly in the younger and middle groups;
Cubes help develop spatial orientation, the cubes also have little effect on the tension of the muscles, torso, legs;
Rubber balls- they contribute to the development of coordination, dexterity, speed of movement, speed of motor reaction, eye measurement, orientation in space, however, the load on the muscles of the shoulder girdle and trunk increases slightly. Exercises with stuffed balls are more useful for developing muscle strength, shaping the foot.
Gymnastic sticks, pole- increases muscle tension, there is a more accurate fixation of various positions of the arms, torso, head and legs;
hoops- exercise is intense physical activity on all large muscle groups, these exercises develop coherence, coordination, and in addition, here you can include the simplest elements rhythmic gymnastics;
Jump ropes, ropes- exercises develop dexterity, coordination, rhythm of movements;
gymnastic bench- in these exercises, the load on certain muscle groups increases significantly, because unusual initial positions appear here;
gymnastic ladder creates an opportunity to increase the load on large muscle groups, the hands constantly work, while the posture is well formed
What is ORU?
What is the starting position?
What classifications can you name?
What items are used in the ORU?
Let's move on to the next question.
4. Methodology learning outdoor switchgear in different age groups.
Starting position - concept and types. Classification and features of the category "Starting position" 2017, 2018.
1. Lie on your back. Raise your knees one at a time, keeping your legs parallel. Stretch your legs a little, pointing them up until you feel that the abdominal muscles are involved in the work, but the back does not come off the floor. Do not straighten your legs completely and do not let them move away from you; Not... .
Lie down on the floor. Raise your knees one at a time, keeping your legs parallel. Arms extended along the body with palms down; the hands are straightened, the head lies on the floor. ACTION. STAGE 1 1. Inhale deeply, filling the sides and back with air, and swing your arms upwards five times... .
Lie on your back, pull your knees to your chest one at a time, your legs should touch each other's toes (but not your heels!). If you have neck problems or if you feel it tense, use a pillow. Grasp the calves from the outside with your hands. Spread your elbows to...
When terminologically describing the positions of the hands, it is necessary to indicate their position in relation to the torso of students, regardless of the position of the body (sitting, lying, standing, etc.). To determine the position of the arms and their movements, if they are not straight, the term "arms slightly bent" is used, which means a slight, barely noticeable bending of them in elbow joints with a free brush, or the term "half-bent" when the flexion is distinct. For example, tilt to the left, arms half-bent up.
Straight hand positions may be primary or intermediate.
Basic hand positions:
arms forward;
· hands to the side;
hands back (to failure), hands up;
· hands up;
hands down (indicated after movement).
In the latter case, the palms are directed downwards, in the rest - inward. The direction of the palms is indicated only when it differs from that accepted for this provision hands (Fig. 17).
hands forward hands to the sides hands back hands up
Rice. 17. Basic hand positions
Intermediate hand positions- these are positions in which the hands are at an angle of 45 ° to the main ones (Fig. 18). Described by a compound term indicating the main position of the hands, from which this intermediate direction is formed, in which the hands begin to move to bring them to the described position.
Intermediate positions of the hands in the front and side planes (Fig. 19, 21):
hands forward - down;
hands forward - up;
hands to the sides - down;
hands to the sides - up;
hands back.
In addition to the above, there may also be positions: arms crossed; arms forward and inward at a 45° angle; hands up - inward (hands raised up, fingers touching).
Hand movements can be unilateral, that is, performed in one direction (Fig. 20):
hands to the left - down;
hands to the left
hands to the left - up.
arms forward - down arms forward - up arms to the sides - down
arms to the sides - up arms back - down
Rice. 21. Intermediate hand positions
Hand movements are divided into simple, arcuate and circles. These movements can be performed with straight and bent arms, as well as forearms and hands.
Simple- this is the transfer of hands from one main or intermediate position to another, when the angular movement does not exceed 90 °; in this case, only the following position of the hands is recorded, for example, hands forward - hands to the sides - hands to the side - up.
arcuate –
movements with an angular displacement of more than 90°, but less than 360°. They are written as follows: 1) the term "arcs";
2) the direction of the initial movement; 3) end position, for example:
And. p. - stand with arches back arms up;
And. p. - arm stand up (according to the rule of reduction, the term "arches forward" is not indicated);
And. n. - hand stand to the right: arcs up, hands down.
Circles (angular movement is 360°) can be performed in the front (frontal) and side planes. Like arcuate, the name is also obtained by the initial movement, for example:
And. n. - stand circle with hands outward;
And. p. - arm stand to the sides: circle with forearms down;
And. n. - stand circle with the right hand inward.
Thus, movements can be performed not only with two hands, but also with one, and also alternately. Simultaneously with both hands, you can perform symmetrical and asymmetric, parallel and sequential, similar and opposite movements. The movements of the same name are right to the right and left to the left, to opposite ones, on the contrary, - right to the left or left to the right.
Bent arm positions are divided into standard, derivative and complex.
Standard(Fig. 22):
Hands on the belt
hands in front of you
Hands in front of the chest
hands to shoulders
· hands behind head;
Hands on head
hands behind the back
Hands behind the back crossed right (left).
Each ORU begins with a certain starting position, so the main starting points must be clear to students, correctly understood and implemented by them. Particular attention should be paid to the fact that the basic initial provisions of the exercises are strictly followed, since only the correct execution of the exercise will give the highest physiological effect. Even the smallest mistakes make the exercise easier, reducing its effectiveness. Therefore, from the first steps of training, constant and strict control during the performance of exercises from the beginning of the movement to its completion is very important. Only in this case will the students acquire the necessary posture, coordination of movements, and rid themselves of the harmful tendencies they encounter to perform the exercises somehow or other. With primary school students, before starting to perform ORU complexes, it is necessary to master the basic initial positions and movements of the arms, legs, torso. Each initial position must be performed with a delay of 3-4 s. During a stop in such
initial provisions, it is necessary to verify and clarify the adopted position. To consolidate the basic provisions, you can give homework assignments with a recommendation to perform them in front of a mirror.
Hand positions and movements
Normal hand position- a position in which the fingers are straightened, the hand is, as it were, in the continuation of the hand (Fig. 14, a). In the terminological description of the exercises, this position of the hand is not indicated. If the hands are in a position down, back, forward, up, then the palms of the hands are facing each other, and in the position of the hands to the sides, the palms are facing down. In these cases, the position of the hand is not indicated. If, in the above positions, the palms should be turned in some other direction, then this must be indicated. For example, hands forward, palms down.
Brush in fist- if the fingers are clenched into a fist, then you should not indicate where the fingers are facing in the usual position (Fig.
The brush is free- the position of the hand is similar to the usual one, i.e. the hand is in the continuation of the forearm, but it is held freely, without tension, the fingers are relaxed (Fig. 14, V).
The hand is relaxed- a position in which the hand hangs freely (Fig. 14, G).
Wrist raised forward or back- a position in which the hand, as straight as possible, is abducted in the indicated direction. For example, right to the side, the hand is raised (Fig. 14, e).
fingers apart- the position of the hand, in which the fingers are forcefully separated from each other (Fig. 14, e).
Finger flexion and extension- flexion and extension with force and at the same time.
Flexion and extension of the fingers sequentially- flexion and extension, starting with the little finger. A different sequence should be specified additionally.
Each ORU begins with a certain starting position, so the main starting points must be clear to students, correctly understood and implemented by them. Particular attention should be paid to the fact that the basic initial provisions of the exercises are strictly followed, since only the correct execution of the exercise will give the highest physiological effect. Even the smallest mistakes make the exercise easier, reducing its effectiveness. Therefore, from the first steps of training, constant and strict control during the performance of exercises from the beginning of the movement to its completion is very important. Only in this case will the students acquire the necessary posture, coordination of movements, and rid themselves of the harmful tendencies they encounter to perform the exercises somehow or other. With primary school students, before starting to perform ORU complexes, it is necessary to master the basic initial positions and movements of the arms, legs, torso. Each initial position must be performed with a delay of 3-4 s. During a stop in such
initial provisions, it is necessary to verify and clarify the adopted position. To consolidate the basic provisions, you can give homework assignments with a recommendation to perform them in front of a mirror.
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balance
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In-line method
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pass method
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circular way
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Outdoor switchgear complexes without objects for the walk-through method
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Outdoor switchgear complexes with skipping ropes
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Sequence of learning.
1. From a sitting position, roll back and forth on your back. 2. From the sitting position, roll back and roll forward to return to and. P.
Sequence of learning.
1. Grouping from various and. p. 2. From the stop, crouching roll back and roll forward sitting in a group.
Rack on the shoulder blades
Technique of execution. From the stop, crouching, holding the middle of the lower leg with your hands, roll back. At the end of the roll, touching the floor with the shoulder blades, put your hands on the lower back and straighten
Sequence of learning.
1. From the stop, crouching somersault back at point-blank crouching.
for boys
1. From the stop, crouching somersault forward stand on the shoulder blades - 2.5 points. 2. Roll forward into a sitting position with an inclination - 1.0 points. 3. Somersault back at point-blank crouching - 2,
Common Mistakes
1. Incorrect positioning of the head (not on the forehead, but on the crown of the head). 10*
From three steps of the run, somersault forward with a jump
Technique. A characteristic feature of the technique is the presence of a flight phase after a push with the legs, in an unsupported position the body is slightly bent at the hip joints. After
Sequence of learning.
1. Swing one, push the other handstand with help. After entering the rack, the performer spreads his legs apart, and the insurer supports from the back with a grip of about
Roll back
Execution technique. From the stop, crouching legs at the width of the foot, shoulders slightly forward, group (frame 1); tilt your head forward, pushing off with your hands, quickly roll onto the shovels
Swing one and push the other handstand
Technique. From and. n. hands up with a wide step, tilt the body forward. Lean your hands on the floor shoulder-width apart, fingers apart (frames 1-2). With a swing of one and a push of another
Flip to the side
Technique of execution. Standing facing forward in the direction of movement, with a wave of hands forward and upward, lunge with the right (frame 1); alternately leaning on your hands, with a turn to the right, go to the rack on
Sequence of learning.
1. Teaching the correct landing position: semi-squatting on toes, feet foot-width apart, arms forward with palms down, back straight (Fig. 101).
Jumping over a short rope
Learning to jump over a short rope is started after students have mastered jumping over a long rope. Sequence of learning. 1.Definition
Sequence of learning.
1. From a standing position on one leg, the other back on the toe, arms back, push one and swing the other with a simultaneous swing of the arms forward and up, jump and land in the floor position
Jumping from a height
Having repeated the lead-up exercises studied earlier, begin to consolidate skills in jumping with a gradual increase in height to 80 cm. You must constantly demand from students soft and stable
Landing
Technique. Landing completes the jump and determines its quality as a whole. Landing on the toes of tense and straight legs, you must immediately lower yourself to the entire foot,
Jump on the bridge
Technique of execution. Run and push with legs - a single holistic action. The attack on the bridge is the link between them. The effectiveness of the push depends on the correct attack.
Sequence of learning.
1. Walking with a roll from the heel, rising high on the toes. 2. Jumping legs together with support by hands on the rail of the gymnastic wall (projectile). 3. Jumps
Sequence of learning.
1. Quick flexion and extension of the arms in the lying position, legs on the gymnastic bench (8-10 times). 2. Standing at a distance of 1 "m from the wall, fall with a straight body on st
Typical mistakes.
1. Insufficiently vigorous swing of the arms. 2. Insufficient push with legs. Belay and help. Belay, standing in front and somewhat to the side, in the first hour
Typical mistakes.
1. The back does not rise actively enough in the first half of the jump. 2. Delay in crouching. 3. Incomplete extension in hip joints or bent back
Typical mistakes.
1. Holding hands on the projectile. 2. There is no extension of the body after pushing with the hands. 3. The extension of the body is performed only by raising the shoulders, the legs are not retracted down and back
Sequence of learning.
1. Emphasis lying sideways on the floor and turning to point-blank lying. 2. From the emphasis lying behind, legs on the bench, unbending at the hip joints and pushing with one hand, emphasis lying more
Jump sideways over the horse wide
Technique completed
Sequence of learning.
When mastering the jump, you can use all the leading exercises that were used when learning to jump the legs apart over the goat in width, then repeat the following exercises: 1. Jump
Common Mistakes
1. Relatively low swing (after a push on the bridge, the legs do not rise above the body of the horse). 2. Push with hands under you (instead of a stop push with your hands, you get a raking
Sequence of learning.
1. Jump in the way of "stepping" over the gymnastic bench. 2. From sitting on a horse on the right thigh, lean your hands behind and, swinging your legs forward and right, jump off
Sequence of learning.
1. Perform an emphasis on the floor while crouching and an emphasis on your knees. 2. The same, but on gymnastic benches placed parallel to each other. Pupils of 5-8 people you
Climbing on the gymnastic wall
Technique. On the gymnastic wall, as well as on the gymnastic benches, climbing up and down is performed with the same name (Fig. 116, a) and different names.
Sequence of learning.
1. Standing sideways to the gymnastic bench, lean your hands on its edges, alternately put your feet on the bench at point-blank kneeling and, alternately rearranging your legs to the other side with
Hanging standing
1. Hang standing on bent arms (Fig. 120). Hold hands at shoulder level
Visas (simple)
1. Vis (Fig. 129). Arms, torso and legs form a straight line. In the hanging position, keep the body straight, the muscles of the shoulder girdle are moderately tense, the stomach is tucked up. Vna
Rope climbing on bent arms with a cross leg grip
Execution technique. Hanging on bent arms, bend your legs forward and grab the rope with your legs crosswise so that the outer side of the foot of one leg and inner side shin other
Hanging and push-up exercises
1. Vis - vis bent legs - vis. Run 5-6 times. 2. Hanging on bent arms - lowering into the hang for 6-8 s. Run 2-3 times. 3. Pull-ups in the hang (boys).
Rope climbing in three steps
Technique of execution. The first technique is from a hanging position, bending your legs, pull your knees up to your chest and grab the rope with cross leg lifts and knees (Fig. 144, a, b); second reception - ra
Climbing over a log 1 m high
Execution technique. In general, it is similar to the technique of climbing over a log 90 cm high (III class). However, from the stop, the re-remah should not be done point-blank outside, but immediately point-blank legs apart one
Overcoming obstacles
The task of training is to teach children the ability to use the learned climbing methods in more difficult conditions. To solve this problem, the height of the projectile increases, the technical
Hangs and stops
Hanging bent over (Fig. 147) is performed on the crossbar, bars, rings. The body is bent at the hip joints approximately at an angle of 50-70 °, the back is rounded, the head is slightly inclined to
On the gym bench
1. Vupore lying, hands on the bench, flexion and extension of the Arms (boys - 8-10 times, girls - 5-6 times). 2. In
Emphasis on hands
Execution technique. Vupore the body is kept straight without sagging in shoulder joints. The hands, slightly bent at the elbow joints, clasp the poles, leaning on them mainly
1. At the ends of the poles with a jump, an emphasis and movement to the middle of the bars - 3.0 points. 2. Swing legs forward with legs apart - 2.0 points. 3. Swing right se
Hang lying legs apart one (on horseback)
Technique. Hanging lying legs apart can be performed in various ways, but taking into account the sequence of training, it is advisable to use the students' motor skills.
Sequence of learning.
1. From hanging on the gymnastic wall, raising straight legs higher (2-3 times). 2. From the hang, standing with your back to the gymnastic wall, push one and swing the other to raise your legs
Sequence of learning.
1. Repeat the position of the emphasis on the hands. 2. Swinging in emphasis on the forearms. 3. Swinging in emphasis on the hands with a gradual increase in amplitude.
Sequence of learning.
1. Emphasis lying and lying behind, hands on the floor, legs on the gymnastic bench. 2. Swinging in emphasis on the forearms and dismounting with a swoop back inside the bars. 3. Repeat
Sequence of learning.
1. Swinging in an emphasis with a gradual increase in the amplitude of the swings and dismounting with a swing back inside the bars. 2. Swinging in an emphasis with breeding legs on a swing back and bringing them together
Sequence of learning.
1. From a standing hang with a push of two, take a hang on the left (right) outside. 2. Hanging swing on one outside. The amplitude of the swings is achieved by swinging with the free leg. 3.
Sequence of learning.
1. On the middle bar, repeat the rise on one point-blank leg apart outside. 2.
Sequence of learning.
1. From the stop sitting behind with your back to the gymnastic bench with bent arms, go to the stop lying behind (repeat 2-3 times).
From swinging in emphasis, flexion and extension of the arms
Technique of execution. The exercise is performed both on the swing forward and on the swing back. The last option is more difficult. Therefore, with students of grade IX, it is desirable to begin mastering the
Combination for the control lesson
1. At the ends of the poles, with a jump stop and at one time pushes of the hands to move forward to the uprights - 1.0 points. 2. Get down to the emphasis on the forearms and swing
Sequence of learning
1. On the floor, repeat the headstand by force (grade IX). 2. From a gray-haired leg apart, a somersault forward into a gray-haired leg apart. Pay attention to the first half of the somersault (shoulder support
Combination for the control lesson
1. From swinging in an emphasis on the hands, lifting with a swing forward into a gray leg apart - 2.5 points. 2. Jump inwards with an angle stop (hold) - 1.0 points. 3. Swing back
From the stop, bent on the hands, lifting the kip into the gray legs apart
Technique of execution. From swinging in emphasis on the hands, swoop forward to take a position close to the rack on the shoulder blades. Then bend, bringing the legs closer to the chest, and, slightly lowering the pelvis, p
Sequence of learning
1. From the stop, bent over on the mat, extension of the body to a position close to the stand on the shoulder blades and return to i. p. 2. From the emphasis on the hands on the uneven bars, by force or in a swoop, lifting the cog
Combination for the control lesson
1. From swinging in the emphasis on the hands with a swoop forward, the emphasis is bent on the hands and lifting the kip into a gray leg apart - 3.0 points. 2. Inward swing and angle stop (while holding
Bending over from an emphasis crouching on one leg
on the n / f swoop another back. Technique. From balance, tilting the torso forward and holding
Tutorials
Rope climbing in the hanging on bent arms with the grip of the rope with the legs Technique.
From the stop, bent over on the hands, lifting the kip into the gray legs apart on the uneven bars
Technique of execution. From swinging in emphasis on the hands, swoop forward to take a position close to the stand on the shoulder blades (frame 1). Then bend, bringing the legs closer to the chest, and, slightly lowering
Combination for improvement and control lesson
Standing on the right, left back (up to 30 °), arms to the sides, eyes closed (5 s) - opening your eyes, moving on your toes to the middle of the log - stopping, turning around in steps - standing on the left
Combination for improvement and control lesson
I.p. - stand legs apart with the right, arms to the sides. With a left step, go down on your right knee, hands up - you-
Combination for improvement and control lesson
I.p. - stand on the left, right back (up to 45 °), arms up. Three four quick steps on toes, arms to the sides and lunge with the right - straightening up, turning around into a lunge on the left
Combination for improvement and control lesson
I.p. - right stance in front of the left, hands up. 1. Two side steps from the left foot - 1.0 points. 2. Two side steps with right foot- 1.0 points. 3. Step p
Combination for improvement and control lesson
I.p. - standing lengthwise at the right third of the log. 1. Jump at point-blank range, right to the side on the toe - 1.0 points. 2. Turning to the left, stand on the right knee, ru
Combination for improvement and control lesson
I. p. - stand longitudinally in front of the log at the right end. 1. With a run with one stroke and a push with the other, crouching - 2.5 points. 2. Getting up, turn left in st
Combination for improvement and control lesson
I.p. - standing at an angle to the log with the left side. 1. From an oblique take-off with a push of two jumps at close range, crouching, left in front - 2.0 points. 2. Stand up, arms to the sides -
Each ORU begins with a certain starting position, so the main starting points must be clear to students, correctly understood and implemented by them. Particular attention should be paid to the fact that the basic initial provisions of the exercises are strictly followed, since only the correct execution of the exercise will give the highest physiological effect. Even the smallest mistakes make the exercise easier, reducing its effectiveness. Therefore, from the first steps of training, constant and strict control during the performance of exercises from the beginning of the movement to its completion is very important. Only in this case will the students acquire the necessary posture, coordination of movements, and rid themselves of the harmful tendencies they encounter to perform the exercises somehow or other. With primary school students, before starting to perform ORU complexes, it is necessary to master the basic initial positions and movements of the arms, legs, torso. Each initial position must be performed with a delay of 3-4 s. During a stop in such
initial provisions, it is necessary to verify and clarify the adopted position. To consolidate the basic provisions, you can give homework assignments with a recommendation to perform them in front of a mirror.
Hand positions and movements
Normal hand position- a position in which the fingers are straightened, the hand is, as it were, in the continuation of the hand (Fig. 14, a). In the terminological description of the exercises, this position of the hand is not indicated. If the hands are in a position down, back, forward, up, then the palms of the hands are facing each other, and in the position of the hands to the sides, the palms are facing down. In these cases, the position of the hand is not indicated. If, in the above positions, the palms should be turned in some other direction, then this must be indicated. For example, hands forward, palms down.
Brush in fist- if the fingers are clenched into a fist, then you should not indicate where the fingers are facing in the usual position (Fig.
The brush is free- the position of the hand is similar to the usual one, i.e. the hand is in the continuation of the forearm, but it is held freely, without tension, the fingers are relaxed (Fig. 14, V).
The hand is relaxed- a position in which the hand hangs freely (Fig. 14, G).
Wrist raised forward or back- a position in which the hand, as straight as possible, is abducted in the indicated direction. For example, right to the side, the hand is raised (Fig. 14, e).
fingers apart- the position of the hand, in which the fingers are forcefully separated from each other (Fig. 14, e).
Finger flexion and extension- flexion and extension with force and at the same time.
Flexion and extension of the fingers sequentially- flexion and extension, starting with the little finger. A different sequence should be specified additionally.
Eight with a brush- the direction of movement is determined from the initial position at its beginning. For example, from the position right hand to the side with the palm up, the figure eight with the brush forward and downward.
brush wave- sequential flexion (simultaneously) and extension of the fingers in all joints, performed gently.
