Each ORU begins with a certain starting position, so the main starting points must be clear to students, correctly understood and followed. Particular attention should be paid to ensuring that the basic starting points of the exercises are strictly followed, since only 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 when performing exercises from the beginning of the movement to its end is very important. Only in this case will students acquire the necessary posture, coordination of movements and rid themselves of the harmful tendencies that occur to perform exercises somehow. With elementary school students, before starting to perform outdoor switchgear complexes, it is necessary to master the basic starting positions and movements of the arms, legs, and torso. Each starting position must be performed with a delay of 3-4 seconds. While stopping in such
the initial provisions require verification and clarification of the adopted position. To reinforce the basic principles, 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 if in continuation of the arm (Fig. 14, a). In the terminological description of the exercises, this position of the hand is not indicated. If the hands are positioned 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 brush is not indicated. If, in the above positions, the palms should be facing in some other direction, then this must be indicated. For example, arms 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.
Brush free- the position of the hand is similar to the usual one, i.e. the hand is in continuation of the forearm, but is held freely, without tension, the fingers are relaxed (Fig. 14, V).
The hand is relaxed- the position in which the hand hangs freely (Fig. 14, G).
The hand is raised forward or backward- a position in which the hand, as straight as possible, is abducted in the indicated direction. For example, the right one to the side, the hand raised (Fig. 14, d).
Fingers apart- position of the hand in which the fingers are forcefully separated from each other (Fig. 14, e).
Flexion and extension of fingers- flexion and extension with force and at the same time.
Flexion and extension of fingers sequentially- flexion and extension, starting with the little finger. A different sequence should be specified additionally.
- hopeless situation. Sailing racing tactics term. The position of a yacht following a close-hauled course behind another yacht when the yachts are close together. The situation is called hopeless because on the leeward side of the course line of the front yacht there is always a “wind shadow” from the sail, and behind and slightly in the wind there is a deflected and disturbed air flow, in which the speed of the rear yacht also decreases.
- unsupported position. The position of the athlete’s body in flight without support on the surface of the ground, floor, projectile, etc.
- side position. The position of the gymnast with the right or left side in relation to the apparatus.
- offside". Violation of competition rules by forwards (attackers) in team games sports games(water polo, football, hockey, etc.) when they are in the wrong position in front of the opponent’s goal - behind the defensive line or zone line.
- off-mat position. The position of a wrestler in a bout when he goes beyond the working area of the mat. In the stand-up position, the “off the mat” position is considered when the wrestler goes outside the mat with one leg. In the ground game (Greco-Roman and freestyle wrestling), the position “outside the mat” is considered when the head crosses the border of the mat, in the prone position (Sambo and judo) - when half of the body is outside the border of the mat.
- artificial offside position. Tactical method interaction between a group of defending players (in football, field hockey, bandy), which consists of unexpectedly leaving one or more attackers in an offside position by unexpectedly for the opponent by quickly going forward. As a result of the reception, the attacking team loses the ball.
- starting position(i.p.). The pre-agreed position of the arms, legs, and torso before the start of a movement, action, or execution sports exercise.
- core-a-core position. Contact of fencers with any parts of the body in close combat.
- bow position. IP of a water jumper in a handstand, taken by the athlete in order to create a rapid rotation in the appropriate direction during repulsion. When creating a backward rotation, it is necessary to tensely stretch the muscles of the front surface of the body by first moving the legs back (some bending of the body); when creating a forward rotation, it is necessary to tensely stretch the muscles back surface body by pre-bending in hip joints.
- dangerous situation. The position of a wrestler in a bout into which he was moved and in which the opponent holds him. Characterized by the fact that the shoulder blades are close to touching the carpet (bridge, half-bridge, side, etc.). The term is used in Greco-Roman and freestyle wrestling.
- reference position. The position of the athlete’s body with support on the surface of the ground, floor, apparatus, etc.
- position of the weapon in line. cm. straight HAND.
- raise the weapon position. Fragment of a fencer's salute with a blade pointing vertically upward and a guard at chin level.
- transverse position. The position at which the line shoulder girdle the gymnast is perpendicular to the axis of the apparatus.
- bent position. 1. The position of the body when it is arched or in one line. 2. During vaults and vaults, a straight or bent body facing the apparatus.
- longitudinal position. The position in which the line of the gymnast’s shoulder girdle is parallel to the axis of the apparatus.
- athlete's body position in flight. During the flight phase, the body of an athlete (acrobat, gymnast, diver, trampoline player) can be in three main positions: straight, bent and tucked. In a straight position, the torso, knee and hip joints are straightened, legs are connected; in a bent position, the body is bent at the hip joints, the legs are fully straightened; in the tuck position, the body is bent at the hips and knee joints, hands clasp the shins, knees are connected. In all cases, the socks are pulled back.
STATE EDUCATIONAL INSTITUTION
SECONDARY VOCATIONAL EDUCATION (SSUS)
CHELYABINSK STATE PEDAGOGICAL COLLEGE No. 2
“General developmental exercises in preschool educational institutions”
Course test
"Methodology physical education and child development"
Completed –
Filinskikh Tatyana Sergeevna
OZO, Course VI, group 602
Chelyabinsk 2011
Introduction.
1. Characteristics of the features of general developmental exercises, their significance for the development of the child.
2. Basic starting points for general developmental exercises.
3. Rules for recording general developmental exercises.
4. Methodology for conducting general developmental exercises in
Conclusion.
References.
Introduction.
1. Characteristics of the features of general developmental exercises, their significance for the development of the child.
General developmental exercises occupy a significant place in the general system of physical education of children preschool age and are necessary for the timely development of the body, conscious control of movements, and are a means for strengthening and developing the body. General developmental exercises in kindergarten used in physical education classes, morning exercises, during physical education sessions, in combination with hardening procedures, at children's parties. Proper execution of exercises affects physical development children.
General developmental exercises - specially designed movements for the arms, legs, torso, neck and other parts of the body, which can be performed with different muscle tension, at different speeds, amplitudes, in different rhythms and tempos1.
General developmental exercises develop the child’s motor and mental qualities, prepare him to master complex actions, develop muscle strength, speed muscle contractions, mobility of joints, forming correct posture. General developmental exercises have a number of features: they are precisely dosed and can be used in a variety of options and combinations. This ensures a selective nature of the impact on separate groups muscles and certain body systems. Most exercises are simple in structure, they consist of elements that can be performed separately. As a result of systematic repetition of general developmental exercises, a unique fund of motor experience, motor qualities and abilities is created, which are necessary both in life practice and for the formation of complex gymnastic skills. Along with the influence on the formation of the musculoskeletal system, general developmental
Exercises are an excellent way to develop the respiratory system, because... each complex includes exercises that strengthen the diaphragm - the main respiratory muscle, intercostal muscles, muscles abdominals, promoting deeper breathing.
Active breathing, i.e. The exchange of gases in the lungs is of particular importance for the child’s body. The intensity of oxidative processes in the child’s tissues is higher, so he needs more oxygen. The child has difficulty withstanding oxygen starvation (hypoxemia), because... a significant amount of energy is spent on tissue growth and development. During general developmental exercises, the diaphragm and intercostal muscles are trained. As a result, children's excursion experience improves chest, the vital capacity of the lungs increases, breathing becomes less frequent and deeper.
A clear rhythm, strict dosage, periodic increase and decrease in load in general developmental exercises help strengthen the heart muscle, increase the stroke volume of the heart, and improve the rhythm of contractions.
Exercise plays a big role in development nervous system. Reaction speed, coordination, and conscious control of movements are also important for the mental development of children. As a rule, general developmental exercises are performed in a team, which contributes to the development of organization and discipline in children.
Movements become more perfect when performed accompanied by music. Music affects children's emotions, creates a certain mood in them, and influences the expressiveness of children's movements. Music can promote a greater amplitude of movements or, conversely, cause them to be restrained and precise in execution. Such variety in the execution of movements, depending on the nature of the musical work, affects their improvement. The movements become
Relaxed, coordinated, rhythmic, correctly reflecting the character of the musical work.
2. Basic starting points for general developmental exercises.
The positions of the body, arms, legs before starting the exercise are called initial. They are essential for performing the exercise; the stability of the body, the load on individual muscle groups, the amplitude of movement, and its clarity depend on them. A change in the starting position leads to a restructuring of the movement structure. In general developmental exercises for preschoolers, starting positions for the body are used - standing, sitting, lying on your back, on your stomach, on your side, standing on one or two knees, on all fours, and squatting, and various starting positions for the arms and legs.
Leg position2
The main stance - heels together, toes apart, the position of the hands can be different - is used as an organizing moment before and after the end of exercises in the middle and senior groups;
Stand with your feet closed – toes and heels together;
Standing with your feet slightly apart (the width of your feet) is most appropriate for preschoolers, because provides stability;
Stand with legs apart - legs apart, shoulder-width apart, stride;
Stand with your feet wider than your shoulders – legs spread wide, toes slightly turned out;
Stand with your feet apart, right (left) in front - feet at the width of your feet, step, toes slightly turned out;
Kneeling position - knees, shins and toes rest on the floor along their entire length, toes extended, arms down;
Standing on your knees - the body rests on your hands and legs, bent at the knees, knees, shins and toes rest on the floor along their entire length, toes extended, head forward.
Hand position3
Hands forward - straight arms raised to shoulder height and width, fingers closed, palms facing each other;
Arms up - straight arms raised up shoulder-width apart and pulled back to full, palms facing inward;
Arms to the sides - straight arms raised to shoulder height, slightly pulled back, palms facing down;
Hands on the belt - hands rest on the ridge ilium four fingers forward, elbows and shoulders pulled back so that the shoulder blades maintain their normal position;
Arms back - straight arms are pulled back to fullness at shoulder width, palms inward;
Hands in front of the chest - arms bent at the elbows, raised so that the hands are an extension of the forearm, palms facing down, elbows at shoulder height;
Hands behind the head - bent arms are positioned so that the fingers touch the back of the head, elbows are pulled back, palms are facing forward;
Hands to shoulders - arms bent at the elbows, fingers touching the middle of the shoulders laid back, elbows near the body;
Hands in front of the chest - bent arms are at shoulder height, one forearm above the other, hands bent into a fist.
Starting positions sitting4.
Sitting feet forward - sitting, legs straight, closed, toes pointed, slightly turned out;
Sitting legs apart - legs straight apart by 30-40°, toes pointed out, slightly turned out;
When sitting, legs are closed - legs bent at the knees, closed, feet on the floor;
Sitting cross-legged - legs bent at the knees, one in front of the other;
Sitting on your heels - your shins and toes rest on the floor, your toes are turned inward, your buttocks are on your heels, your torso is vertical.
Starting positions lying down5.
Lying on your back - legs straight, closed, toes slightly turned out, arms along the body with palms down, torso straight;
Lying on your stomach - legs straight, closed, arms bent at the elbows, palms (one on top of the other) in front of you on the floor;
Lying on the right (left) side - a position with support on one side, legs straight, closed, arms usually extended upward.
3. Rules for recording general developmental exercises.
When recording separate exercise you must indicate its name (if any), the initial position (for the torso, legs, arms), the name of the movement, its direction and the final position.
Starting position abbreviated as ― i. p., numbers indicate the score.
For example: “Stretching rubber.”
I. p.: narrow stand with legs apart, hands in front of the chest. 1 ― arms to the sides; 2 - i. p.
For brevity, it is customary not to indicate some positions, movements and their details. The following words are omitted: torso - when bending; leg - when placed on the toe, palms inward - in the position of the hand down, forward, back, up; palms down - in the position of the arms to the sides, to the left (to the right); pull the socks (toe) off, raise them, lower them and expose them - when moving with your legs, arms; forward, in front - when indicating the direction, if it is carried out in the shortest, only possible way; bending over - if the execution technique predetermines this position; overhand grip - as the most common; arcs forward - if the arms are raised or lowered forward. The path of the arms (legs) and torso is indicated only in cases where the movement is not performed by the shortest route. The starting position is indicated only at the beginning of the exercise. The positions of the legs, toes, arms, and palms are not recorded; if the initial position of the legs is the main stance, and the position of the arms is different, then only the position of the arms is indicated (for example, hands on the belt). If the initial position of the arms is the main stance, and the legs are different, then only the position of the legs is indicated (for example, “stand - legs apart”).
The recording rules must be followed no matter what age group The teacher draws up a summary plan physical education class, morning exercises.
Some terms are written in abbreviation: main stance - o. With; right hand (leg) - right hand (leg). When recording several movements performed simultaneously, first indicate the main movement (torso, legs), then the rest (bending the right, bending to the left, arms up). Several movements performed non-simultaneously (even for one count) are recorded in the sequence in which they occur. If the movement is not combined with another along its entire length, but is performed together, it is necessary to write down the elements one after another, connecting with the union and (tilting, bending, arms to the sides and turning the head to the right). If the movements are performed simultaneously, then the preposition c should be used (bending, bending, arms to the sides with the head turned to the right). When a movement is not performed in the usual style (sharply, quickly, relaxed, softly, smoothly, etc.), this should be reflected in the recording (for example, arms smoothly to the sides, hands relaxed).
4. Methodology for conducting general developmental exercises in the younger group.
Organizing children for general developmental exercises has significant educational significance. Children learn to quickly respond to instructions and commands from the teacher, and navigate space. To perform the exercises, it is easier for kids to stand in a circle. The analysis and distribution of benefits must be carried out very quickly. The teacher prepares manuals in advance, sometimes the teacher himself distributes the items. Children are taught to use aids: they are shown where they are, how to take them and hold them. When working with children, the integrated use of visual, verbal and practical teaching methods and techniques is especially pronounced. Children need constant role models. Verbal methods are aimed at enhancing the effect of the display, achieving brightness and persuasiveness of the image. All exercises are learned only through repeated repetition; each exercise is repeated entirely unchanged.
First, the teacher names the exercise, then checks the children’s readiness, offers to take the desired starting position, and at the same time resorts to figurative comparisons. Then the exercise is shown, simultaneously explained by the teacher, and immediately performed by the children. The teacher needs to strive for maximum expressiveness. Distinctive feature is that it is holistic. At the same time, no explanation is given on how to hold your arms, legs, and back. The baby does not understand general instructions, so you should contact each child more often. Visual cues help you perform the exercise correctly.
As the exercises progress, the teacher often gives instructions. They activate children, are important for the development of spatial orientation, and prepare them for conscious independent execution of movements. Directions during the exercises also serve to develop a sense of rhythm and tempo in children, and help them simultaneously start and finish exercises. During each exercise, the teacher uses assessment.
For the most part, it is individual and positive, regardless of how the child performed the exercises.
Conclusion.
General developmental exercises are aimed at developing coordination abilities, flexibility and mobility in joints, strengthening individual muscles or their groups, the insufficient development of which prevents the mastery of perfect running technique. In the preparatory part training session Outdoor gear is used to warm up muscles and prepare the body for upcoming work. And in the main part, with repeated or interval training methods, when the load is performed in series, they serve as a means active recreation. In the final part, they promote better recovery after work done and are used locally to strengthen and develop individual muscles.
Performing a variety of outdoor activities improves coordination abilities, develops certain skills and helps to quickly master complex forms sports equipment. In this case, it is necessary to select exercises and methods of performing them in such a way that without a significant increase muscle mass develop the ability and skills to control your muscles
Characteristic features of outdoor switchgear:
They have a relatively isolated effect on individual parts of the body and muscle groups.
Allows you to easily adjust the load.
References:
Kuznetsov V.A. Gymnastics in the system of physical education. – M.: SGIFK, 1974.- P.259
Smirnova L.A. General developmental exercises for younger schoolchildren.- M.: Vlados, 2003.- P.121
Zaletaev I.P., Polievsky S.A. General developmental exercises.- M., 2002.- P.56
Butsinskaya P.P., Vasyukova V.I., Leskova G.P. General developmental exercises in kindergarten. - M., 1991
Matveev L.P. Theory and methodology of physical culture.- M., 1991.- P.49
Education and training program in kindergarten. - M., 1998
Each ORU begins with a certain starting position, so the main starting points must be clear to students, correctly understood and followed. Particular attention should be paid to ensuring that the basic starting points of the exercises are strictly followed, since only 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 when performing exercises from the beginning of the movement to its end is very important. Only in this case will students acquire the necessary posture, coordination of movements and rid themselves of the harmful tendencies that occur to perform exercises somehow. With elementary school students, before starting to perform outdoor switchgear complexes, it is necessary to master the basic starting positions and movements of the arms, legs, and torso. Each starting position must be performed with a delay of 3-4 seconds. While stopping in such
the initial provisions require verification and clarification of the adopted position. To reinforce the basic principles, you can give homework assignments with a recommendation to perform them in front of a mirror.
End of work -
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Sequence of training.
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Sequence of training.
1. From a crouching position, somersault back into a crouching position.
for boys
1. From an emphasis position, squatting somersaults forward, standing on your shoulder blades - 2.5 points. 2. Roll forward into a squat with an inclination - 1.0 point. 3. Backward somersault, crouching - 2,
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1. Incorrect positioning of the head (not on the forehead, but on the crown). 10*
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1. Swing one, push the other, handstand with help. After entering the stance, the performer spreads his legs apart, and the belayer supports him from the back with a grip about
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Execution technique. From a stand-up position, squat your feet at the width of your feet, shoulders slightly forward, group (frame 1); tilt your head forward, pushing off with your hands, quickly roll onto the shovel
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Sequence of training.
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Sequence of training.
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Typical mistakes.
1. Insufficiently energetic swing of arms. 2. Insufficient leg drive. Insurance and assistance. Insure, standing in front and slightly 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 squatting position. 3. Incomplete extension in the hip joints or bent back
Typical mistakes.
1. Hold hands on the apparatus. 2. There is no extension of the body after pushing with the hands. 3. Body extension is performed only by raising the shoulders, the legs are not pulled down and back
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Sideways jump over a horse
Technique completed
Sequence of training.
When mastering the jump, you can use all the leading exercises that were used when learning to jump legs apart over a goat in width, then repeat the following exercises: 1. Jump
Common mistakes
1. Relatively low swing (after pushing against the bridge, the legs do not rise higher than the horse’s body). 2. Push with your hands under yourself (instead of a stopping push with your hands, you get a raking
Sequence of training.
1. Jump using the “stepping over” method over a gymnastic bench. 2. From the seat on the horse on the right hip, lean your hands behind you and, swinging your legs forward and to the right, jump off
Sequence of training.
1. Perform squatting and kneeling positions on the floor. 2. The same, but on gymnastic benches placed parallel to each other. Students of 5-8 people you
Climbing the gymnastic wall
Execution technique. On the gymnastic wall, as well as on gymnastic benches, climbing up and down is performed with the same name (Fig. 116, a) and opposite
Sequence of training.
1.Standing sideways gymnastic bench, lean your hands on its edges, alternately place your legs on the bench at close range while kneeling and, alternately moving your legs to the other side with
Standing hangs
1. Hanging while standing on bent arms (Fig. 120). Hold hands at shoulder level
Visas (simple)
1. Hanging (Fig. 129). Arms, torso and legs form a straight line. In the hanging position, keep your body straight, the muscles of the shoulder girdle moderately tense, and your stomach tucked. Vna
Rope climbing on bent arms with cross leg grip
Execution technique. Hanging on bent arms, bend your legs forward and grab the rope with your legs crossed so that the outer side of the foot of one leg and inner side other shins
Exercises in hangs and supports
1.Hang - hang with legs bent - hang. Perform 5-6 times. 2. Hanging with bent arms - lowering into a hanging position in 6-8 seconds. Perform 2-3 times. 3. Hanging pull-ups (boys).
Rope climbing in three steps
Technique of execution. The first technique is from hanging while standing, bending your legs, pull your knees to your chest and grab the rope by lifting your legs crosswise and with your knees (Fig. 144, a, b); second appointment - ra
Climbing over a 1 m high log
Execution technique. In general, it is similar to the technique of climbing over a log 90 cm high (III class). However, from point-blank, the step-over should be done not point-blank outside, but straight to point-blank with one leg apart
Overcoming obstacles
The goal of the training is to teach children the ability to use learned climbing techniques in more difficult conditions. To solve this problem, the height of the projectile increases, the technical complexity becomes more complicated.
Hangs and supports
The bent-over hang (Fig. 147) is performed on the crossbar, uneven bars, and rings. The body is bent at the hip joints at approximately 50-70°, the back is rounded, the head is slightly tilted towards
On the gymnastics bench
1. Lying down, hands on a bench, flexion and extension of the Arms (boys - 8-10 times, girls - 5-6 times). 2. B
Hand rest
Execution technique. The body is held straight without sagging shoulder joints. Hands slightly bent elbow joints, grasp the poles, leaning on them
1. At the ends of the poles, jump and move to the middle of the bars - 3.0 points. 2. Swing your legs forward, sit your legs apart - 2.0 points. 3. Overstep with the right hand
Hanging with one leg apart (on horseback)
Execution technique: Hanging while lying with your legs apart can be performed in various ways, but taking into account the sequence of training, it is advisable to use the students’ existing motor skills.
Sequence of training.
1. From hanging on the gymnastic wall, raise your straight legs higher (2-3 times). 2. From hanging, standing with your back to the gymnastic wall, push one leg and swing the other to raise your legs higher
Sequence of training.
1.Repeat the position of the emphasis on the hands. 2. Swinging in support on the forearms. 3. Swinging in support on the hands with a gradual increase in amplitude.
Sequence of training.
1.Emphasis lying down and lying behind, hands on the floor, feet on a gymnastic bench. 2. Swinging in support on the forearms and dismounting with a swing back inside the bars. 3. Repeat
Sequence of training.
1. Swinging at emphasis with a gradual increase in the amplitude of swings and dismounting with a swing back into the bars. 2. Swinging in support with the legs spread on the backswing and bringing them together
Sequence of training.
1. From hanging while standing, push with two to hang on the left (right) outside. 2. Swinging while hanging on one outside. The amplitude of the swing is achieved by swinging the free leg. 3.
Sequence of training.
1. On the middle crossbar, repeat the lift with one leg at a point, apart from the outside. 2.
Sequence of training.
1. From the support position sitting behind you with your back to the gymnastics bench with bent arms, go to the support position lying behind you (repeat 2-3 times).
From swinging at emphasis, flexion and extension of the arms
Execution technique: The exercise is performed both on a forward swing and on a backward swing. The last option is more difficult. Therefore, with IX grade students, it is advisable to begin mastering the
Combination for test lesson
1. At the ends of the poles, jump forward and move forward with temporary pushes of the hands to the racks - 1.0 points. 2. Lower yourself down onto your forearms and swing
Sequence of training
1. On the floor, repeat the headstand with strength (Class IX). 2. From a squat with your legs apart, somersault forward into a squat with your legs apart. Pay attention to the first half of the somersault (support with shoulders
Combination for test lesson
1. From swinging in support on your hands, rise with a forward swing into a squat with your legs apart - 2.5 points. 2. By swinging inwards, the angle stop (hold) - 1.0 points. 3. Back swing
From an emphasis, bent over on your hands, rise into an unbending position with your legs apart
Execution technique: From swinging in support on your hands, swing forward to take a position close to a stand on your shoulder blades. Then bend, bringing your legs closer to your chest, and, slightly lowering your pelvis, p
Sequence of training
1. From the emphasis, 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, lifting the knees by force or swing
Combination for test lesson
1.From swinging in support on your hands, swing forward, support bent on your hands and lifting your legs apart into a sitting position - 3.0 points. 2. Swing inwards and stop at an angle (holding
Bend over from emphasis, crouching on one leg
on the lower leg with the other swing back Technique of execution. From balance, tilting the torso forward and grasping
Training programs
Rope climbing while hanging on bent arms with gripping the rope with your feet Technique of execution. Hanging on bent arms (see Fig. Frame 1) bend
From an emphasis, bent over on your hands, rise into a sitting position with your legs apart on the uneven bars
Execution technique: From swinging in support on your hands, swing forward and take a position close to the stand on your shoulder blades (frame 1). Then bend, bringing your legs closer to your chest, and slightly lower
Combination for improvement and control lesson
Standing on the right, left back (up to 30°), arms to the sides, eyes closed (5 s) - opening the eyes, moving on the toes to the middle of the log - stopping, turning around by stepping - standing on the left
Combination for improvement and control lesson
I.p. - stand with your right leg apart, arms to the sides. With a left step, lower yourself onto your right knee, arms 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, turn around into a lunge on the left
Combination for improvement and control lesson
I.p. - stand right in front of the left, arms up. 1. Two side steps with the left foot - 1.0 points. 2. Two additional steps with right leg- 1.0 points. 3. Step p
Combination for improvement and control lesson
I.p. - standing longitudinally at the right third of the log. 1. Jump up point-blank, 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 running swing of one and a push of the other, crouching emphasis - 2.5 points. 2. Getting up, turn left to st.
Combination for improvement and control lesson
I.p. - standing at an angle to the log with your left side. 1. From an oblique run with a push of two, jumping up at point-blank range, crouching, left in front - 2.0 points. 2. Stand up, arms to the sides -
