15.11.202027.05.2017

On the one hand, physical activity is considered one of the factors provoking attacks of bronchospasm (bronchial asthma). However, on the other hand, according to the literature, training in optimal conditions(temperature and humidity), on the contrary, reduce the frequency and severity of seizures. Such a load should be present in all patients with bronchial asthma.

Gymnastic exercises can help a patient with bronchial asthma cope with the first signs of an asthma attack and learn how to dose physical exercises to maintain muscle activity without harming your health.

Physiotherapy promotes:

restoration of the balance of the processes of excitation and inhibition in the cerebral cortex, the extinction of pathological reflexes and the restoration of the normal stereotype of the regulation of the respiratory apparatus;
reduction of bronchospasm and bronchioles; improvement of lung ventilation;
activation of trophic processes in tissues;
teaching the patient to control his respiratory apparatus during an asthmatic attack in order to alleviate it;
learning to exhale.

The main exercises used in therapeutic exercises:

breathing exercises with extended exhalation;
diaphragmatic breathing;
breathing exercises with the pronunciation of vowels and consonants, contributing to a reflex decrease in bronchospasm;
exercises to relax the muscles of the belt of the upper limbs;
muscle strengthening exercises abdominals(external and internal oblique abdominal muscles, rectus abdominis), contributing to the improvement of exhalation;
face massage, chest and muscles of the forearm.

Breathing exercises - one of the necessary methods for the treatment of bronchial asthma, aimed at increasing the functionality of the respiratory apparatus by restoring more free, economical breathing. With prolonged airway obstruction, increased tension of all respiratory muscles develops, as a result, tension of all skeletal muscles may develop. The diaphragm is the main inspiratory muscle, providing 60-90% of the tidal volume at rest.

Treatment of fatigue and tension of the respiratory muscles, including the diaphragm, is important along with medications that have an effect on the state of the respiratory muscles. Various workouts are widely used to ensure the normal mode of muscle work. Therapeutic exercise aimed at reducing muscle tone and improvement of bronchial patency, gives best effect with bronchial obstruction. Patients with bronchial asthma are characterized by an unfavorable ratio of inhalation and exhalation phases, a tense and shortened inhalation is replaced by an elongated and weakened exhalation. It is necessary to distinguish between variants of respiratory gymnastics, in which the main attention is paid to the ability to turn on the corresponding respiratory muscles during inhalation, exhalation, and holding the breath.

The simplest, but very important exercise is breathing training by creating positive pressure at the end of expiration (breathing exercises with extended exhalation). These exercises are indicated during all periods of the disease (with exacerbation and remission), because. they improve the mechanical properties of the lungs and normalize gas exchange. It is very easy to do these exercises. You can use non-corrugated hoses of various lengths (for example, cocktail straws) through which the patient breathes, and create a water seal installation (a jar filled with water). After a sufficiently deep breath, you should exhale as slowly as possible through a hose into a jar filled with water. It is advisable to repeat these exercises 4-5 times a day for 10-15 minutes. If you have a Lukevich's whistle, then it can also be used to perform this group of exercises.

A set of breathing exercises to improve lung ventilation

A complex of therapeutic breathing exercises will improve ventilation of the lungs. Performed standing or sitting. Throughout the procedure, you can perform all seven physical exercises or some of them.

In patients with bronchial asthma and chronic bronchitis necessarily there are violations of the drainage of the respiratory tract, manifested by an increased formation of sputum, a change in its rheological properties and a violation of the mechanical cleaning of the lungs. To improve the drainage function of the lungs, special drainage positions and exercises with forced extended exhalation and the so-called diaphragmatic breathing are used. It is known that with the development of an asthma attack in patients, thick, viscous sputum is secreted into the lumen of the bronchi, densely settling on the walls of the bronchi. The resulting cough for its removal, as a rule, is unsuccessful. With the help of diaphragmatic breathing and a dull cough at the end of the exercise, effective bronchial drainage can be promoted. On the contrary, if the patient is not helped to master drainage exercises, then the resulting unproductive cough will cause a reflex spread of suffocation.

Methodology of basic static and dynamic breathing exercises(Tolkachev B.S., 1984).

Static breathing exercises:

Diaphragmatic breathing. Initial position(I.p.): lying on your back. At the expense of 1-3, a powerful, long, maximum depth exhale with the force of the abdominal muscles (the stomach is strongly drawn in), at the expense of 4 - a diaphragmatic breath, protruding the stomach to the maximum. Then deafly, with an instant contraction of the abdominal muscles, cough. This exercise can be done sitting, lying down, standing and without coughing. We teach our patients diaphragmatic breathing while running and walking. The combination of running and walking with diaphragmatic breathing is very important for proper bronchial drainage. Diaphragmatic breathing is also indicated to be carried out after other breathing exercises.
Pushup lying down: On the count of times - pull the hips tightly to the chest, clasping the shins with your hands, at the same time start a powerful exhalation, complete it at the limit, then return to the starting position with a diaphragmatic breath, protruding the stomach as much as possible, cough dully with the force of the abdominal press. Push-ups are also performed while standing.

Special dynamic breathing exercises:

I. p. - standing shoulder-width apart, arms to the sides at shoulder level, maximally laid back, palms turned forward, fingers wide apart. On account 1 - instantly cross your arms in front of your chest, elbows under your chin so that - your hands hit your shoulder blades with a simultaneous loud and powerful exhalation.
I. p. - standing on toes; bending over, feet shoulder-width apart, arms up to the sides. On account 1 - sinking to the feet, leaning forward, rounding the back, cross the arms across the sides in front of the chest, it hurts to whip the brushes on the shoulder blades (loud powerful exhalation). Then spread your arms to the sides and cross again in front of your chest, lash the shovels 2-3 times with your hands, continuing to exhale, return to the starting position with a diaphragmatic breath.
I. p. - standing on toes, bending over, legs shoulder-width apart, arms up - fingers intertwined back (as if holding an ax). On the count of times - sinking to the feet, a quick lean forward, rounding the back, whipping the hands forward-down-back, like chopping with an ax (loud powerful exhalation). On account 2 - smoothly return to the starting position.
I. p. - standing on toes, slightly leaning forward, legs at the width of the "ski", arms forward, hands "squeeze ski poles." On account 1, sinking to the feet, sit down and lean forward until the stomach touches the hips, arms down and back to failure, half open the hands (powerful exhalation), on the account 2-3 - remaining in the slope, spring the legs and complete the exhalation, return back to the starting position with a diaphragmatic breath.
I. p. - standing on toes, feet shoulder-width apart, arms raised up with palms outward, hands clenched as if for a "stroke", for each count, dropping to the feet, hands back - to the sides - down to the hips (powerful exhalation) ; rising on toes, return to the starting position, inflating the stomach with a diaphragmatic breath. Special static and dynamic exercises should be carried out daily up to 2-4 times for 15-20 minutes.

Recommended complexes gymnastic exercises with bronchial asthma.

Exercises should be as simple and easy to do as possible. Between breathing exercises with the pronunciation of sounds, it is necessary to include a pause, which helps to relax and relax the muscles. The dosage of exercises is 4-12, the pace is slow and medium.

The first set of exercises:

Sitting on a chair, bend and extend your arms in elbow joints 4-6 times. The pace is average.
Sitting on a chair, flex and extend the feet with simultaneous bending fingers into a fist 6-8 times. The pace is average.
Standing, with hands resting on a table or headboard, carry out a breathing exercise with the pronunciation of Zh 4-6 times. The pace is slow, the exhalation is elongated.
Standing, feet shoulder-width apart, hands on the back of the head. To carry out torso to the sides 4-6 times. When tilting, exhale, the pace is medium.
Standing, feet shoulder-width apart, arms lowered. Take your hands to the sides (inhale), followed by squeezing the chest in its lower part (exhale) 4-6 times. The pace is slow, the exhalation is elongated. * Standing, in the hands of the ball Raise your hands up with the ball - inhale, lower down - exhale 4-6 times The pace is slow, exhale is elongated.
Standing, right hand on chest, left hand on stomach. Diaphragmatic breathing 4-6 times. On inspiration, the abdominal wall rises; on exhalation, it falls.
Standing, in the hands of a stuffed ball. Passing the ball to a partner from the chest 6-8 times. Performed on the exhale.
Standing, take your hands to the sides at an angle of 45 degrees - inhale, lower down - exhale, 4-6 times. Relax the muscles of the girdle of the upper limbs and chest as much as possible.
standing. Walking normal 1 min. Breathing is free.
Sitting on a chair, hands to the shoulders. Raising bent arms to the sides (inhale) followed by a gradual compression of the chest (exhale) 4-8 times. Relax the muscles of the girdle of the upper limbs as much as possible.
Sitting on a chair, carry out flexion and extension of the feet while simultaneously bending the fingers into a fist 6-8 times. Breathing is free.

The second set of exercises:

Sitting on a chair, flex and extend the arms in the elbow joints 4-6 times. The pace is average.
Flexion and extension of the feet with simultaneous bending of the fingers into a fist 6-8 times. The pace is average.
Standing, 1 - arms to the sides - inhale, 2-3 - relax the belt of the upper limbs, lower your arms and head - exhale. Repeat 4-6 times. The pace is slow.
Standing at the gymnastic wall, hands on the rail at chest level. Hand to the side - back with the rotation of the body - inhale, start position, exhale. Repeat 8-10 times in each direction. The pace is average.
Same. Full breath 4-5 times. The diaphragm and chest are involved in the act of breathing.
Standing sideways to the gymnastic wall: 1-arm with an arc through the side up - inhale, 2-3- tilt to the side - exhale. Repeat 6-8 times in each direction The pace is slow.
Standing with your back to the gymnastic wall, hands on the rail at waist level 1-2-bend, head back - inhale, 3-4- exhale. Repeat 4-6 times. The pace is average.
Standing, in the hands volleyball. Throws the ball from the chest 8-10 times. Throw the ball on the exhale.
Same. Throws the ball with one hand from the shoulder 6-8 times with each hand. Throws to do on the exhale alternately with each hand.
Same. Throwing the ball from behind the head 8-10 times. Throws to do on the exhale. Main stance: arms to the sides - down, elbows back - inhale, lower your arms and head, shake your arms - exhale 4-6 times. As you exhale, relax the belt of the upper limbs.
Standing, legs apart, hands in front of the chest 1-hands to the sides with a turn of the torso - inhale, 2-ip. - exhale 6-8 times Move alternately in each direction.
Standing, hands on shoulders. 1-2- right hand and the left leg to the sides - inhale, 3-4 - exhale, 6-8 times in each direction. The pace is average.
standing. Walking at a slow pace for 1-2 minutes. Breathing is free.
Standing, legs apart, hands on the belt 1-2 - elbows back, bend over - inhale, 3-4-5-6- elbows forward, lower your head - exhale. Repeat 4-6 times. The pace is slow. As you exhale, relax the belt of the upper limbs.
Standing, right hand on chest, left hand on stomach. Full breath 4-6 times. On exhalation abdominal wall retract.

Contraindications for exercise in bronchial asthma.

Any overload is contraindicated.
Exercises should be stopped if the first signs of an asthma attack are noticed: uneven breathing, spasm, cough.
Intense running, performing exercises without a break to establish calm breathing are not allowed. Since an allergy to dust has been identified, in the room where the session of physiotherapy exercises is held, wet cleaning and ventilation should be carried out in advance.
It is contraindicated to practice outdoors in adverse weather conditions (too cold weather, rain, wind), as any hypothermia can cause an asthma attack.

A set of dynamic breathing exercises for development correct breathing

Development of a full extended exhalation:

- walking at an average pace. Inhale and exhale only through the nose. At every third step - inhale, at the fourth step - exhale. The duration of the exhalation is gradually increased by one count (5, 6, 7, etc.) so that after 6 weeks the exhalation takes 12 steps. The duration of the walk should reach from 1 to 3 minutes;

- stand up, feet shoulder-width apart. Exhale. Inhaling through the nose, raise your arms forward and up, bend well in the chest and lumbar regions, then slowly lower your arms through the sides and exhale. Repeat 5-6 times;

Dynamic breathing exercises not only improve the functioning of the respiratory system, but also contribute to the healing of the whole organism.

- stand up, feet shoulder-width apart. Exhale. Rise on your toes, hands behind your head, bring your shoulder blades together, inhale, lower yourself on a full foot, relax your hands down, lean forward and exhale. Repeat 6-7 times.

Air massage of the nasal mucosa:

- stand up, feet shoulder-width apart. Exhale. The mouth must be tightly closed. Slowly alternately inhale and exhale either the right or the left nostril of the nose, while pressing the opposite one with your finger. Repeat 4-5 times;

- get up, exhale. Pinch your nose with your fingers. Slowly count out loud to 10, and then, removing your fingers from your nose, take a deep breath and exhale completely through your nose, while closing your mouth tightly. Repeat 4 times.

Development of rational breathing:

- stand up, feet shoulder width apart - inhale. Tilt your head forward - exhale. Return to starting position - inhale;

- rotate the head to the right, to the left, breathe arbitrarily, avoid holding the breath;

- Sit up straight, hands on your knees. Take your hands to the sides - inhale, bring your hands in front of you - exhale;

- stand up, feet shoulder-width apart. Raise your hands up - inhale, lower your hands down - exhale;

- starting position standing or sitting. Squeeze and unclench the fingers, when squeezing - inhale;

- starting position standing or sitting. Movement in the wrist joints, breathing is free;

- starting position standing or sitting. Simultaneous Roundabout Circulation hands in shoulder joints forward and then back, that is, describe the surface of a cone of various diameters, breathing is free;

- starting position standing or sitting. Simultaneous swings of the arms forward - inhale, back - exhale;

- starting position standing, sitting or lying down - exhale. Lean forward - inhale, bend in lumbar-thoracic region spine - exhale;

Exercises for the development of rational breathing are best done in the morning 30 minutes before meals.

- stand up, feet shoulder-width apart. Rotation (right and left side). When bending back - inhale, when leaning forward - exhale;

- stand up, feet shoulder-width apart. Raise right leg forward - inhale, lower - exhale, repeat the same actions with the other leg;

- Sit on a chair, put your hands on your knees. Raise both legs forward - inhale, lower - exhale;

- Sit on a chair, put your hands on your knees. Simultaneous rotational movement of the legs (circles) - breathing is free;

- Sit on a chair, put your hands on your knees. Movement in the joints of the feet (flexion, extension) - breathing is free;

- stand up, feet shoulder-width apart. Squat on one leg - inhale, return to the starting position - exhale, repeat the same actions with the other leg;

- stand up, feet shoulder-width apart. Squat on two legs - inhale, return to the starting position - exhale;

- stand up, feet shoulder-width apart. Lunge forward with one leg - inhale, return to the starting position - exhale, repeat the same actions with the other leg;

- stand up, feet shoulder-width apart. Lunge back with one leg - inhale, return to the starting position - exhale, repeat the same actions with the other leg.

All exercises for the development of rational breathing are recommended to be repeated 4-8 times.

Breath holding exercises:

- Take a deep breath, hold your breath. On a respiratory pause, slowly raise straight arms to the sides, join the palms in front of the chest, then behind the back, lower the arms - exhale;

- Take a deep breath, hold your breath. On a respiratory pause, make a circular motion with your hands back and forth (one movement in each direction) - exhale;

It is useful to combine training for the development of rational breathing with aromatherapy methods.

Inhale deeply, touching your shoulders with your fingertips. On a respiratory pause, slowly connect and again spread the elbows - exhale;

- stand up straight, feet shoulder-width apart, take a deep breath. On a respiratory pause, rise on toes, while raising straight arms through the sides up, return to the starting position - exhale;

Stand up straight, feet together, take a deep breath. On a respiratory pause, slowly sit down and stand up - exhale.

The development of proper breathing should occur gradually, the intensity and duration of classes is determined by the doctor. In the first months of training, exercises that require a lot of effort to perform should be excluded.

All exercises are performed without jerks, rhythmically and smoothly. Proper breathing is developed and developed in the process physical training provided that during the execution the breathing is rhythmic, uniform, calm, deep and, as a rule, only through the nose under conditions of normal aeration.

Exercises for the development of proper breathing should be regularly updated and diversified in order to cover all muscle groups, the entire musculoskeletal system. After mastering the elementary static and dynamic exercises for the development of breathing, you can move on to more intense exercises, provided that a simple workout after 2 weeks of classes does not cause the slightest shortness of breath, but only cheerfulness and good mood are felt.

This text is an introductory piece.

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A COMPLEX OF EXERCISES FOR THE DEVELOPMENT OF FLEXIBILITY, STRETCHING AND

Static Dynamic Drainage

STATIC BREATHING EXERCISES

1. diaphragmatic (abdominal) breathing breathing is carried out mainly due to the work of the anterior abdominal wall and diaphragm (to control the patient's hands are located on the anterior abdominal wall)

2. chest breathing - breathing is carried out mainly due to the work of the chest (to control the patient's hands are located on the chest)

3. full breath - breathing is carried out due to the work of the chest and the anterior abdominal wall (diaphragm), for control, one patient's hand is located on the anterior abdominal wall, the other on the chest.

4. Static breathing exercises with dosed resistance (weight):

Upper chest breathing – with overcoming resistance in the inhalation phase (the methodologist applies pressure with his hands in the subclavian region from both sides)

Lower thoracic breathing - with overcoming resistance in the exhalation phase (the methodologist puts pressure with his hands on the lower costal edge from both sides)

Mid-thoracic breathing - with overcoming resistance in the exhalation phase (the methodologist applies pressure with one hand in the subclavian region with the other on the lower costal edge)

Abdominal breathing - resistance is exerted by laying sandbags weighing 0.5-1 kg on the upper quadrant of the abdomen in the inhalation and exhalation phase to strengthen the abdominal muscles and increase the mobility of the diaphragm.

OBJECTIVES OF BREATHING EXERCISES

1. reduces the frequency

2.increases depth

3. activates the work of the respiratory muscles

4. improve lung ventilation

RULES AND FEATURES OF USE OF BREATHING EXERCISES

1. Breathe through your nose.

2. The slowing down of the black hole leads to a slowdown in the speed of air movement and a decrease in resistance.

3. Increasing frequency of breath increases the speed, resistance and muscle tension.

4. Strengthening exhalation is achieved by tilting the head forward, bringing the shoulders together, lowering the arms, tilting the torso, pulling the legs forward or to the stomach.

INFLUENCE OF BODY POSITIONS ON THE FUNCTION OF THE RESPIRATORY ORGANS

n Lying on your back - train diaphragmatic breathing;

n Lying on the stomach - train retrothoracic breathing;

n Standing - all types of breathing (the chest moves freely in all directions);

n Sitting (free position) - train lower chest breathing;

n Sitting (straight position) - train upper chest breathing.

DYNAMIC BREATHING EXERCISES -

are carried out with the participation of auxiliary respiratory muscles, a combination of breathing exercises with movements of the arms and legs. Example: while inhaling - spread your arms to the sides, bend back, while exhaling - bring your hands together in front of your chest and lean forward. Exercises are used to increase the volume of the ventilated surface of the lungs.

DRAINAGE BREATHING EXERCISES

Postural drainage - the use of a special position (the affected area is above the bifurcation) for the outflow of exudate from the bronchi into the trachea, from where sputum is evacuated when coughing. When performing the exercise, the affected area should be located above the bifurcation of the trachea. The starting position is the tilt of the body towards the bifurcation of the trachea, the final position is the tilt from the bifurcation to the mouth.

Methodology:

n Start gymnastics from 5-10 minutes. gradually increasing up to 15-20 minutes, up to 30-40 minutes;

n Finish the procedure by draining a healthy lung;

n First teach deep diaphragmatic breathing (especially inhalation);

n Exhalation is carried out quickly, with the pronunciation of the sounds "he", "khe";

n Forced expiration is combined with vibromassage in the drainage zone;

n Cough movements are made after several deep exhalations.

INITIAL PROVISIONS WHEN PERFORMING DRAINAGE EXERCISES

Upper lobe drainage:

n Starting position sitting, tilt the body in the opposite direction from the localization of the inflammatory process.

Average share of i.p. lying on a healthy side or on the back with a roller placed under the chest and a raised leg end (15-30 °), legs bent at the knees, the arm on the side of the lesion is lowered and hangs from the couch

Lower share:

n i.p. lying on a healthy side with a raised foot end by 40 cm when draining the right lobe and by 50 cm when draining the left lobe, one arm is pressed to the chest, and the other is lowered down, the legs are bent at the knees. When turning forward, outflow from the posterior segment is better;

n a good outflow from the lower segments gives the performance of drainage exercises in the knee-elbow position.

Indications for drainage exercises.

n Chronic obstructive bronchitis

n Bronchial asthma

n Pneumonia

n Bronchiectasis

n Lung abscess

n Contraindications to drainage exercises

n Pulmonary bleeding (but not hemoptysis)

n Acute myocardial infarction

n Severe cardiovascular insufficiency

n Lung infarction

n Pulmonary embolism

n Hypertensive crisis

SOUND GYMNASTICS -

special exercises, consisting in the pronunciation of certain sounds and their combinations, while the vibration of the vocal cords is transmitted to the smooth muscles of the bronchi, relaxing them.

Maximum vibration power when pronouncing - P, T, K, F, S

Average strength - B, D, C, Z

The smallest force - M, N, L, R

Methodology:

n The lesson begins with a “cleansing exhalation” - PFF - is pronounced through lips folded into a tube.

n "Cleansing exhalation" is performed before and after each sound exercise.

n Second compulsory exercise- "Closed groan" - MMM - performed while sitting, leaning forward.

n Inhale through the nose (1-2s), pause - 1s, active exhale through the mouth 2 - 4s with the pronunciation of sounds, then pause 4-6s. Exhalation should be 2 times more than inhalation.

n With BA, buzzing, growling, hissing sounds are pronounced loudly, energetically.

n With DN, the same sounds are pronounced softly, quietly.

n Duration of the lesson - start with 5-6 minutes. gradually increasing the time of classes up to 25-30 minutes 2-3 times a day.

Exercise therapy for acute pneumonia

Tasks of exercise therapy:

§ Restoration of ventilation in affected areas

§ Ensuring drainage function

§ Stimulation of blood and lymph circulation in the affected area

§ Prevention of complications

Contraindications:

§ DN 3 degrees

§ Pneumonia abscess

§ Hemoptysis

§ Severe shortness of breath

Motor mode – bed

I.p. lying on your back, on your side and sitting

Static breathing exercises

Dynamic physical exercises for small and medium muscle groups

To improve pulmonary ventilation, dynamic breathing exercises with an extended exhalation are used.

Turns and tilts of the body

The duration of the procedure is 10-15 minutes

Motor mode – ward

Starting position - sitting on a chair

Static and dynamic breathing exercises

Increasing the number of exercises for the muscles of the shoulder girdle, upper limbs and torso

Drainage breathing exercises

Static breathing exercises with dosed resistance

The duration of the procedure is 20-25 minutes

Physical activity of a cyclic nature - dosed walking.

It is used for diseases of the respiratory system, abdominal cavity, gynecological, and heart failure. Breathing exercises can be done by those who are weakened by long-term chronic illnesses or are bedridden, and many others.

Breathing exercises are performed, including in order to restore the rhythm of breathing after physical activity. With their help, you can solve special problems, which is especially important for people suffering from various types diseases. For example, breathing exercises help prevent and eliminate congestion in the lungs in chronic heart failure, help sputum discharge, preventing the development of an infectious process in the respiratory system. With regular use, they increase the strength of the respiratory muscles. Some types of such exercises (abdominal breathing) facilitate blood flow from the lower body to the heart, change intra-abdominal pressure, improve the functioning of the abdominal organs, normalize intestinal motility, and prevent the development of constipation. Breathing exercises are also shown to pregnant women.

Distinguish static and dynamic breathing exercises. Static - these are those in which breathing is carried out without simultaneous movement of the limbs and torso. These include training in rational breathing, including when walking, breathing with the participation of various parts of the lungs (upper thoracic, middle thoracic, lower thoracic, diaphragmatic), breathing with resistance, with a delay in inhalation or exhalation, with the pronunciation of sounds (sound exercises).

Education rational breathing is reduced to the fact that the breath must be made necessarily through the nose, since through it it enters the body by 25 percent. there is more air, the air is warmed, moistened, dust settles on the mucous membranes of the nasal passages and does not penetrate into the lungs. The exhalation should be rhythmic, smooth and long through the mouth and 2-3 times longer than the inhalation, then a pause is desirable, equal in duration to the inhalation: the ratio of the respiratory phases is 1:3:1.

For example, from a sitting position, leaning back in a chair, the legs are slightly bent at the knees. Smooth inhalation through the nose, exhalation without effort, longer than inhalation, through a slightly parted mouth. Try to feel the movement of the ribs and maintain the correct ratio of the phases of the respiratory act.

When walking, the rhythm of breathing should correspond to the rhythm of the steps (inhale for 1-2 steps, and exhale for 3-4 steps). Gradually, the inhalation should be deepened, and the exhalation should be lengthened.

Breathing with the participation of various parts of the lungs is performed from various starting positions: sitting, standing, lying down.

In the process of mastering upper breathing it is recommended to straighten up (head, neck, back should be on the same line), put your palms on the collarbones and monitor the rise and fall of the collarbones and shoulders. Before you inhale, you should exhale the air from the lungs. After exhaling, take a slow breath through the nose, raising the collarbones and shoulders and filling the uppermost sections of the lungs with air. When exhaling, the shoulders slowly fall down.

For development medium breathing techniques you need to put your palms on the ribs on both sides of the chest and monitor their lowering and expansion of the chest. Exhale through the nose, while the ribs fall, then - a full and long breath, the ribs rise and the chest expands. The shoulders and abdomen should remain motionless when inhaling.

Diaphragmatic, or lower thoracic, breathing can be performed from the starting position lying down, sitting, leaning back in a chair, sitting in a "light position", i.e. a specific posture that a patient with bronchial obstruction involuntarily takes when suffocating: hands rest their palms on the hips, legs bent, the center of gravity is shifted forward. To master the skill of such breathing, it is necessary to monitor the protrusion and pulling up of the anterior abdominal wall, you can put your palms on your stomach. Make a full exhalation, while the stomach is pulled inward (the diaphragm rises up). Then slowly inhale air through the nose, sticking out the stomach (the diaphragm goes down), without moving the chest and arms. The lower part of the lungs fills with air. Exhale again - the stomach goes deep inside (air is exhaled from the lower lobes of the lungs).

From the "easy position" you can perform another type of static breathing exercises - active exhalation under the weight of the chest.

Breathing with resistance is effective for strengthening the respiratory muscles and preventing the formation of adhesions during inflammatory processes in the organs of the chest cavity and after surgery on them. Breathing with resistance includes exhaling through a straw into a container filled with liquid, inflating rubber balls and toys, blowing soap bubbles, exhaling through tightly compressed lips.

For example, the starting position is sitting on a chair, leaning back on its back. Place your palm on your chest to control your breathing. Take a calm breath in through the nose, exhale through the mouth with a "slit". Exhalation is smooth, longer than inhalation; the pause between inhalation and exhalation is natural, without delay.

Delayed breathing trains the function of cardio-vascular system and systems external respiration, well relieves bronchospasm, reduces general excitability. To master the technique of breathing with a delay, take a deep breath, exhale, hold your breath. You can hold your breath both in the inhalation and exhalation phases (inhale - pause, exhale - pause, inhale - pause, exhale - pause). Initially, pauses last 2-3 seconds, their duration gradually increases, up to 10 seconds.

For example, from a starting position sitting, tightly pressed against the back of a chair. Inhale calmly, exhale smoothly, hold your breath, you can pinch your nose. The delay is not limiting, breathing begins with a smooth breath. Exercise time 30-60 sec.

dynamic are called breathing exercises that are carried out simultaneously with the movement of the limbs and the body, with the obligatory full consistency of the amplitude and pace of the movements performed with the rhythm and depth of breathing. If there is no coordination, then the movements of the body will not contribute to the respiratory movements, and they, in turn, will disrupt the dynamics of the exercise being performed. When performing exercises, one should not allow the breath to be held, it should be free and calm.

Inhalation intensifies the abduction of the arms to the side, behind the head, extension and tilting of the torso back, exhalation intensifies the lowering and reduction of the arms, tilting the torso forward, bringing the legs to the stomach.

Examples of dynamic breathing exercises

1. From the starting position, sitting on a chair or standing, raise your hand forward and up - inhale, gently lower it down (exhale). After a pause of 2-3 seconds, do the same with the other hand. During the pause, the muscles of the arms and the whole body should be relaxed.

2. The starting position is the same. Raise your shoulders as you inhale, lower and relax as you exhale.

3. Starting position standing. Feet together, fingers interlocked. Raise straight arms up, palms up, stretch, put your straight leg back on the toe - inhale. Return to the starting position - exhale. natural pause. All movements must be smooth.

4. Starting position sitting on the edge of the chair, legs in support. Hands to the shoulders - inhale, pulling each leg alternately to the chest - exhale. At the end of this movement, cough if necessary, then relax.

5. Starting position standing, feet shoulder width apart. For 30-40 seconds, imitate repulsion with sticks when skiing with hand movements. The push is carried out with force.

6. The starting position is the same. Imitate skiing: hands forward - inhale, deep squat, hands back, as when descending a mountain - exhale. Perform to mild fatigue.

7. Starting position - standing, feet shoulder-width apart, hands in the lock raise up and take a little back. Rising on toes and bending over - inhale, sink to the feet, make a quick lean forward with vigorous movement of the hands forward, down and back (imitating the movement, as when chopping firewood), and then - loud and strong exhalation, you can pronounce sounds.

Tatyana PRISTROM, candidate of medical sciences;

Andrey PRISTROM, MD, Associate Professor

Belarusian Medical Academy of Postgraduate Education

Education of the skills of correct speech breathing.

breathing exercises.

1. Cultivating the skills of correct speech breathing

Breathing is one of the most important functions of the body. Today, special breathing practices have been developed that are aimed at using the hidden reserves of the body, unlocking its potential, and increasing efficiency. However, there is not enough information in the specialized literature about what we can change using various methods of conscious control of the respiratory processes.

The development of speech breathing is the most important section in the system corrective work in almost any speech pathology: stuttering, dysarthria, rhinolalia, voice disorders, dyslalia. And although each speech disorder has its own specific activity, the common thing is the development of skills for a smooth, long, purposeful exhalation. I conduct classes aimed at the development of speech breathing with children with general underdevelopment of speech in order to activate their mental activity, develop the melodic-intonation side of speech, consolidate lexical topics and grammatical categories and stimulate interest in classes.

Work on the development of speech breathing should be carried out systematically, consistently, taking into account speech pathology, and with preschool children - in a playful way. I have collected and systematized my 20-year experience of working with preschool children with various speech pathologies.

The main tasks of work on the development of speech breathing:

formation of skills of correct speech breathing;

strengthening the muscles of the face and chest;

prevention of diseases of the upper respiratory tract and nervous system;

increasing the mental performance of children;

normalization of sound pronunciation and prosodic components of speech;

consolidation of lexical topics and grammatical categories;

stimulation of interest in activities.

Also, breathing exercises improve posture, stimulate the movement of the diaphragm, improve blood circulation, harmonize the activity of the respiratory, nervous and cardiovascular systems.

Breathing is a reflex act and is performed without the intervention of human consciousness. But on the other hand, breathing is a controlled process when it is directly related to speaking. Such breathing is called speech (phonation, or sound) and requires special training.

What is the difference between speech breathing and normal breathing? Breathing in life is involuntary. It performs the function of gas exchange in the human body. Inhalation and exhalation are made through the nose, they are short and equal in time. The sequence of physiological breathing - inhale, exhale, pause. Normal physiological breathing is not enough for speech. Required large quantity air, a constant respiratory supply, its economical use and timely renewal, regulated by the respiratory center of the brain. In speech breathing, inhalation and exhalation are not equal, the latter is much longer than inhalation (in the ratio of 1:10, 1:15). After a short breath, a pause follows to strengthen the abdominals, and then a long sound exhalation. Sequence of speech breathing - inhale, pause, exhale.

Breathing must be done through the nose. The habit of breathing through the mouth is harmful, leading to diseases of the thyroid gland, tonsils (tonsils), and the respiratory system. nasal breathing protects the throat and lungs from cold air and dust, well ventilates the lungs, the middle ear cavity, has a beneficial effect on the blood vessels of the brain. It is imperative to breathe through the nose both in everyday life and when performing breathing exercises. At small pauses, air is taken in by mouth, since it is impossible to inhale quickly, completely and silently through a long narrow nasal passage. Therefore, when staging speech breathing, it is advisable to teach children to inhale through their mouths through slightly parted lips (slight smile). At the same time, the tongue lies quietly at the bottom of the mouth, opening the air to the air stream. A slight smile allows you to remove muscle tension and is the natural beginning of free speech. To control the correct speech breathing will help your own palm, if you put it on the diaphragm area, i.e. between chest and abdomen. When you inhale, the abdominal wall rises, the lower part of the chest expands. When exhaling, the muscles of the abdomen and chest contract.

Speech sounds are produced during exhalation. The flow of exhaled air enters the larynx from the lungs through the trachea (windpipe) and from there into the oral cavity, while passing through vocal cords located across the larynx and separated from each other by the glottis. The vocal muscles, under the influence of brain impulses, set in motion ligaments that vibrate the air flow passing through them and create sound vibrations. The articulatory muscles, under the influence of impulses from the brain, contract, and sound vibrations turn into speech sounds.

Since speech sounds are formed during exhalation, its organization is of paramount importance for the production of speech breathing and voice, for their development and improvement.

Therefore, the ultimate goal of training speech diaphragmatic-rib breathing is training a long exhalation (and not developing the ability to inhale the maximum amount of air), training the ability to rationally use the air supply during speech. To do this, it is necessary to accustom the muscles involved in the respiratory process and holding the chest in an expanded state, not to relax passively, immediately after inhalation. Their relaxation should occur gradually, as needed. To develop this type of breathing, below are educational and training exercises conducted with preschool children in a playful way.

Regular slow breathing exercises are a good remedy to increase the strength of protective mechanisms that protect the brain from insufficient blood supply. Slowing and holding the breath, accompanied by a decrease in oxygen and an increase in carbon dioxide in the blood, activates the corresponding mechanisms, including reflex vasodilation and an increase in cerebral blood flow.

Speech, diaphragmatic-costal breathing, in which the inhalation is short and the exhalation is long, just trains these sanogenetic (protective) mechanisms, thereby playing a physiological role in increasing mental performance.

Distinguish between static and dynamic

breathing exercises.

Static breathing exercises are performed either with complete immobility of the body, or are accompanied by light movements. The purpose of such exercises is the development of differentiated breathing through the mouth and nose, the acquisition of a speech diaphragmatic-costal type of breathing with the predominant training of an extended exhalation.

Dynamic respiratory exercises are associated with walking, slow running, movements of the arms, legs and torso and include elements of physiotherapy exercises.

It is known that in the process of physical therapy, the nervous system is restructured according to the type of formation of a conditioned respiratory reflex. In addition, physical exercises have a positive effect on the mood and emotions of the child, cause a feeling of joy, cheerfulness, and create a more balanced neuropsychic state. In children, new conditioned reflex connections are quickly created, pathological reflexes are suppressed, and nervous regulation of the breathing process is restored.

Regular exercises for the development of speech breathing, carried out by a speech pathologist in the classroom and educators in the group, will ensure normal sound pronunciation, create conditions for maintaining the volume of speech, strict adherence to pauses, maintaining fluency of speech and intonational expressiveness, and they will also strengthen the health of the child, increase his mental abilities.

When performing breathing exercises, it is necessary to observe following conditions:

Do not overwork the child, i.e. strictly dose the amount and pace of the exercises;

Make sure that the chest does not overflow with air, so that the child does not strain his shoulders, neck;

All breathing exercises should be done before meals in a well-ventilated area.

With each lesson, the tasks should become somewhat more complicated. A competitive component can be used for correctional and educational purposes. At the same time, it is always necessary to create a situation of success for children.

Work on the development of speech breathing is divided into two stages:

Stage 1 - the development of a directed air jet, necessary for the correct pronunciation of sounds.

Stage 2 - training the duration of speech breathing and the ability to pronounce a phrase consisting of 3-6 words on one exhale.

Work on the development of speech breathing with preschoolers is best done in a playful way. This will provide more high level activity of children in the classroom.

2. Static and dynamic breathing exercises

Complex of static and dynamic

breathing exercises

Gymnastic exercises are used either by themselves for the purpose of general strengthening of the body (dynamic), or in combination with breathing exercises in a certain position of the body (static). A special set of exercises should be performed in the morning after sleep. First, to improve breathing and blood circulation, morning hygienic exercises are performed, bringing the body into a state of wakefulness. Breathing exercises are carried out on an empty stomach or 3 hours after eating, on fresh air or in a well ventilated area. Breathe only through the nose. Gymnastics can be carried out in the initial position standing or sitting on the mat with crossed legs, as well as in the prone position or while walking. You need to practice daily for 15-20 minutes. Breathing exercises are mastered in three stages. After a phased solid mastering of the exercises, they can be included in the complexes. morning exercises, V self-study physical culture or perform during walks.

At the first stage, they are taught to change the rhythm, tempo and amplitude respiratory movements. Conduct 10 sessions, gradually increasing their duration.

Static exercises

Nasal breathing with a closed mouth at a pace acceptable to the patient for 1 min.

Nasal breathing with counting the number of inhalations and exhalations in 1 min.

Inhale and exhale alternately through the left and right nostril 3-4 times.

abdominal breathing

Hands are placed on the stomach, while inhaling, they protrude the front wall of the abdomen, while exhaling, the abdominal wall is retracted. Repeat 8-10 times.

chest breathing

Hands are located on the sides of the chest. In this case, the lungs expand when inhaling and contract when exhaling. Exercise has a good strengthening effect. Repeat 8-10 times. 6. Full breath. One hand is placed on the chest, the other on the stomach. When you inhale, the muscles of the lungs work, when you exit, the muscles of the abdominal press. Repeat 8-10 times.

Slowing down the rhythm with simultaneous deepening of breathing for 1-2 minutes.

Dynamic exercises

Static breathing exercises are followed by dynamic breathing exercises.

Dynamic exercises are associated with walking, slow running, movements of the arms, legs and torso and include elements of physical therapy.

According to the physiology of higher nervous activity, in the process of physical therapy, the nervous system is restructured according to the type of formation of a conditioned respiratory reflex. In addition, physical exercises have a positive effect on the mood and emotions of the patient, cause a feeling of joy, cheerfulness, and create a more balanced neuropsychic state. In children, there is a greater effectiveness of physiotherapy exercises due to the extreme plasticity of the child's brain. They quickly create new conditioned reflex connections, suppress pathological reflexes, and restore nervous regulation of the breathing process.

The purpose of physical education is determined by therapeutic objectives, general condition a sick child, the features of his disease. We are faced with the task of educating the patient in proper breathing skills, combating respiratory failure, improving the whole body, developing chest mobility, and increasing the vital capacity of the lungs. To do this, you must: 1) accustom the child to breathing through natural ways(mouth and nose), thus preparing it for decannulation and subsequent closure of the stoma; 2) develop the mechanism of speech breathing, paying special attention to exhalation training, 3) physically strengthen the child's body, 4) increase the motor and physical activity of the body and the patient's performance. It is important not to overwork sick children, to interest them by combining gymnastic exercises with games.

When compiling a set of breathing exercises for children suffering from papillomatosis and cicatricial stenosis of the larynx, it is necessary to take into account the state of their voice and respiratory function, since the breathing and voice exercises are complicated by the lack of voice and breathing through natural ways; in addition, asthenization of the child's body requires a strict dosage of exercises, a certain pace and rhythm of movements.

The initial form of physical therapy is hygienic gymnastics, which increases the general tone of patients. After 10-14 days, special gymnastic breathing exercises are introduced, which alternate with general strengthening exercises.

The course of speech therapy physical therapy includes exercises based on a combination of movements of the trunk and limbs with the pronunciation of sounds on exhalation. The purpose of these exercises is to train the lower costal-diaphragmatic breathing, as well as the general strengthening of the child's body.

1. Complex of physiotherapy exercises

I. Introductory section.

The task of the introductory section is the gradual involvement of the child in the lesson, the development of a differentiated exhalation through the mouth and nose.

Exercises:

1) construction,

2) uniform walking,

3) inhale and exhale alternately through the mouth and nose.

II. Main section.

The task of the main section is gradually increasing training of the body, staging speech breathing with an emphasis on extended exhalation.

Exercises:

1) Starting position - lying (at the same time, the muscles of the whole body, including the larynx, relax). Inhale and exhale through the mouth and nose. When inhaling, the anterior wall of the abdomen and the epigastric region rise and protrude, while exhaling, they fall. At the same time, the upper shoulder girdle almost motionless. 2) Starting position - standing, legs together. Raise your hands through the sides up - inhale, lower your hands - exhale.

3) Starting position - standing, legs together. Raise your hands to the back of your head - inhale, lower your hands - exhale.

4) Starting position - standing, legs together. Turning the torso and head to the right with moving the arm to the side - inhale, starting position - exhale.

5) Starting position - standing, legs together. Torso to the sides: hands alternately slide along the torso to the armpit. When exhaling, the sounds s, pf, psh are pronounced for a long time.

6) Starting position - standing, legs together. Bending the head alternately to the left and right shoulder.

7) Starting position - standing, legs together. Bending the head back and forth with the neck.

8) Starting position - standing, feet shoulder width apart. Raise your arms through the sides up, sit down, clasp your knees with your hands and say uh, uh.

9) Starting position - standing, feet shoulder width apart. Take your hands to the sides and raise above your head. Interlace your fingers - inhale. Quick torso forward with pronunciation on the exhale uh (exercise "woodcutter").

10) Starting position - standing, legs together. Hands through the sides up - inhale, hands down with the pronunciation of consonant sounds on the exhale s, uh, uf.

11) Starting position - standing, legs together, boxer's pose. Moving the arms forward with force and pronouncing the sound f.

12) Starting position - standing, feet shoulder width apart. Raise your hands slowly through the sides, clap - inhale, lower your hands while exhaling ox, wow.

13) Starting position - standing, feet together, hands on hips. Lunges alternately with the right and left legs with the spread of the arms to the sides.

14) Starting position - standing, legs together. Raise the left and right legs alternately and produce pops under the knee.

15) Starting position - standing, legs together. Squats with arms extended forward.

16) Exercises with the ball:

a) throw the ball up with the pronunciation of uh, uh,

b) toss the ball, sit down, catch and say s, f, c,

c) the ball is on the floor, bend over, take the ball, lift it up, put it on the floor with exhalation pronouncing uf,

d) ball game: build children in a circle at large intervals and pass the ball to a neighbor with pronunciation of words; build the children in a column, put one child against the column and give him the ball (he is the driver). The driver passes the ball to the one in front with the pronunciation of any sound, the one in front passes it to the driver and runs to the end of the column. Whoever drops the ball becomes the leader.

Thus, most of the exercises involve the pronunciation of vowels and consonants simultaneously with the movements of the upper and lower extremities. Prolonged pronunciation of vowels and consonants develops an elongated exhalation. Usually, at the initial stage of learning, children can pronounce these sounds for 5-7 seconds, gradually exhaling is lengthened to 15-20 seconds. In the future, the exercises become more complicated - on one exhalation, combinations of two or three sounds are pronounced (vz, (in, wu, zu, zhu, etc.).

III. Final section.

The task of the final section is to reduce the overall physiological load, relieve fatigue, and return the child to its original state.

Exercises:

1) breathing exercises,

2) distraction exercises (with clapping, singing),

3) walking with a gradual deceleration.

Of all the listed exercises of the course of speech therapy physical therapy for 5-6 days, sets of exercises are compiled. Dosage, rate of exercise vary depending on the age of the child, the nature and course of his disease, the state of speech and voice function. Physiotherapy exercises are carried out throughout the entire process of treating a child, being an essential link in the overall chain of therapeutic measures.

2. Complex "Gymnastics of the Pharaohs"

The peculiarity of this gymnastics (a set of exercises "Towards the Sun") is that it consists of several static postures of the ancient physical education Indian yogis and is a combination of classical asanas that promote the development of flexibility of the spine and stimulate breathing.

All ten postures organically transition into one another, making up a dynamic chain of exercises with optimal load on the spine and limbs. Gymnastics provides active respiratory activity and cleansing of the lungs due to full inhalation - exhalation during static postures.

This set of physical exercises can be used not only for morning physical exercises, but also for warming up before competitions or outdoor activities, as it quickly increases the tone of muscle groups and joints and introduces a person into the rhythm of physical activity.

Depending on the goal, the complex can be performed at a different pace, with varying degrees of tension, an unlimited number of times.

No matter where you are exercising, face the sun.

A set of exercises

1.Stand up straight. Put your feet on the width of your feet, hands in front of your chest, palms closed; look towards the sun.

2. Inhale, slowly raise your hands up, bend in your back to a slight pain in the lower back, hold your breath, spread your fingers apart. Fix this position.

3. As you exhale, lean forward, bending at the waist. Keep your legs straight and tense, try to put your palms completely on the floor (ground). In this position, look at your stomach, trying to bring your forehead closer to your knees.

4. Leaning on your fingers, put your left foot back, raise your head and arch your back until a slight pain appears, while taking a deep breath.

5. Put your right foot to the left. Keep your neck, back and legs straight and tense. Transfer the weight of the body to straight arms. Turn your face to the floor, look down. Don't breathe (until you feel the urge to inhale).

6. Bend your arms at the elbows, chest. approach the floor and almost press against it. Take a deep breath (if your arms are weak, just touch the floor with your forehead and knees).

7. Press your hands off the floor, keep the body straight and tense, head straight. Look down in front of you. Don't breathe.

8. Raising your head up and throwing it back while taking a deep breath, bend in your back to a slight pain. Look up.

9. Starting to exhale and lifting the pelvis up, do not take your hands and socks off the floor, tighten your legs and straighten your back, pressing your chin to your chest. Look at your stomach. Finish exhaling.

10. Put your left foot forward at the level of your palms, do not take your hands off the floor. Starting a deep breath, arch your back. raise your head and keeping it straight, look ahead. Finish inhaling.

11. Put your right foot to your left, bring your head closer to your knees, straighten your knees, look at your stomach - exhale.

12. While inhaling, straighten up, raising your arms up and behind your head, and bend in your back to a slight pain, deepening the breath.

13. Starting to exhale, lower your arms through your sides to your chest, put your palms together in front of your chest, and press your elbows to your ribs. This position ends the complex.

Static-dynamic gymnastics is an excellent means of overcoming various ailments, maintaining vitality and mental stability. Static exercises restore tone internal organs, help to maintain in good condition all the joints, as well as the muscles of the abdominal press, pelvis, neck. chest, limbs. Preventing sprains, significantly improves posture and coordination of movements.

Contraindications. With congenital defects of the spine, scoliosis or infringement of the intervertebral disc, bending in exercises 2, 9 or stretching in exercises 3,6,8 are contraindicated. With lumbosacral sciatica, exercise is also limited.

Card file of games on

development of speech breathing

"MAGIC CAPS"

Material: multi-colored paper caps.

Previously, the children name the color of each of the caps, which are placed in a row on the table. One child sits down at the table and blows on the cap that the leader calls (2-3 caps). The caps are again lined up in a row, this is how all children play.

"MASHENKA"

Material: cap-girl; forest decorations: firs, birches, etc., made of cardboard and painted - all trees on stands.

The scenery of the forest is put on the table. At some distance from her, a cap-girl is placed. A child is called, he sits down at the table and slowly blows on the cap. The rest of the children comment: (Mashenka went to the forest, approached the forest, entered the forest, left the forest). Then another child blows, and so on.

The game is played using caps, which are made as follows. A circle with a diameter of 16 cm is cut out of colored paper, which is cut into two semicircles. The ends of each semicircle are superimposed on each other and glued together. In the upper part of the resulting cone, you can insert the head of any animal, clown, girl, etc., also made of paper and painted.

"ANIMAL TOYS"

Material: animal caps: fox, wolf, bear, hare, frog, mouse; forest scenery (same).

Children call caps-animals and put them at some distance from the scenery of the forest. One child is called, he blows on the animal cap, trying to bring it closer to the forest. The rest of the children comment (the wolf ran into the forest). Then called next child, he blows on another animal cap. The rest of the children comment (the fox ran into the forest, etc.).

"KOLOBOK"

Material: aluminum or wooden groove; yellow plastic ball; animal caps: hare, wolf, bear, fox.

The fairy tale "Kolobok" is told. At the words "... and the Gingerbread Man rolled further" one of the children blows on the ball, which at the same time rolls along the groove. At the end of the groove, Gingerbread Man meets another hero of the fairy tale - a cap-animal. The story continues, but the next time another child blows on the balloon.

"WIND, BREEZE"

Material: a wooden stand with a bar that varies in length and height depending on the height of the children and their number, on which objects made of thin paper and brightly colored in accordance with the topic being studied are hung on a thread 10 cm long:

maple leaves (red, yellow, green, etc.) - "Falling leaves";

oak, linden, birch, maple leaves, etc. - "Relative adjectives";

snowflakes - "Snowfall";

figurines of birds (starlings, rooks, larks, etc.) - "Migratory birds";

figurines of birds (ravens, doves, sparrows, tits, etc.) - “Wintering Birds”;

figures of butterflies, beetles, dragonflies, etc. - "Insects";

chamomile, bluebells, cornflowers, etc. - "Wildflowers";

roses, tulips, carnations, etc. - "Garden flowers";

multi-colored balls - "Primary colors";

multi-colored balls - “Primary colors”;

flags are multi-colored - "Shaded colors".

First, the children remember the names of the items posted on the counter. Work is underway to consolidate lexical topics and grammatical categories. Then the game begins.

1 option. Children sit on chairs, each opposite the object hung on the counter (the object is at the level of the child's mouth). At the signal of the teacher, they blow on him. Whose item flies the farthest wins. Repeat with a break 3-4 times.

Option 2. Two children are called. One of them is the leader. He names some object hanging on the counter. Another child blows on him. If he completes the task correctly, he becomes the leader. All children take part in the game.

"Kick the ball into the goal"

Material: two gates 10 and 15 cm wide (they can be replaced with cubes); scoreboard with numbers inserted into it or red circles; ball - cotton ball.

Gates are placed on the edge of the table opposite from the children, next to them is a scoreboard. The child crouches in front of the table and blows on a cotton ball until it hits the gate. If this succeeds, then a red circle or the corresponding number appears on the scoreboard, which he can select and insert into the scoreboard himself. Then another child blows, the score of goals scored increases. All children take part in the game. To complicate the game, narrower gates are placed.

"Let's blow on a fluff"

Material: for each child a piece of fluff or a rectangle cut out of thin paper

(1x3 cm).

Each child takes a piece of fluff, blows on it and watches it fly. Then he picks up the fallen fluff. Repeat the exercise 5-6 times.

"WHOSE TONGUE IS LONGER"

Material: for each child, an “air tongue” toy made of rolled foil with a plastic tube attached to it. All air reeds are different colors.

Each child takes their "air tongue" and blows once into the straw so that the foil unfolds. Whose "tongue" is longer, he won. Repeat the exercise with a break 3-4 times.

"GURGLING"

Material: for each child a plastic cup filled 1/3 with water; straws or plastic tubes for a cocktail.

The teacher invites the children to take a straw, lower it into a glass of water, inhale through the nose and slowly exhale the air into the tube

"MUSICIANS"

Material: for each child, a toy musical wind instrument: pipe, trumpet, saxophone, harmonica, etc.

The name of each musical instrument is pre-fixed. Children take turns playing their musical instruments. Then the one whom the conductor points to plays.

"WIND WALKING ALONG THE SEA AND FIT THE SHELL"

Material: container with water; egg shell. The container is half filled with water. The egg shell is placed on the water. Children take turns sitting in front of the container and slowly blowing on the shell so that it swims to the other “shore” and does not drown.

"LET'S RIDE THE LOGS"

Material: for each child, one round, unsharpened pencil.

The teacher invites the children to squat down near the table (the mouth is at the level of the table), put a round pencil (“log”) in front of them and blow on it so that it rolls. Repeat the exercise 3-4 times. For complication, a faceted pencil is used instead of a round pencil.

"PING PONG"

Material: container with water; ping pong ball.

There is a container of water on a small table. The teacher calls the children in pairs. They sit on the chairs opposite each other in front of the water tank, but the queues blow on the ping-pong ball.

"FLY AWAY, CLOUD!"

Material: for each child, a cloud cut out of paper, painted and fixed on a thread 10 cm long.

Children take the cloud by the thread, bring it to their mouths and blow. Repeat 4-5 times with a break.

"BREEZE"

Material: a small tube made of thick cardboard or whatman paper 10-15 cm long and 3-5 cm in diameter.

The teacher first blows on the child’s hand or hair, and then asks him to “blow in the same way”, i.e. bring your lips closer to the tube and exhale.

"SHEPHERD"

Material: for each child a plastic bottle with a capacity of 0.5 liters, the bottom of which is cut off.

The teacher invites the children to wrap their lips around the neck of a plastic bottle and hum.

Nightingale the Robber

Material: individual whistles for each child.

The teacher invites the children to bring the whistle to their mouth and exhale into it strongly and for a long time so that a long whistle is obtained.

"DUMPS"

Material: clean pacifiers for each child.

The teacher distributes pacifiers to the children. They take them in their mouths and spit them out one by one. The winner is the one whose dummy flies the longest distance.

"CANDLE"

Material: for each child, a strip of colored paper 2-3 cm wide and 10 cm long.

To control the correct speech breathing, the teacher invites the participants to calmly, inaudibly inhale through the mouth. Feel how your stomach swells up. Then immediately start exhaling slowly and evenly. The paper will be rejected. If the exhalation is even, then it will be in the deflected position until the end. Repeat with a break 2-3 times.

"STUNNING CANDLE"

Material: for each child, strips of colored paper in the shape of a large candle.

The teacher explains to the children that this "candle" is large. It will be difficult to pay it off, but it must be done. The teacher offers to take the "candle" in the right hand, and put the left on the stomach. Take a breath, hold your breath for a second and blow sharply on it. Children should feel how the abdominal muscles tightened. Repeat with a break 2-3 times.

"Extinguish 2, 3, ... CANDLES"

Material: five identical candles made from strips of colored paper.

The teacher invites the children to put their left hand on their stomach and on one exhale (without taking in air) “extinguish” 2 candles, dividing the air into two portions. Then extinguish 3, 4, 5 candles. The volume of air is still the same, but each portion on exhalation becomes smaller. (The movements of the diaphragm are rhythmic, intermittent.) Repeat with a break 2-3 times.

"RAIN"

Material: shiny Christmas rain.

Shiny threads of rain are attached to a thin rope stretched parallel to the floor. The child comes to the rain, which is at the level of his mouth, and blows. The threads of rain are deflected under the influence of an air jet, then come back. Repeat 4-5 times.

"NEW YEAR'S GARLAND"

Material: shiny Christmas garland.

The garland is laid out on the table. The teacher invites the children to blow on it once so as to “move” it from its place. Children take turns doing the exercise, while the garland moves from one end of the table to the other.

"SNOW FALLS"

Material: for each child a small ball of cotton.

The teacher invites the children to put a ball of cotton on their palm and blow so that the cotton flies off. Repeat 3-4 times.

"FUNNY CLOWNS"

Material: two clown caps; cubes or bricks to build a circus arena.

On a small table of cubes or bricks, children are building a circus arena. The teacher calls them in pairs. They sit on the chairs opposite each other in front of the table. At the opposite end of the arena, clown caps are placed. Two children blow on the caps, the rest of the guys comment (clowns move, fall, have fun, etc.).

"TEREM-TEREMOK"

Material: a teremok with an opening door, made of cardboard, brightly colored, standing on a stand; animal caps (same).

Teremok is installed on a small table. Children repeat the plot of the fairy tale. Then everyone chooses a hero for himself - a cap-animal and names him (this is a mouse-hole, this is a frog-frog, etc.). The narrator (it may be a child) begins to tell a fairy tale, during which each of the children sits down at the table and blows on his hero so that he gets into the door of the tower.

"WIND"

Material: "tree" on a stand, the crown of which consists of multi-colored strips of paper.

"Tree" is placed on a small table. The child sits down at the table and blows on its crown 2-3 times with a break, i.e. on strips of paper, depicting the wind.

"FEEDER"

Material: a wooden feeder, in the center of which a figurine of a bird, made of paper and painted, is attached by a thread 10 cm long.

The bird feeder is placed on the table. The child sits down to him (the bird is at the level of his lips) and blows on it. She then flies out of the feeder. The child stops blowing and the bird returns. Repeat with a break 3-4 times.

"STRONG WIND"

Material: for each child a snowflake made of tissue paper.

Each child puts a snowflake on their palm. He brings it to his lips and blows so that the snowflake falls off. Repeat 3-4 times.

"SNOWFLAKES ARE FLYING, WHITE FLUSHES"

Material: A ball of cotton wool for each child, which must be loosened so that it becomes as light as a feather.

Children blow on the "snowflakes", preventing them from falling, keeping them in the air all the time. The winner is the one who held the "snowflake" longer than the other participants.

"HELP THE SKIER"

Material: figurine of an athlete on skis, made of paper and painted; ruler with holder.

The child sits at the table. He takes the ruler in his hand, turns it over so that the holder is at the bottom, and holds it by the holder. A figure of a skier is placed on the edge of the ruler closest to the child. The child brings the ruler to his lips and blows on the skier. Under the pressure of air, the skier moves along the line and "jumps" down from the springboard. Repeat 3-4 times.

"KING OF THE WINDS"

Material: a weather vane in the form of a rotating red flag attached to a stand 25-30 cm high.

Children sit in a circle on the floor. A weather vane is placed in the center. With the help of a rhyme, a child is selected who will blow on the weather vane first. Then the one who the weather vane points to blows. (For more complexity, the checkbox can be replaced with a triangle.)

"PLAY, HARMONICA"

Material: for each child, an "accordion" made of strips of paper.

The teacher invites the children to take the "accordion" by the edges, bring it to their lips and blow on the strips. At the same time, the strips should rise up. Repeat 4-5 times, trying to blow in different places of the accordion.

"TURNS THE MILL WING"

Material: for each child, a turntable made of colored paper and attached to a wooden stick so that it can turn freely.

Each child chooses a spinner, brings it to his lips and blows so that it spins. Repeat the exercise with a break

"The BREED IS RUNNING, THE BUBBLE IS BUZZING"

Material: a clean bottle for each child (height 7 cm, neck diameter 1-1.5 cm).

The teacher brings his bubble to his lips and shows the children how it buzzes when you blow into it. Then he offers to buzz to each child and all together.

It should be remembered that in order for the bubble to buzz, the lower lip should lightly touch the edge of its neck. The air jet must be strong. Each child can only blow for a few seconds.

"DRIVE YOUR BOAT"

Material: container with water; set of paper boats.

Children sit in a large semicircle. In the center, on a small table, is a container of water. The teacher invites them to take their boat from one city to another, marking the cities with icons on the edges of the container. In order for the boat to move, you need to blow on it.

The child is blowing while sitting on a chair pulled up to the table. All children take part in the game.

"ON THE SEA, ON THE WAVES"

Material: container with water; boats 5-6 cm long, made previously by children from multi-colored paper.

The order of the game is similar to the previous one. Each child blows on a handmade boat.

"BUBBLE"

Material: for each child a set for blowing soap bubbles.

Children dip the ring in a soapy solution, bring it to their lips and slowly blow into its center, trying to blow out as many bubbles as possible on one exhalation.

"LATHER"

Material: plastic cup with soap solution; a set of tubes for blowing (plastic tubes for a cocktail).

The child takes a straw, lowers its tip into a soapy solution and starts to blow. Soap foam is formed. Other children take turns trying to blow this foam off the edge of the glass into the air.

"BIRD, FLY!"

Material: bird figurines cut out of thin paper and brightly colored.

The birds are placed on the opposite edge of the table from the children. The teacher calls the children in pairs. Each participant sits opposite the bird, blowing on it at the signal. Birds fly off the table. The rest are watching whose bird will fly farthest.

Figures of birds can be replaced with leaves cut out of thin paper ("Leaf fall")

"A BIRD JUMP-JUMP-JUMP-JUMP"

Material: figurines of birds cut out of paper and brightly colored.

The teacher invites the children to squat down near the table (the mouth is at the level of the table), put the bird figurine in front of them and blow on it so that it jumps several times. Repeat the exercise 3-4 times.

"KHOROVOD"

Material: round dance of four figurines of girls, cut out of paper, folded like an accordion, closed in a circle and brightly colored; forest decoration.

In the center of the scenery of the forest, a clearing is formed on the table. A round dance of girls is put in it. The child crouches at the table and slowly blows on the round dance, which moves across the clearing. Repeat 3-4 times.

"PREPARATION FOR THE HOLIDAY"

Material: for each child balloon, threads.

The teacher invites the children to inflate balloons for the upcoming holiday. Children should take in air through their nose and slowly exhale it through their mouth into the hole of the balloon. The one who correctly completes the task will be able to play with an inflated balloon

Card file of games aimed at the development of speech breathing using various objects

"SAT, SAT AND FLIGHT AGAIN"

Material: for each child, a leaflet made of green cardboard, to which, using a thread 10-15 cm long, some insect (butterfly, dragonfly, ladybug, etc.) is attached, made of paper and brightly colored.

Previously, the children name all the insects sitting on the leaves. Then each child brings a piece of paper to his lips and blows on it so that the insect sitting on it flies off. Repeat 4-5 times.

Leaves can be replaced with flowers made of colored cardboard.

DANDELION, FLY!"

Material: dandelions.

The game is played outdoors, in a clearing. The teacher asks each child to pick a faded dandelion and take turns blowing on the flower. It is necessary to blow on a dandelion so that all the fluffs fly off. The one whose dandelion flies first wins.

"FLOWER SHOP"

Material: fresh flowers most familiar to children, for example: lily of the valley, lilac, jasmine, violet.

The teacher brings a bouquet of flowers into the room. Children remember their names and take turns smelling the flowers, trying to remember the smell. After that, the teacher hides the bouquet behind his back, approaches one of them, offers to close his eyes and lets him smell one flower from the whole bouquet. If the child correctly identifies the flower by smell, he receives it as a gift. The one who collects the largest bouquet wins. It is necessary to ensure that the children take a deep breath without raising their shoulders, then a slow, smooth exhalation.

"WHAT IS THIS BERRY?"

Material: natural berries with a fairly strong smell, for example: black currant, strawberry, raspberry, arranged on plates.

There are plates of berries on the table. Children remember the names of berries, smell them. Then one child is called to the table. The teacher invites him to close his eyes, brings one of the plates to his face and asks him to identify the berry. To do this, the child, without taking his eyes off, takes a deep breath through his nose.

"FIREWORK"

Material: confetti.

On the right palm of the children is confetti. Left hand lies on the stomach to control breathing. At the command of the teacher, the children take a sharp breath. Confetti scatters, abdominal muscles tighten. Repeathit 3-4 times.

Methodology of basic static and dynamic breathing exercises(Tolkachev B.S., 1984).

Recommended complexes gymnastic exercises with bronchial asthma.

It is used for diseases of the respiratory system, abdominal cavity, gynecological, and heart failure. Breathing exercises can be done by those who are weakened by long-term chronic illnesses or are bedridden, and many others.

Retract your words

Bessonov Vladimir Vasilievich

Ski Jumping Spin Basic Ski Jumping Rules