Elements of martial arts and what exercises are included in them. Physical education lesson “Athletic martial arts: fighting stance

Sections: Sports at school and children's health , Lesson using an electronic textbook

IN educational material wrestling in general education institutions includes exercises in pairs that develop students’ ability to fight using a certain set of techniques both in a standing and lying position.

Exercises with a partner should be widely used for the comprehensive development of coordination (orientation in space, speed of response and restructuring of motor actions, balance, vestibular stability, the ability to voluntarily relax muscles, differentiation of power parameters of movement) and conditioning abilities (strength, power endurance, speed-strength ). The development of strength abilities and strength endurance is facilitated by strength exercises and martial arts in pairs.

When mastering the elements of martial arts in physical education lessons, it is necessary to develop students’ motor qualities, so that it is easiest to purposefully create and maintain significant muscle tension by overcoming the external resistance of an opponent. Developing strength through martial arts relieves teachers from forcibly forcing their students to engage in active activities. The types of martial arts used should be rich in elements of strength resistance that are accessible and interesting to students, implemented in a fun way.

Let us dwell in more detail on the description of exercises in pairs.

1. Push it out of the circle (square). The size of the circle (square) depending on the location of the lesson. Students are divided into pairs. Partners stand in the middle of the circle (square). At the command of the teacher (student), pushing (resting against) the torso of their partner, they try to push him out of the circle (square). The winner is the one who pushes his partner out 2 times (first).

2. Pulling the belt (rope). Students are divided into pairs. The size of the circle (square) depending on the location of the lesson. Partners stand in the middle of the circle (square) and grab the ends of the belt. At the command of the teacher (student), the partners try to pull each other outside the circle (square). The winner is the one who pulls his partner outside the circle (square) 2 times (first). It is also considered a defeat if one of the participants falls or releases the grip.

3. Pulling out a stick (ball). Students are divided into pairs. The competition can be held both in a circle (square) and outside. Partners stand in the middle of the circle (square) and grab (the position of the hands can be changed) the stick (ball). At the command of the teacher (student), the partners try to snatch the stick (ball). The winner is the one who snatches the stick (ball) from his partner 2 times (first). It is also considered a defeat if one of the participants falls or releases the grip.

4. Hand wrestling while lying on your stomach. Students are divided into pairs. Partners, lying on their stomachs, facing each other, place their right (left) hand on their elbow (on one line), while grabbing their partner’s hand. At the command of the teacher (student), partners wrestle on their hands until their hands touch the mat. The winner is the one who beats his partner's hand 2 times (first). It is also considered a defeat if one of the participants moves (raises) the elbow or releases the grip.

5. "Riders". The competition can be held both in a circle (square) and outside. Students are divided into pairs. The weight of participants should not exceed 4 kg. At the command of the teacher (student), the partner sits on the back of his partner, holding him by the shoulders. The “rider” grabs the torso, arms or neck of the other “rider” and tries to pull (push) him off his partner. If the location of the class allows, then all couples can join in martial arts. The winner is the “rider” who remains alone and maintains his original position.

6. Cockfight. The competition can be held both in a circle (square) and outside. Students are divided into pairs. Standing on your right (left) leg, your hands are behind your back. At the command of the teacher (student), the partners, pushing each other with their shoulders, try to unbalance (until the foot touches the mat or the position of the hands has changed) their opponent. The winner is the one who throws his partner off balance 2 times (first).

7. Hand tug (standing and sitting). Students are divided into pairs. Standing with the right (left) side to their partner, resting the right (left) side of the foot with their opponent and holding hands tightly, at the command of the teacher (student), the partners try to pull each other to their side. The winner is the one who pulls his partner 2 times (first).

Students are divided into pairs. Sitting, legs (feet) rest against each other’s legs (feet) and hold hands. At the command of the teacher (student), the partners try to pull each other to their side. The winner is the one who pulls his partner 2 times (first).

8. Step on your foot (with and without hand grip). Students are divided into pairs. Standing facing their partner and holding hands, at the command of the teacher (student), they try to step on their opponent’s feet as many times as possible (in 1 minute), while actively moving and helping themselves with their hands (pulling or pushing their partner). The winner is the one who steps on his partner's feet the most times.

9. Throw (pushing) by grabbing the belt. Students are divided into pairs. The size of the circle (square) depending on the location of the lesson. Partners stand in the middle of the circle (square) and grab the belt (on either side of the body). At the command of the teacher (student), the partners try to throw or push each other outside the circle (square). The winner is the one who throws or pushes his partner 2 times (first). It is also considered a defeat if one of the participants falls or releases his hold on the belt. The competition can be carried out using a learned technique with a belt grab.

10. Leg wrestling while lying down. Students are divided into pairs. Lie on your back with your right (left) side to your partner’s right (left) side, with your heads in different directions and grab your opponent’s arm with your right (left) hands. Raise your right (left) legs up and hook your shin with your partner’s shin. At the command of the teacher (student), the partners try to turn each other over their heads. The winner is the one who turns his partner over 2 times (first).

11. Seated leg wrestling. Students are divided into pairs. Sitting, facing your partner, arms to the sides with emphasis on the mats, legs bent at the knees. One of the opponents grabs the other’s legs from the outside. At the command of the teacher (student) for 30 seconds, the partners try to squeeze (spread) each other’s legs (the width of the palm between the knees). The winner is the one who completes the task in two positions.

12. Who will lift. Students are divided into pairs. One of the partners lies on his stomach, arms to the sides. At the command of the teacher (student), the other tries to lift the opponent in any way and not allow him to lift himself. The one who completes the task in the shortest time wins.

13. Palm-to-palm thrusts. Students are divided into pairs. Partners stand in front of each other at arm's length, toes and heels together. At the command of the teacher (student), with palm-to-palm pushes, the partners try to throw each other off balance. The winner is the one who completes the task the most times within a certain time. False movements with your hands are permissible, but you cannot touch any part of the opponent’s body except his palms, and you must not move from your place.

Pedagogical technology teaching students elements of martial arts

in physical education lessons

Introduction

For decades, the intensity of discussions between experts in the field has not decreased. physical education schoolchildren on the following question: “What should a physical education lesson be like?” Judging by a number of publications, the following main approaches to reassessing the goals, objectives and essence of the content of physical education lessons in general education are currently identified: educational institutions. Firstly, this is a new understanding of their health goal, when the highest value school physical education are the health of students, a high level of physical development and physical fitness. Secondly, we can talk about an extensive approach, in which the main thing is significant training effect by increasing the volume of school activities, and thirdly, about a sports-oriented approach based on a rational combination of class-lesson and sectional forms of classes (lesson-training type).

Wrestling is considered by many experts as one of the effective means physical training of the younger generation and, therefore, are of great practical importance. Various types of wrestling are widely practiced in educational institutions (vocational schools, technical schools, universities). Since 1975, classical wrestling classes have been used in physical education in secondary schools, starting in the 7th grade from 1993-94 school year included elements of martial arts into the content of the program material.

Many years of development experience sports types struggle in our country and abroad allows us to say that the section of the struggle in school curriculum should permeate the entire process of physical education, starting from 1st grade. Analyzing the physical education curriculum of secondary schools since 1975, when the “Wrestling” section appeared in them (for middle school students - 8 hours, senior - 10 hours per year), I showed that this sport was and remains far from being developed .

Now we know how popular women's judo, sambo, and freestyle wrestling are in the world.

I believe that lessons with elements of martial arts in the school curriculum are necessary. I teach freestyle wrestling lessons. Their significance is extremely high. In teaching the elements of wrestling, I highlight the following tasks:

1. Comprehensive physical development students.

2. Military applied training.

3. Effective use of spirit and body.

4. Search effective methods and means in teaching students the elements of martial arts.

Pedagogical technology for teaching students elements of martial arts

I teach the elements of martial arts according to the principles of pedagogy: consciousness and activity, systematicity and consistency, visibility and accessibility.

From the first lessons I tell the children that the lesson of wrestling is not only about development physical qualities, as well as acquisitions - cunning, wit, elegance of technology. I teach them not to refuse classes without serious reasons (reasons). I ask them to respect themselves, their opponents, the hall, and the rules of the competition.

Martial arts lessons require good physical training: acrobatic training - to develop agility, exercises with weights, shock absorbers - to develop strength, cross-country - to develop endurance.

I organize classes in such a way that students’ preparation for completing assigned tasks, their implementation itself, and the end of the lesson are clearly demarcated. Based on this, the lesson should include: introductory, main and final parts.

In the introductory part of the lesson, the task is to focus the students’ attention on the work ahead and moderately warm up the body. Are used different kinds walking, running, general developmental and special exercises. The main objectives of the introductory part are to increase the functional activity of all organs and muscle groups through the use of general preparatory exercises. I recommend including simulation and game exercises which can be performed with objects (dumbbells, gymnastic sticks, medicine balls, jump ropes) and without them, it is very important to use exercises with elements of acrobatics, gymnastic wall, With gymnastic benches etc.

Let's look at the most valuable exercises:

1. Exercises that increase the range of motion, i.e. flexibility exercises.

2. Balance exercises. I guide you through the following degrees of difficulty: without complications, with your eyes closed, with a load (gradually increasing it), with a load and your eyes closed.

3. Exercises to develop agility (somersault jump over someone standing on all fours, roll over someone standing on all fours, roll over the back of someone standing while holding his hands; wheel, wheel with a turn, etc.)

4. Exercises to strengthen ligaments and partially to develop strength (exercises with dumbbells, medicine balls, in pairs, etc.)

5. Exercises to develop strength (exercises with a barbell, rubber shock absorbers, exercises to overcome the opponent’s weight (without opponent’s resistance and with dosed opponent’s resistance), etc.

6. Exercises to develop speed of movement. To develop this quality I recommend the following exercises: throwing a small ball to each other, catching a ball thrown up, bouncing off the floor, a flat wall, a wall with uneven surfaces, making sweeps on a falling ball or piece of paper, on a ball rolling in different directions, running short distances, starts from all sorts of positions.

7. Self-insurance and belay exercises (rolls, various somersaults, falls supported by hands, falls forward from the main stance, falls when grabbing the legs from behind, falling forward with weights, falling forward with a roll on the chest, falling to the side and backwards with support on hands, falling on one's side somersaulting over a partner's hand, over an obstacle, etc.

The main part of the lesson structure can be simple or complex depending on the goal - learning the technique and tactics of wrestling, repeating and practicing techniques with full resistance and without resistance from a partner. I teach the techniques in the following order:

1. The teacher demonstrates and explains the technique completely at a normal pace, then slowly, fixing the students’ attention on the main points. After such a general familiarization, I show the reception by department and at the same time draw attention to the features of its implementation and possible mistakes. This form allows students to quickly master the technique being studied.

2. Students perform the technique against a non-resisting partner until they master it completely and technically correctly.

The technique of performing the technique is consolidated and then improved with a resisting partner in subsequent training sessions. Moreover, the partner’s resistance during training should increase as the technique improves.

Freestyle wrestling technique is divided into:

Wrestling standing

Stances, distances, preparations for grabs, movements and deception movements. Methods of preparing for throws, starting positions for throwing and approaches to throws. Breakthroughs of defensive captures

Insurance and self-insurance

Throw combinations

Throw Defenses

Return throws

Wrestling lying down

Initial positions and auxiliary actions.

Insurance and self-insurance.

Favorable positions for performing wrestling techniques while lying down.

Preparation for wrestling techniques while lying down.

Breakthroughs of defensive captures

Collapses.

Turning over.

Holds.

Painful techniques.

Choking techniques.

Defenses against prone wrestling techniques.

I include elements of both teaching and training in each lesson. The first lessons are mainly about teaching, and the subsequent lessons are about training. Training should begin with easy exercises and gradually move on to more difficult ones. During classes, students should receive from the teacher a correct, vivid, long-remembered idea of the technique. I arrange the lesson material according to the well-known rule from simple to complex, from easy to difficult, from known to unknown. I try to widely resort not only to natural demonstration, but also to demonstration of diagrams, drawings, filmograms, etc. I offer an approximate scheme for studying techniques.

Approximate diagram learning techniques:

1. Name the technique.

2. Justify the technique, talk about its significance in the complex of techniques.

3. Show the technique at a pace - clearly, clearly, exemplarily.

4. Show the technique at a slow pace, focusing on the main elements, and then show it again at a normal pace.

5. Talk about the most favorable conditions for the reception.

6. Pay attention to the most common mistakes when performing the technique.

7. Make pairs of students and start studying the technique.

8. Start learning the technique by performing it without resistance from your partner and without moving on the mat.

9. Perform the technique while moving on the carpet with resistance from a partner.

I devote my first wrestling lessons entirely to studying the elements of insurance and self-insurance, since all techniques in a standing position are associated with the fall of the attacked, and often the attacker. Therefore, both partners must be well oriented in space and soften the fall. At the same time, close attention is paid to training the vestibular analyzer using spinning jumps, somersaults, turns, and acrobatic jumps. I devote subsequent lessons to the study of introductory and imitation exercises, which can also be given to students as homework. The classes include outdoor games that develop dexterity, strength endurance(fight of horsemen, cockfight, fight in a circle, fight for capture), i.e. recreating the real conditions of the fight in the form of highly emotional games. Only after familiarizing yourself with and satisfactorily performing self-insurance techniques can you move on to studying the simplest technical actions. These include, first of all, disequilibrium. At the same time, they move on to studying techniques on the ground, performing various coups with the capture of the belt, holds from the side, from the side of the legs. You can get acquainted with 5-8 techniques in prone wrestling, but consolidate them to a skill level of no more than 3-4. Similarly, in standing wrestling you can learn 12-15 techniques, but I recommend improving the individual technique of no more than 3-4 techniques.

The task of the final part of the lesson is to bring the students’ bodies into a relatively calm state. For this, slow walking, relaxation exercises, etc. are used.

We must not forget about the theoretical preparation of students. I suggest topics for theoretical classes:

1. History of freestyle wrestling

2. Brief information about the structure and functions of the human body.

3. Hygiene and injury prevention.

4. Applied significance of freestyle wrestling.

5. Competition rules.

6. Fundamentals of freestyle wrestling technique and tactics.

7. Athlete's ethics.

From the above, the following conclusions can be drawn:

1. Wrestling lessons can not only improve students’ attitude towards physical education classes at school, but also raise their physical fitness to a qualitatively higher level.

2. The combat section and self-defense techniques complement this type of wrestling with the most effective sports techniques used in difficult situations.

3. Elements of the fight are easily dosed. They can be given differentially depending on the individual abilities of the students.

4. Wrestling lessons are important in preparing students for military service.

annotation

Modernization of school education involves improving the quality of education through the introduction innovative technologies and teaching aids. In this article, the authors propose to use martial arts and its elements in physical education lessons both to increase interest in classes and to improve the physical fitness of students secondary schools.

Keywords: physical education, physical development, martial arts, schoolchildren.

DOI: 10.5930/issn.1994-4683.2016.05.135.p214-218

EFFECTIVENESS OF THE MARTIAL ARTS APPLICATION (WRESTLING) AT PHYSICAL TRAINING LESSONS

Natalya Petrovna Tagirova, Shamil Rinatovich Zainullin, the candidate of pedagogical sciences, senior lecturer, Albina Nailevna Kudyasheva, the candidate of pedagogical sciences, senior lecturer, Kazan (Volga) Federal University Branch in Naberezhnye Chelny (the Branch of Kazan Federal University in Naberezhnye Chelny), Naberezhnye Chelny; Radik R adifovich Valinurov, Pedagogical University in Naberezhnye Chelny, Naberezhnye Chelny

Annotation

The modernization of the school education consists in enhancing the learning through the introduction of the innovative technologies and learning tools. In this article the authors suggest the use of martial arts (wrestling) and its elements at physical training lessons for increasing interest in the activities as well improving the fitness level of the students in secondary schools

Keywords: physical education, physical development, martial arts (wrestling), students.

INTRODUCTION

According to medical-biological and psychological-pedagogical research, the last twenty years are characterized by a steady decline in the health of modern adolescents, as well as the adult population of Russia. The reasons for negative trends in health are the environmental situation, the lack of preventive measures, the lack of a serious attitude towards individual health, a decrease in organized and independent motor activity and a passive attitude towards physical culture in all categories of the population. Meanwhile, research by V.K. Balsevich et al. found that optimal physical activity stimulates the growth and development of the body and has a beneficial effect on the condition of cardio-vascular system, motor system, restores mental functions.

An analysis of the modern physical education program for secondary schools and schools with in-depth study of subjects shows their pronounced orientation towards the educational component. This preferential attitude towards the development of motor skills is allowed to the detriment of the education of basic physical qualities. To influence the physical development of a child, it is necessary to include him in various types of physical activity: simple and complex. In the process of physical education at school, more attention is paid to teaching the basic basic movements, and therefore the process of development of physical qualities is inhibited. To overcome the above contradiction, researchers propose various options, including innovative physical culture and health technologies, involving children and adults in martial arts, the popularity of which is increasing every year.

The purpose of the study is to develop and experimentally substantiate the methodology for using martial arts in physical education lessons. Based on the above, it is important to purposefully influence the physical development of the child. In our opinion, the most acceptable option is to develop physical qualities directly in physical education lessons at school. The main focus of the lessons, which are based on martial arts material, is: solving the problems of physical education of schoolchildren, mastering the basic skills of martial arts, introducing healthy image life and activities physical culture and sports. School lessons with elements of martial arts at school are subject to pedagogical laws and the requirements of the logic of the educational process. The lesson lasts 45 minutes and includes preparatory, main and final parts. The preparatory part of the lesson (5-8 min) prepares the body for further physical activity. The preparatory part of the lesson can include movements typical for wrestlers; speed-strength exercises. At the same time, it should be noted that in high school its intensity must be increased. The main part (25-30 minutes) ensures the optimal level of performance of schoolchildren. The main part involves mastering a variety of techniques and the process of developing physical qualities. When conducting this part of the lesson, it is necessary to follow the correct sequence of performing exercises of different nature. Here it is important to take into account that it is advisable to start studying complex coordination exercises in the first half of the main part, and the solution to the problem of developing speed will be the exercises that are performed after the preparatory part. It is also possible to include outdoor games of various types.

The final part of the lesson, lasting 3-5 minutes, is aimed at reducing the level of heart rate and returning the psycho-emotional state of schoolchildren to the original level.

ORGANIZATION OF THE STUDY

The first stage consisted of formulating goals, drawing up a program and plan, determining the means and timing of the research, as well as choosing methods for analyzing and processing the information received.

The second stage involved a pedagogical experiment. Groups were formed - control and experimental from senior schoolchildren of parallel classes (8th "A" and 8th "B") in the amount of 30 people each.

The third stage consisted of processing and analyzing the information received.

Research methods included: analysis of literature data, testing (30m run, 6 minute test Cooper, hanging pull-up on a high bar, standing long jump, shuttle run 3x10 m, slope from starting position standing), methods of mathematical statistics.

RESULTS OBTAINED AND THEIR DISCUSSION

To analyze the physical fitness indicators of senior boys school age The indicators presented in Table 1 were used.

Table 1

Comparison of physical fitness indicators of young men of senior school age from the EG, CG and age norms before the experiment

Physical abilities		Difference %	Difference (%)
Express	Run 30 m, s
Coordination	Shuttle run3x10 m, s
Speed-power	Standing long jump, cm
Endurance	6 min. Cooper's run, m
Flexibility

Note: significance level p<0,05

As follows from Table 1, at the beginning of the experiment, no statistically significant differences were found at the significance level of 0.05.

Below are the exercises and elements of martial arts that were included in the physical education lesson for the experimental group (Table 2).

table 2

Exercises with elements of martial arts aimed at developing physical qualities

Physical quality	Facilities
Coordination abilities	shuttle run; combinations of technical elements, circuit training, outdoor games and relay races, outdoor games aimed at learning wrestling.
Endurance	circuit training, outdoor games with forms of wrestling; training bouts.
Speed and speed-strength qualities	change of initial positions by signal, ragged running from various starting positions, relay races combined with jumps, multiple throws of medicine balls of different weights over a distance from different starting positions, various jumps (jumping on a pedestal, jumping off, jumping out, with a skipping rope, standing long jump).
Strength qualities	exercises with weights (ORU with various equipment), exercises in pairs, circuit training, hanging pull-ups, exercises with counteraction from a partner.
Flexibility	stretching exercises, swings, circular movements in the joints of the upper and lower extremities.

Table 3

Comparison of physical development indicators after the experiment

Physical abilities	Control exercises (tests)	Difference %	Difference (%)
Express	Run 30 m, s
Coordination	Shuttle run3x10 m, s
Speed-power	Standing long jump, cm
Endurance	6 min. Cooper's run, m
Flexibility	Bend forward from a standing position, cm
	Pull-ups from a hanging position on a high bar, number of times

Based on an analysis of literary sources, we found that the most favorable age for the development of speed-strength qualities is high school age. For the process of increasing efficiency, it is advisable to use comprehensive training.
The initial indicators of the control and experimental groups did not have significant differences.
Analysis of the test results revealed that in all indicators of physical fitness, boys from both groups experienced significant improvements in results (p<0,05), однако динамика улучшения в экспериментальной группе более ярко выражена.

LITERATURE

Ermolaev, Yu.A. Age physiology / Yu.A. Ermolaev. - M.: Higher School, 2005. - 384 p.
Ivanitsky, M. F. Human anatomy (with the basics of dynamic and sports morphology) / M. F. Ivanitsky. - M.: Physical culture and sport, 2006. - 544 p.
Koropenko, S.N. Conquer yourself. Aikido: the path of strength and spirit / S.N. Koropenko. - Lviv: Spolom, 2008 - 192 p.
Lyakh V.I. Tests in physical education of schoolchildren: A manual for teachers / V.I. Lyakh. - M.: LLC "Firm Publishing House AST", 1999. - 272 p.
Nesterov, B.A. Motor activity and physical condition of children and adolescents / B.A. Nesterov. - Khabarovsk: [b.i.], 2001 - 244 p.
Nikonovich, P.N. Implementation of the initial principles of karate in a sports match / P. N. Nikonovich. - M.: Publishing solutions "U", 2015 - 150 p.
Theory and methodology of sports / ed. F.P. Suslova, Zh.K. Kholodova. - M.: Soviet sport, 2007. - 416 p.

Ermolaev, Yu.A. (2005), Age-related physiology, High school, Moscow.
Ivanitskiy, M.F. (2006), Man's anatomy (with the basis of dynamic and sports morphology), Physical culture and sport, Moscow.
Koropenko, S.N. (2008), To overcome oneself. Aikido: the way of power and spirit, Spolom, Lviv.
Lyakh, V.I. (1999), Tests in physical upbringing of schoolchildren: manual for a teacher, Limited Liability Company Firm "AST publishing house", Moscow.
Nesterov, B.A. (2001), Physical activity and physical state of children and teenagers, Far-Eastern State Academy of Physical Culture, Khabarovsk.
Nikonovich, P.N. (2015), Initial principles of karate realization in a sports combat, publishing house: Publishing decisions "Yu", Moscow.
Ed. Suslov, F.P. and Kholodov, Zh.K. (2007), Theory and methodology of sport, Soviet sport, Moscow.

Exercises in pairs, warm-up, competition rules and basic knowledge.

In order to teach students in grades X–XI the elements of martial arts, it is necessary to develop in them the ability to fight using a certain set of techniques both in a standing position and in a lying position. Typically, a lesson on mastering the elements of martial arts begins with a warm-up.

Warm-up is used to prepare the body to perform wrestling techniques to improve martial arts techniques. It is recommended to start the warm-up slowly running and simple movements of the arms, torso and head during movement (swings, jerks of the arms in front of the chest, lunges forward and to the sides, turns around its axis, bends and rotations of the head). Everything is completed within 2–4 minutes.

Then they move on to performing special exercises. This can be squats on one leg, wide swings of the leg back and forth and to the sides, push-ups while lying down, straight leg lifting from a supine position, flexion and extension of the torso while lying on the back, flexibility exercises for the legs, arms, and torso.

You can use weight-bearing exercises to warm up. In this case, the emphasis should be placed not on developing muscle strength, but on the speed of movements. The warm-up usually ends with acrobatic exercises. exercises(forward and backward somersaults, kip-ups, assisted handstands) and self-belay techniques learned in previous lessons (falling on your side from a squat position, falling forward with a somersault, falling backwards from a squat).

The duration of the warm-up depends on the tasks assigned to a given physical education lesson. If you plan to learn new techniques, then the intensity and duration of the warm-up should not be long, as a rule, about 3-5 minutes. If training bouts or the development of basic motor abilities necessary for martial arts (muscle strength, speed endurance, coordination abilities) are planned, then the time for warming up increases to 7–10 minutes, and the intensity of the exercises approaches maximum.

After warming up, you need to work on improving your self-insurance. This most important element of martial arts is sometimes ignored by both teachers physical culture, and by the students themselves. However, a strong mastery of self-insurance techniques allows you to practically avoid injuries in martial arts lessons and makes learning fighting techniques more successful. In high school, it is recommended that students learn how to fall backwards from a standing position, fall onto their side from a standing position, and fall somersault forward over a lying partner. It is recommended to practice self-insurance techniques using the in-line method. At the same time, the teacher has the opportunity to monitor the implementation of techniques by each student and, if necessary, make corrections to the technique of the technique.

The main part, as a rule, includes mastering 1-2 new techniques, as well as improving previously learned techniques in various combinations. In high school, it is recommended to teach students new techniques in a standing position (front step and hip throw, as well as a direct punch to the head and defense against it, disarming when striking with a knife from above), as well as when wrestling while lying down.

In the process of learning a particular technique, there are three stages: familiarization with the technique, unlearning and consolidation. The main goal of familiarization is to create in students a holistic understanding of the technique of performing this technique. In this case, a story is used, showing the implementation of the technique as a whole and its individual elements. It is useful to familiarize students with situations where the technique can be used. After this, they move on to learning the technique. Learning using a holistic method is carried out when the technique is simple in its structure (for example, a punch to the head). More complex techniques (throws, defense against blows to the head, disarming) are learned in parts. For example, when teaching the front trip, students sequentially perform the following actions: grabbing an opponent, turning their back to the opponent, throwing the opponent off balance, placing their foot towards the opponent’s attacked leg, throwing the opponent. It is not recommended to divide the technique into very small details, since in this case students may get confused in the sequence of their implementation. When all parts of the technique are demonstrated by the students confidently enough, the technique is performed entirely at a slow pace. As the technique is mastered, the speed of its implementation is gradually increased and brought to the maximum.

After completing the mastery stage, they move on to improving the skill. To do this, the technique is performed repeatedly, with gradual complication. This is achieved using the following methodological techniques: changing the starting position, performing the technique with speed, increasing the number of continuous repetitions of the technique, performing the technique on command. As a rule, the main part of a lesson on mastering and improving martial arts techniques in high school does not exceed 20 minutes, since students can quickly get tired and this will lead to violations of the technique of performing techniques.

In grades X–XI, students must consolidate what they have previously mastered, as well as learn new techniques for wrestling while lying down and standing. The result of training and the criterion of training is the ability to conduct a training battle. As in grades VIII–IX, material on types of martial arts should be widely used for the comprehensive development of coordination (orientation in space, speed of response and restructuring of motor actions, balance, vestibular stability, the ability to voluntarily relax muscles, differentiation of power parameters of movement) and conditioning abilities (strength, strength endurance, speed-strength). During this period, the associated improvement of complex martial arts techniques and the development of corresponding coordination and conditioning abilities are enhanced.

To master the program material, you can set aside the entire lesson or include elements of martial arts when covering the material in other sections, especially gymnastics. Considering the limited time allocated to the basic part for deep mastery of this type, hours of the variable part, as well as extracurricular and independent studies, should be used. Along with boys, girls who have shown interest in it can also master the martial arts section.

To master the technique of mastering martial arts techniques in grades X–XI, self-insurance techniques, prone and standing wrestling, and training bouts are used. The development of coordination abilities is carried out by using the material covered and outdoor games. The development of strength abilities and strength endurance is facilitated by strength exercises and martial arts in pairs.

Older students must acquire knowledge about independent warm-up before a fight, about the influence of martial arts training on the development of moral and volitional qualities, about safety precautions, about the hygiene of a wrestler, about the rules of competition in one of the types of martial arts.

To master organizational skills, students in grades X–XI need to be involved in refereeing training bouts of one of the types of martial arts.

Let us dwell in more detail on the description of the technique and methodology for teaching some martial arts techniques.

When teaching students front step it is necessary to strictly monitor the correct implementation of self-insurance when falling, to avoid dangerous movements of the head, knees and elbows towards the partner. All throws are learned in both directions (right and left). Before learning the technique, students must be divided into pairs of approximately equal height and weight. All throws are performed only from the center of the mat to the edge.

During training hip throw It is necessary to follow the same recommendations that are given for training the front step. The hip throw is more difficult to master, as it requires the use of greater effort and a more solid mastery of self-insurance techniques.

The technique begins with a strong grip with the left hand on the opponent’s sleeve at the level of his elbow, and with the right hand on the back at waist level. When throwing your opponent off balance with a jerk to the left towards you, you need to turn your back to him, pressing your right thigh tightly against the opponent. The knees should be bent. Leaning forward and straightening your knees, throw your opponent forward.

When teaching students to punch in the head, defend against them, as well as against a knife strike from above, you need to ensure that the techniques are performed without maximum effort and at a slow pace. Strikes with a fist and a knife should only be indicated and be of an educational nature only.

Punch to the head performed from the main stance, which is taken for hand-to-hand combat. With the right foot stepping forward towards the opponent, the right arm is straightened and a sharp blow is delivered to the opponent’s chin or solar plexus. The fist should be tightly clenched. When performing a strike, you need to ensure that students maintain balance after the strike. A mistake is considered to be the loss of solid support after a blow or the holding of the attacking hand at the opponent’s head.

Sequence of training:

Take a fighting stance;
in a fighting stance, take a step forward and backward;
punching on the spot at a slow pace;
strikes with a step.

As protection from a punch to the head you can use the following technique. The opponents are in front of each other in a fighting stance. The attacker delivers a direct punch to the defender's head. To defend, you need to step forward with your right foot to beat off the attacker’s hand upward with your forearm with your opposite hand (in relation to the attacker). With your left hand, grab the clothing on the attacker’s right hand, and with your right hand, grab the lapel of the clothing on his chest. Turning to the left with your back to your opponent, place your left foot in line with your opponent’s legs. Use your right foot to block your opponent’s legs, while transferring the weight of your body to your half-bent left leg. With a twisting movement to the left and down, throw the opponent onto his back.

Protection from a knife strike from above is done as follows. With your left foot stepping forward, beat off the opponent’s armed hand with the forearm of your left hand. Grab the opponent's right forearm, turn your back to him while grabbing the clothes on the opponent's back and throw over the hip. The sequence of teaching this technique is the same as in the previous case.

It is necessary to constantly observe safety rules while practicing techniques against punches and knife strikes. For training, the knife is made of thick cardboard, with the tip of the blade made rounded.

When studying prone wrestling techniques It is recommended to use a side hold, a head hold, and a bridge.

Typically, students quickly master prone wrestling techniques and various types of holds. After familiarizing yourself with the techniques, it is recommended to practice them during training fights, when partners attack one by one, trying to perform a hold. Once students have mastered the bridge technique, they can practice it as a defense against holds.

In order to consolidate all the recommended martial arts techniques, students perform a training fight, in which one student only attacks using a given technique, and the second passively defends and creates convenient positions for his friend to carry out the technique. Then the task becomes more complicated, and the defender’s resistance should increase.

Physical education teachers and other specialists share their experience in conducting lessons with elements of martial arts in grades X–XI. According to A.P. Tenkovsky (2006), high school students must master at least the basics of self-defense and hand-to-hand combat.

When mastering the elements of martial arts in physical education lessons, it is necessary to develop strength in high school students. Yu. G. Kodzhaspirov (2005) believes that it is easiest to purposefully create and maintain significant muscle tension by overcoming the opponent’s external resistance. Developing strength through martial arts relieves the teacher from forcibly forcing his students to be active. The author believes that in order to develop strength, the types of martial arts used should be saturated with elements of strength resistance that are accessible and interesting to students, implemented in a fun way. He suggests using a number of power games in pairs during martial arts lessons.

Lyakh V.I., Zdanevich A.A., Physical culture., 11th grade, Methodological manual. Basic level / V. I. Lyakh, A. A. Zdanevich; under general ed. V. I. Lyakh. - 7th ed. - M.: Education, 2010.

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Increasing the effectiveness of physical education through martial arts in physical education lessons

School age is an important period in the development of children's physical qualities. At this time, the foundations of their physical and mental preparedness are laid. The main task that determines the importance of physical education as the basis for comprehensive development is the formation of a healthy, strong, seasoned, cheerful, proactive teenager who has good control of his movements, loves physical exercise, independently navigates his environment, is capable of learning and subsequent active creative activity. . The main form of organized teaching of physical exercises in secondary schools is the physical education lesson. The traditional system of education and physical education, although it declares the principle of a comprehensive process of physical education, at the same time does not have adequate capabilities for its purposeful organization. In this regard, there is a contradiction between the requirements for the development of students’ personality and the modern system of education and physical training. The modern level of physical education requires long-term and hard work aimed at developing physical qualities, mastering technical skills, and developing psychological stability. The content of educational and training sessions, forms, methods and their organization in the process of many years of training of athletes change significantly; only the general provisions regarding the means and methods of physical education remain unchanged. To develop physical qualities, schoolchildren must carry out training work that is large in volume and intensity. The stress on the body during such work is very high, but its results are not always proportional to the effort expended, especially since the introduction of a three-time weekly cycle into the school physical education curriculum.

Structure of physical education lessons based on the use of sambo in a secondary school

If we follow the evolution of means and methods of physical education, we discover a tendency towards the use of increasingly specialized means, special devices and simulators, specific types, called “non-traditional means”. In the matter of increasing motor activity and physical fitness, practitioners follow the path of expanding the use of non-traditional means: the use of devices, models, various types, equipment and methodological techniques that allow more fully revealing the functional reserves of the body of school-age children. The use of sambo as a means of physical education in the educational process, in sections and extracurricular electives provides a number of advantages over other means of training. This has been established in many studies (18, 19, 22, 31, 35, 39). The lack of physical activity of students is to some extent compensated for in physical education classes. However, medical observations indicate that the development of functional properties is observed mainly in students with low initial data, while for students with relatively high functional capabilities, standard physical education classes are not effective (5, 7, 10, 35, 43, etc. ).. Specially preparatory exercises are used on a large scale, aimed at developing those muscle groups that play a decisive role in the educational section of the school curriculum (basketball, volleyball, athletics, swimming, outdoor games, etc.). With an increase in the level of development of physical qualities and the achievement of maximum results, the effect of using a particular means or method of exercise decreases. It seems promising to use a set of physical exercises with Sambo elements as a means of physical education, providing interrelated improvements in coordination and speed-strength qualities, increasing the effectiveness of training sessions without additionally increasing the volume of loads of school-age children.

C.T. Ivankov, (57), gives the following definitions: sambo as a means of physical education is systems, complexes used for training influence on various organs and functions of the body for learning and improving motor skills, as well as for obtaining information in the process of educational and training sessions with with the aim of increasing their efficiency.

Sports Sambo is an acyclic complex coordination sport, where competitions are held in three main types: (sambo - fights), combat sambo (a complex of painful and defensive techniques) and sports sambo. The formation of sambo occurred in the 1920-1930s, when the young Soviet republic was in dire need of social protection. In 1923, at the Moscow sports society “Dynamo” V.A. Spiridonov cultivates this sport. During the same period, V.S. actively developed Sambo. Oshchepkov is a graduate of the Kodokan Judo Institute at the Moscow Institute of Physical Education. This sport was intended for employees of the NKVD, for military personnel of the command staff of the Red Army. Over time, the system of defense without weapons, that was the name of this sport, was continued by the wonderful students and athletes A.A. Kharlampiev and E.M. Chumakov, who enriched and brought sambo to the modern level, and in 1939 sambo was included in the standards of the GTO complex. Such outstanding athletes as A. Galkovsky, E. Chumakov, Budzinsky, A. Sagetelyan, V. Volkov made a great contribution to sambo. And in 1970, one of the strongest wrestlers of the USSR, David Rudman, created the “Sambo - 70” school; in 1973, the future President of Russia V.V. became a master of sports in sambo. Putin. In February 1929, the Moscow Dynamo Society Sambo Championship took place. 1938 On November 16, the All-Union Committee on Physical Culture and Sports issued order No. 633 “On the development of freestyle wrestling (Sambo), on the basis of this order, the Sambo Federation was created, and the following year the 1st USSR Sambo Wrestling Championship was held. Thus, sports sambo dates back more than 70 years. The outbreak of the Great Patriotic War interrupted the annual holding of the USSR championships. Athletes and coaches trained in Sambo defended their Motherland with honor, they were awarded military awards. In the 1950-70s, sambo entered the international arena, continuing the traditions of mass development of sambo. In 1986-1988 army trainers Zhukov A.A., Malym A.A., Muleyev R.A. A sambo program was created for police officers and pre-conscription youth. Since the mid-eighties, student A.A. has been preparing world champions and prize-winners. Kharlampieva V.V. Volostnyh Candidate of Pedagogical Sciences, Associate Professor of the department. physical education institute MPEI. The Combat Sambo Center is being created on the same base. The rules of combat sambo were first published in the book by Volostnykh V.V., Zhukov A.G. and V.A. Tikhonov “Encyclopedia of Combat Sambo” (1993, 300 thousand copies in Russian English, Arabic, German, French and Japanese).

In 1995, the “Combat Sambo Club” was created by director V.V. Volostnykh, then the World Association of Combat Sambo Clubs was created - President A.G. Zhukov, it included clubs from the CIS and foreign countries, and in New York D.L. Rudman, on the basis of the Moscow club, created the World Combat Sambo Club (World combat sambo club) and published the Russian - English book “Self-Defense without Weapons.” Currently, the All-Russian Sambo Federation is engaged in the development of sambo (Eliseev S.V.) Outstanding sports figures A.A. Kharlampiev and E.M. Chumakov, A. Galkovsky, Budzinsky, A. Sagetelyan V. Volkov represent a new type of trainers who bring a new sound to the general history of sambo.

They developed several forms of health-improving orientation instead of the secret methods of fighting that took place in the school curriculum. Great importance was attached to physical training and warm-up. Also, the activities of the overwhelming number of sambo clubs and sections in various parts of our country can be attributed to the physical education and health aspect and training in defensive actions.

Practice proves the need to move from traditional means and reorient the educational process to increase motor activity and the level of preparedness of students, therefore it is necessary to search for other content of physical education, which is used in non-traditional means, in particular, sambo, in martial arts, which determined the topic of our research.

In classroom and extracurricular forms of physical education, innovative means and methods are already being used, focusing on martial arts, which are manifested in the determination of teachers of a particular school.

According to its specificity, each teacher is an individual who has his own experience in the development of physical qualities and his own concept of physical training for those involved. It is necessary to take into account that the development of physical qualities depends on many factors: age, gender, the state of the nervous, endocrine and other body systems, adaptation to physical activity, environmental conditions, etc. However, the quantity and quality of the muscle fibers that make up the structure are of key importance neuromuscular apparatus. At the stage of in-depth sports specialization, strength abilities in the process of their development become more and more focused Yu. V. Verkhoshansky (26), but the basis for their improvement should be laid during the training period with the help of a variety of general developmental means, among which the following stand out:

Exercises that have a comprehensive effect on the main muscle groups,

Exercises aimed at increasing the existing level of functional capabilities of the body,

Providing the necessary physical basis for improving technical and tactical skills (36, 39). According to the degree of compliance of the operating mode with the competitive exercise, three groups of means are distinguished:

A means of competitive preparation, which includes the competitions themselves, control matches and competitive starts during the training process, the intensity of which approaches or in some cases exceeds the competitive one;

Specially preparatory, aimed at intensifying the development of technology and developing lagging physical qualities;

Leads, used, as a rule, at the stage of initial training to master complex technical elements.

In sports games and martial arts, physical qualities develop in a dynamic manner, usually in combination with speed-strength and power endurance in sambo as a means of keeping an opponent at a certain distance.

Consequently, in order to develop physical qualities for use in the sports life of schoolchildren, all constituent elements are necessary, especially the interaction of educational and training activities.

Elements of sambo as a means of physical education are quite widely used in physical education. At the same time, more effective in terms of teaching and training athletes are those techniques that are simple and reliable in use, are expedient in work, make it possible to dose loads, and correspond to the biomechanical structure of the competitive exercise (25, 47, 60, 69, 67, 73,84 , 110, etc.).

It should be noted that sambo exercises as a means of physical education were initially included in the practice of school sports only as independent classes that provided additional physical activity, and as specialized devices for practicing certain elements of technique. Then programs appeared that made it possible to quantitatively and qualitatively evaluate the actions of athletes directly during the exercise, with feedback and urgent information, in which several indicators of the athlete’s vital activity were simultaneously programmed (8, 9, 18,21,27,31,73,78, 94 and etc.)

However, the experience of sports training activities (sections, electives) is not transferred to school classes. It should be taken into account that children study at school with different abilities to master the material of the school curriculum and different levels of physical development.

The use of a variable training method in lesson-based classes can significantly increase the volume and intensity of motor actions in the educational and training process, which can be regarded as a positive factor in the special training of students and the overall physical development of the child.

If we pay more attention to the theory of the gradual formation of actions and concepts, the central tenets of which are orientation towards a given result, it is possible to model and predict the child’s growth both in sports and in the general development of the individual, capable of fulfilling the standards of the curriculum and preparing for an independent adult life .

The range of means and methods of training schoolchildren is not limited only to sports training in sambo as a means of physical education. These are also different types of rehabilitation activities (bath, massage, exercise equipment, etc. (78,88), as well as types of classes using systems such as yoga or, for example, in an aquatic environment, autogenic training (28,90,91,101), etc.). P.

Thus, considering the range of means used in the physical education of school-age children, it is clear that most of them are selected taking into account the principle of tripartite personality development at the physical, functional and psychological levels. This principle provides for the organization of the selection and use of elements of sambo exercises as a means of physical education, according to their identity with competitive exercises and the predominant direction of influence, taking into account the school curriculum. From the analysis of literary sources it follows that the rational use of sambo means in physical education and the training system in classroom and extracurricular forms of physical education for school-age children makes it possible to:

To purposefully solve the issues of managing the educational and training process of students and more effectively teach them the technique of sports exercises;

Expand the range of means and methods used in the physical, technical, tactical, moral-volitional and theoretical training of students;

Observe the principle of conjugacy, i.e. compliance of special exercises with the main competitive movements, due to which not only physical qualities are developed, but also technical skill is improved at the same time;

Use the effect of overcoming and inferior modes of muscle work, taking into account the specifics of the movements of the main physical exercise;

Inventively and purposefully develop the main or specific muscle groups that determine success in this type of physical education program and sports, where maximum effort is required;

Use local and regional exercises that help strengthen the relatively weak links in the muscular system of school-age children;

Repeat complex coordination exercises many times in a given mode;

restore the main phases and details of motor actions in muscle memory;

As you know, low physical activity negatively affects the function of the musculoskeletal system, reducing the level of physical fitness, reducing performance and bringing the body closer to a painful state.

Numerous studies (4,5,33,41,8 3) prove that limiting physical activity leads to detraining of the body and adversely affects not only the heart and its functional reserves, but also the mechanisms of blood circulation.

The use of sambo exercises as a means of physical education in physical education classes in classroom and extracurricular forms is one of the solutions to this contradiction in physical activity.

Sambo exercises as a means of physical education in physical education classes in a lesson form allow you to intensify the motor, intellectual and health-improving activities of children, contribute to the introduction of children to physical exercises, ensure the full physical, mental and functional development of schoolchildren, since it promotes the rapid solution of problems in unit of time.

Physical education classes in combination with sambo as a means of physical education in an extracurricular form are carried out with the aim of consolidating and improving motor skills and abilities, developing physical qualities and abilities in a changed environment. They are based on performing sets of movements in combination with sets of exercises, working in pairs, both in sports and in health-improving areas.

Sambo classes as a means of physical education help to strengthen and normalize the interconnection of physiological systems, which ensures adaptation to the increased demands placed on the body.

Under the influence of regular physical training, the conditions of external respiration and myocardial metabolism improve for those involved, thermoregulation and lipid metabolism are normalized (5,15,16,25,29, 30).

The basic basis for physical training of school-age students is the acquisition of skills, as well as the solution of educational, educational and health-improving tasks.

An integral part of the educational process in physical education classes for students is monitoring the quality of knowledge and skills. Control of knowledge and skills is an integral part of almost all types and forms of training sessions, and its results represent the basis for both correcting the work of students and for changing the methodology and content of the curriculum, optimizing the entire organizational structure of the educational process.

One of the untapped opportunities is to increase and expand the role and importance of sports training elements for solving pedagogical problems in the classroom. The main goal is to develop methodological justifications for their use in accordance with didactic tasks in order to optimize the management of educational and training activities of those involved.

Sets of exercises with Sambo elements as a means of physical education are currently used not only in extracurricular education, but also in the classroom form of physical education for schoolchildren. The organization of the lesson improves, its density, content, and emotionality increases; Sambo classes as a means of physical education in the system of additional education help both in improving physical qualities and in the process of learning motor actions (32,35,39).

Considering the main directions that determine interest in physical culture, a number of specialists (25,29, 36,41,42,49,72), among others, point to the improvement of the management system in educational institutions. It is therefore quite natural for scientists and practitioners to try to use non-traditional means of physical education in educational institutions for these purposes.

The use of sambo as a means of physical education for physical improvement is an essential factor in the modern stage of development of physical culture. At the same time, sambo wrestling exercises perform two important functions:

Their use determines the objectivity of monitoring physical condition and physical fitness;

they can be used as a training tool in training sessions.

Research by Yu. M. Zakaryev, S. F. Ionov, Ch. T. Ivankova, V. A. Nikiforova, B. M. Rybalko, G. S. Tumanyan and others showed that wrestling contributes to an intensive increase in physical fitness, agility, coordination and more harmonious development of adolescents.

A number of authors A.S. Kuznetsov, A.I. Sokolov, Kalyabin V.A., Litvinov S.A., A.V. Safoshin and others have already made an attempt to reasonably introduce elements of wrestling in physical education lessons, having received good results, and thereby confirming the correctness of the chosen path. Elements of Sambo wrestling were studied, techniques were consolidated and improved with specific means and outdoor games. But sports matches were not held due to the possibility of injuries. Although this is a step forward, such a program seems to us to be incomplete, since the work places emphasis on the development of physical qualities, without taking into account the technique of movements, its structure, which, it seems to us, should have, if not limiting, then paramount importance, further without Sports fights and competitions create a misconception about wrestling. Since the criterion of truth is practice and since absolute truth is difficult to achieve, when moving forward, feedback from the practical result to knowledge is needed, which is very difficult to achieve without fighting.

Sambo as a means of physical education with three physical education lessons a day requires more thorough research. It is these questions in relation to students that have not found their scientific justification and thereby cause difficulties in the practical activities of physical education teachers, which determined the direction of our work.

The problem of creating and introducing sambo exercises as a means of physical education into the variable system of additional education in physical education is relevant. The tendency to increase the intensity of special training work determines the need to widely use non-traditional means and special exercises from sambo as a means of physical education, having the specifics of various sports and taking into account the individual abilities of students (9,13,19,21,26,39, etc.) .

In addition, television does a huge amount of advertising for physical exercises with elements of wrestling, showing feature films every day that feature martial arts. And almost all school-age children have their idols who master sambo skills as a means of physical education.

The integrated use of sambo as a means of physical education, providing both physical and functional training and psychological, contributes to the optimization of the educational and training process and fits into the system of physical education in a secondary school.

Conclusion

Analysis of scientific and methodological literature data showed that many authors note an insufficient level of development of coordination and speed-strength qualities in school-age children. In this connection, the physical performance of a large part of students is below the proper level. Physical education classes during schooling, as a rule, do not lead to positive changes in the physical state of the body. The literature available to us presents conflicting data on the criteria for load that provides a training effect. Issues related to the regulation of loads in accordance with the capabilities of the body have been little studied. Existing approaches to dosing physical activity for this population are based mainly on average age standards, which does not make it possible to take into account the individual characteristics of the body’s reaction to various training loads.

The use of non-traditional forms, in particular, the introduction of sambo exercises and complexes as a means of physical education in classroom and extracurricular forms, can significantly increase the level of physical fitness of students. Exercises with Sambo elements as a means of physical education simultaneously contribute to the development of physical qualities, increasing physical and functional readiness, sports and health-improving orientation.