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.
- hopeless situation. Sailing tactics term. The position of a yacht sailing close-hauled behind another yacht when the yachts are close together. The situation is called hopeless because there is always a "wind shadow" from the sail to leeward of the leading yacht's course line, and a deflected and disturbed airflow behind and slightly in the wind, in which the speed of the rear yacht also decreases.
- unsupported position. The position of the body of an athlete in flight without support on the surface of the earth, floor, projectile, etc.
- sideways position. The position of the gymnast with the right or left side in relation to the projectile.
- offside". Violation of competition rules by forwards (attackers) in team sports games(water polo, football, hockey, etc.) when they are in the wrong position in front of the opponent's goal - behind the defense line or zone line.
- off-carpet position. The position of the wrestler in the bout when he goes beyond the border of the working area of the mat. In the standing position "out of the mat" is considered when the wrestler goes beyond the border of the mat with one foot. In the parterre position (Greco-Roman and freestyle wrestling), the position "outside the mat" is considered when the head crosses the border of the carpet, in the prone position (sambo and judo) - when half of the body is outside the carpet.
- artificial offside position. tactical way interaction of a group of defending players (in football, field hockey, bandy), which consists in leaving one or several attackers in an offside position unexpectedly for the opponent by quickly moving forward. As a result of receiving the attacking team loses the ball.
- initial position(i. p.). A predetermined position of the arms, legs, torso before the start of movement, action, performance sports exercise.
- core-a-core position. Contact of fencers with any parts of the body in close combat.
- drawstring position. I. p. of a jumper into the water in a handstand, taken by an athlete in order to create a quick rotation in the appropriate direction when pushing away. When creating a backward rotation, it is necessary to stretch the muscles of the front surface of the body by preliminary moving the legs back (some bending of the body), while creating a forward rotation - intense stretching of the muscles rear surface body by preliminary bending in hip joints.
- danger position. The position of the wrestler in the bout, in which he was transferred and in which he is held by the opponent. It is characteristic 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, projectile, etc.
- the position of the weapon in a line. cm. straight ARM.
- up weapon position. A fragment of a salute of swordsmen with a blade pointing vertically upwards, a guard at the level of the chin.
- position across. The position where the line shoulder girdle gymnast perpendicular to the axis of the projectile.
- arched position. 1. The position of the body when it is bent or in one line. 2. During vaults and jumps - a straight or bent body facing the projectile.
- longitudinal position. The position in which the line of the shoulder girdle of the gymnast is parallel to the axis of the projectile.
- body position of the athlete in flight. In 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 the crouching position, the body is bent at the hip joints, the legs are fully extended; in the tuck position, the body is bent at the hips and knee joints, hands clasping the shins, knees connected. In all cases, the socks are pulled back.
STATE EDUCATIONAL INSTITUTION
SECONDARY VOCATIONAL EDUCATION (SSUZ)
CHELYABINSK STATE PEDAGOGICAL COLLEGE № 2
"General developmental exercises in the preschool educational institution"
Control work on the course
"Method physical education and development of children"
Performed -
Filinsky Tatyana Sergeevna
OZO Course VI Group 602
Chelyabinsk 2011
Introduction.
1. Characteristics of the features of general developmental exercises, significance for the development of the child.
2. Basic starting points for general developmental exercises.
3. Rules for recording general developmental exercises.
4. The methodology for conducting general developmental exercises in
Conclusion.
Bibliography.
Introduction.
1. Characteristics of the features of general developmental exercises, 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, are a means for strengthening and developing the body. General developmental exercises kindergarten used in physical education morning exercises, during physical education sessions, in combination with hardening procedures, at children's parties. Proper exercise affects physical development children.
General developmental exercises - specially designed movements for the arms, legs, torso, neck and other parts of the body that can be performed with different muscle tension, different speed, amplitude, in different rhythm and pace1.
General developmental exercises develop the motor, mental qualities of the child, prepare him for mastering complex actions, develop muscle strength, speed muscle contractions, joint mobility, form the correct posture. General developmental exercises have a number of features: they are accurately dosed, can be used in a variety of options and combinations. This ensures the selective nature of the impact on individual muscle groups and certain systems of the body. Most of the exercises are simple in structure, they consist of elements that can be performed separately. As a result of the systematic repetition of general developmental exercises, a kind of 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
Exercise is an excellent tool for the development of the respiratory system, because. each complex includes exercises that strengthen the diaphragm - the main respiratory muscle, intercostal muscles, muscles abdominals to promote 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 tissues of the child is higher, so he needs large quantity oxygen. The child hardly tolerates oxygen starvation (hypoxemia), because. a significant amount of energy is spent on the growth and development of tissues. With general developmental exercises, the diaphragm and intercostal muscles are trained. As a result, children improve excursion 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 puts a lot of emphasis on development nervous system. Reaction speed, coordination, 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 with the accompaniment of music. Music affects the emotions of children, creates a certain mood in them, affects the expressiveness of children's movements. Music can contribute to a greater amplitude of movements or, conversely, cause their restraint, clarity in performance. Such a variety of performance of movements, depending on the nature of the musical work, affects their improvement. Movements become
Unconstrained, coordinated, rhythmic, correctly reflecting the nature of the piece of music.
2. Basic starting points for general developmental exercises.
The positions of the body, arms, legs before the start of the exercise are called initial. They are essential for the performance of the exercise, the stability of the body, the load on individual muscle groups, the amplitude of movement, 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 the back, on the stomach, on the side, standing on one or two knees, on all fours, and squatting and various starting positions for 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 exercises in the middle and senior groups;
Closed leg stance - toes and heels together;
The leg stance is slightly spaced (to the width of the foot) for preschoolers is most appropriate, because. provides stability;
Stand legs apart - legs spaced shoulder-width apart, step;
The leg stance is wider than the shoulders - the legs are widely separated, the socks are slightly turned;
Stand legs apart, right (left) in front - feet the width of the foot, step, socks slightly turned;
Knee stand - knees, shins and socks rest on the floor for the entire length, socks are extended, arms down;
Standing on the knees - the body rests on the hands and legs bent at the knees, the knees, shins and socks rest on the floor for the entire length, the socks are extended, the head is forward.
Hand position3
Hands forward - straight arms raised to the height and width of the shoulders, fingers closed, palms facing each other;
Hands up - straight arms raised up shoulder-width apart and laid back to failure, palms facing inward;
Hands to the sides - straight arms raised to shoulder height, slightly laid back, palms facing down;
Hands on the belt - hands rest on the comb ilium four fingers forward, elbows and shoulders pulled back so that the shoulder blades maintain their normal position;
Hands back - straight arms are laid back to failure at shoulder width, palms inward;
Hands in front of the chest - arms bent at the elbows are raised so that the hands are a continuation of the forearm, palms facing down, elbows at shoulder height;
Hands behind the head - bent arms are located so that the fingers touch the back of the head, the elbows are laid back, the palms are facing forward;
Hands to the shoulders - arms bent at the elbows touch the middle of the shoulders laid back with fingers, elbows at the body;
Hands in front of the chest - bent arms are at shoulder height, one forearm above the other, the hands are bent into a fist.
Starting positions sitting 4.
Sitting legs forward - sitting, legs straight closed, socks pulled back, slightly turned;
Sitting legs apart - legs are straight separated by 30-40, socks are pulled back, slightly turned;
Sitting legs are closed - legs are bent at the knees, closed, feet on the floor;
Sitting in Turkish - legs bent at the knees, one in front of the other;
Sitting on heels - shins and toes rest on the floor, toes turned inward, buttocks on heels, torso vertical.
Starting positions lying5.
Lying on your back - legs straight, closed, socks slightly turned, arms along the body with palms down, torso straight;
Lying on the stomach - straight legs are closed, arms are 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 are straight closed, arms are usually extended upwards.
3. Rules for recording general developmental exercises.
When recording a separate exercise, you must specify its name (if any), the starting position (for the body, legs, arms), the name of the movement, its direction and final position.
Initial position abbreviated as i. n., the numbers indicate the account.
For example: "Rubber Stretching".
I. p .: narrow stance of the 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 over; leg - when putting it on the toe, palms inward - in the position of the hand down, forward, back, up; palms down - in the position of the hand to the sides, to the left (right); pull the socks (sock) up, put them down - when moving the legs, arms; forward, in front - when indicating the direction, if performed in the shortest, only possible way; bending over - if the execution technique predetermines this position; top grip - as the most common; arches forward - if the arms are raised or lowered in a forward movement. The path of the arms (legs) and torso is indicated only in cases where the movement is not performed by the shortest path. The starting position is indicated only at the beginning of the exercise. The positions of the legs, socks, arms, 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").
Recording rules must be followed no matter what age group the educator makes a plan-outline physical education, morning exercises.
Some terms are abbreviated: the main stance is o. With; right hand (leg) - pr. hand (leg). When recording several movements performed simultaneously, first indicate the main movement (torso, legs), then the rest (bending the right, tilting to the left, arms up). Several movements performed non-simultaneously (at least for one account) are recorded in the sequence in which they occur. If the movement is combined with another not all the way, but is performed together, it is necessary to write down the elements one after the other, connecting with the union and (tilt, 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 (tilt, bending, arms to the sides with the head turned to the right). When the movement is not performed in the usual style (sharp, fast, relaxed, soft, smooth, etc.), then this should be reflected in the recording (for example, arms smoothly to the sides, hands are relaxed).
4. The methodology for conducting general developmental exercises in the younger group.
The organization of children for conducting general developmental exercises has a significant educational value. Children learn to quickly respond to instructions, commands of the educator, to navigate in space. To perform the exercises, it is easier for babies to stand in a circle. Parsing and distribution of benefits should be carried out very quickly. The teacher prepares manuals in advance, sometimes the teacher distributes items himself. Kids are taught to use aids: they show where they are, how to take them, hold them. In working with children, the complex use of visual, verbal and practical teaching methods and techniques is especially pronounced. Children need a constant role model. Verbal methods are aimed at enhancing the action of the show, achieving brightness, persuasiveness of the image. All exercises are learned only in the process of repeated repetition, each exercise is repeated in its entirety unchanged.
First, the teacher calls the exercise, then checks the readiness of the children, offers to take the desired starting position, while resorting to figurative comparisons. Then the exercise is shown, at the same time 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 the arms and legs back. The baby does not understand general instructions, so you should contact each child more often. Visual cues help to perform the exercise correctly.
As the exercises progress, the teacher often gives instructions. They activate children, are important for the development of spatial orientations, and prepare them for the conscious independent execution of movements. Instructions during the exercise also serve to develop a sense of rhythm and tempo in children, help to start and end exercises at the same time. During each exercise, the teacher uses an 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 the joints, strengthening individual muscles or their groups, the insufficient development of which hinders the mastery of the perfect running technique. In the preparatory part training session Outdoor switchgears are used to warm up the muscles and prepare the body for the 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 rest. In the final part, they contribute to better recovery after the work done and are locally applied to strengthen and develop individual muscles.
Performing a variety of outdoor switchgear improves coordination abilities, forms certain skills and helps to quickly learn complex forms. sports equipment. At the same time, it is necessary to select exercises and methods for their implementation in such a way that, without a significant increase in 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.
Bibliography:
Kuznetsov V.A. Gymnastics in the system of physical education. - M .: SGIFK, 1974.- P.259
Smirnova L.A. General developmental exercises for younger students.- 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 methods of physical culture.- M., 1991.- P.49
The program of education and training 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 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.
End of work -
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Rack on the shoulder blades
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1. Incorrect positioning of the head (not on the forehead, but on the crown of the head). 10*
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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. Hands slightly bent in 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 over 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 leg- 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 -
