Bend the torso forward. The child stands in the basic position on the bench. When your knees are straight, your upper body leans forward. It is necessary to lean forward as far as possible beyond your toes. The extreme position should be held for 2 s.
A measuring scale in centimeter divisions is mounted vertically on the front edge of the bench. The zero mark - the level in a standing position - is at the level of the legs.
The maximum amount of inclination for the child is measured. If the child leaned over the zero mark, then the result (in cm) is given with a “+” sign; if the child did not reach the zero mark on the bench, then the result (in cm) is given with a “-” sign.
Required equipment: gymnastic bench, vertical measuring scale. The test is intended for children from 3 to 7 years old.
Test to determine the increase in indicators of psychophysical qualities
To assess the growth rate of indicators of psychophysical qualities, we propose to use the formula proposed by V.I. Usachev:
Thus, the presented tests and diagnostic methods allow: 1) to assess various aspects of the psychomotor development of children; 2) see the dynamics of physical and motor development, the formation of coordination mechanisms and processes of their control; 3) widely use these tasks in the practical activities of preschool institutions.
DETERMINING THE LEVEL OF MATURITY OF NERVOUS PROCESSES
There are several ways to determine the functional maturity of neural processes. Let's consider one of the most accessible - tapping test.
A sheet of paper is divided into 6 identical squares, which are numbered as follows:
The movement is carried out in accordance with the specified numbering. The essence of the task is that children must place dots in each of the squares at the maximum pace (“pour grains to the birds”). The beginning and transition from square to square are carried out at the command of the teacher. The duration of marking points in a square is 10 s. The results of this task allow us to judge the maturity of the nervous system (strength, endurance, performance). The greater the number of points indicated in the first square, the higher the levels of maturity of the nervous system.
Cessa; The longer the initially set pace is maintained (1 square), the stronger the nervous processes, the more resilient the nervous system. If a child not only maintains a given pace, but also increases it, this indicates the strength of the maturity of the nervous system. To identify the mobility of nervous processes, you can use another version of this task (“the bird pecks the grains”). At the same time, in the 1st, 3rd and 5th squares the maximum tempo is set, and in the 2nd, 4th and 6th squares - a comfortable, optimal tempo. The greater the difference, the higher the ability to switch nervous processes.
Thus, the results of the tapping test speak not only about the level of development of the nervous system, but also indicate the typological characteristics of the child. A weak type of nervous system is characterized by a significant decrease in the number of points in the last squares and the presence of some peaks. The strong type of nervous system includes children whose tempo remains stable or increases.
The level of maturation of the nervous structures of the brain, the maturity of nervous processes determines the ability to control voluntary actions. Therefore, it is no coincidence that already in the 30s of the 20th century, attempts were made to determine the level of psychomotor development of children using voluntary movements. The most informative, from our point of view, were the methods proposed by N. Ozeretsky and M. Gurevich.
Tasks for children 4 years old
Estimation of the equilibrium function
AND. p.: - the heel of the right (left) foot is adjacent to the toe of the left (right) foot; The feet are positioned in a straight line, the arms are along the body, this position must be maintained for 15 seconds with eyes closed. Shifting the legs from the original position, getting out of place, balancing are regarded as a minus.
Motor coordination assessment(“Finger and nose say hello”) After the preliminary demonstration, invite the child to close his eyes and touch with the index finger of his right hand: a) the tip of the nose, b) the left earlobe. The task is repeated in the same sequence for the other hand. If a child makes inaccuracies or mistakes (touches the middle or upper part of the nose or ear), this indicates the immaturity of coordination mechanisms and non-compliance with the age norm of development.
Assessment of fine motor skills of the hands(“Put the coins in the box”) A cardboard box measuring 10x10 cm is placed on the table, in front of which 20 coins (2 cm in diameter) are laid out in a disorderly manner at a distance of 5 cm. At the teacher’s signal, the child must put all the coins, one by one, into the box as quickly as possible. The task is performed alternately with the left and right hands. Execution time for the leading hand is 15 s, for the second hand - 20 s.
Finger motor assessment(“Draw circles with your fingers”) For 10 minutes, with the index fingers of your hands horizontally extended forward, describe circles in the air of any size, but the same for
both hands. The task is not completed if the child rotates in one direction at the same time or makes circles of different sizes.
Assessment of mechanisms for automating the movements of the leading hand("Let's say hello")
Invite the child to shake hands one by one - right, left, and then with both hands. In this case, it should be noted the presence of unnecessary movements (squeezing the opposite hand, raising the shoulders, reducing the size of the facial muscles, opening the mouth, etc., which indicate a low level of control of voluntary action).
Tasks for children 5 years old
Estimation of the equilibrium function
Fine motor assessment("Roll the balls")
Invite the child to roll tissue paper balls measuring 5x5 cm. The arm is extended forward, there is no help from the other hand. For the leading hand the norm is 15 s, for the second - 20 s.
Assessment of spatial motor automatisms and balance function
Invite the child to cover a distance of 5 m by jumping on one leg (the other leg is bent at the knee), maintaining straightness of movement. Deviations from a straight line should not exceed 50 cm.
Hand motor assessment("Wind up a ball")
Invite the child to wind a thread (2 m) onto a spool. For the leading hand the norm is 15 s, for the second - 20 s.
Assessment of fine motor skills of the fingers
There are 2 matchboxes on the table and 10 matches next to them. At the teacher’s signal, you must quickly place matches in each box with both hands at the same time. The task completion time is limited to 20 s.
Tasks for children 6 years old
For 10 seconds, ask the child to stand on one leg, the other leg bent, with the foot placed on the knee and abducted at an angle of 90°. After 30 seconds of rest, repeat the same with support on the opposite leg.
Assessment of accuracy and coordination of movement
Invite the child to hit a 25x25 cm target with a ball with a diameter of 8 cm from a distance of 1.5 m.
Assessment of fine motor skills of the hands
Offer the child 36 cards, which must be divided into 4 piles. The norm for the leading hand is 35 s, for the second - 45 s.
Tasks for children 7 years old
Static balance assessment
Dynamic Equilibrium Assessment
Invite the child to jump on one leg to cover a distance of 5 m, pushing a box of matches in front of him. The deviation from the straight line should not exceed 50 cm.
Assessment of the general level of psychomotor development
Invite the child to run 5 m, take 4 matches from a matchbox, lay them out into a square on the table, fold a sheet of paper in half and return back to the starting position.
The task completion time is 15 s.
Thus, the selected test tasks make it possible to collect fairly accurate and versatile information about the state and level of maturity of the central mechanisms of the organization of children’s psychomotor skills at different age stages.
Tapping method
I. The child sits down at the table; in front of him lies a sheet of white unlined
no paper; into the right hand, lying completely freely on the table
(leans on his elbow), he takes a pencil with a dull one, I don’t see much
melting graphite. At the sound signal, the subject begins with the highest
tap the pencil on the paper faster, without placing it
this next point to the previous tapping location. In a relationship
method of placing dots, the test subject is given complete freedom
action, make sure only that one point does not fall on
the place is different and so that when striking, the whole arm does not act, but only the hand.
After 15 seconds, a sound signal is heard indicating that operation has stopped.
After the 30th break, the same is done with the left hand. For under
account of research results, it is best to draw a series of lines to
divide the surface of the sheet into separate segments in which it is more convenient
count the dots.
The test is considered completed if the child makes less than 90 taps (dots) with the right hand and less than 75 with the left within 15 seconds. For left-handed people the numbers are reversed. If the task is completed for only one hand, the test as a whole is considered failed and is assessed as a minus. The protocol must indicate for which hand the task was completed.
II. The child is asked to wrinkle his forehead. Make sure there is no
excessive accompanying movements (oscillations of the wings of the nose, grinning
teeth, opening the mouth, squinting the eyes, etc.), if present
which the test is considered failed.
The child is asked to close his right eye without closing his left eye; after a 5-second break, they suggest doing the same for the other eye. Make sure that when closing one eye, the other does not close, and that there are no unnecessary accompanying movements (squinting of the eyes, twisting of the face, lowering the corners of the mouth, opening the mouth, etc.), in the presence of which the test is considered failed. If the subject is able to close one eye, but when closing the other, excessive accompanying movements are noted, the test as a whole is regarded as failed.
III. They suggest stretching both arms forward as far as possible, facing them
palms down, after which the right hand is clenched into a fist. By sound
signal, the child must unclench his right hand and at the same time squeeze his
fist the left hand and in the future, without waiting for other words of command,
must, within 10 seconds, perform simultaneously as quickly as possible
alternate clenching and unclenching of the right and left hands.
Make sure that there are no unnecessary accompanying muscle movements
persons in whose presence the test is considered failed.
The test is also considered failed if the subject simultaneously clenches or unclenches both hands into a fist, or if during this manipulation he bends one or both arms at the elbow joints - “rowing with his hands.” If unsuccessful, the test may be repeated, but no more than three times.
IV. The child is asked to extend both arms as much as possible, facing them
palms up, left hand clenched into a fist, right hand,
remaining open, bends at the wrist joint and turns to the
finger tips to the little finger of the left hand. By sound signal child
at the same time he must move his left hand to the position of his right (unclench
" fist and bend the hand at the wrist joint, turning its tips \ fingers to the little finger of the right hand).
V. Determination of motor maturity:
Test for dynamic praxis “fist-edge-palm”(A.R. Luria). The child is asked to reproduce a series of nine movements based on the model, consisting of a three-time repeating series of the three above-mentioned movements. If the child fails to complete the task, the sample is shown again up to five times. It is assessed by the number of presentations required for correct reproduction. The task is accessible to most healthy children 6 years of age and older. According to observations and literature, selective difficulties in this task (they take long pauses between movements, confuse the sequence of movements or skip some of them) are typical for children with specific difficulties; in mastering school skills (dyslexia, dysgraphia, dyscalculia). Presumably, difficulties in this task can be associated with left hemisphere insufficiency.
Praxis is ideational and ideomotor. Actions with real objects. The subject is asked to comb his hair; unbutton and fasten buttons, take off and put on a jacket, etc. Actions with imaginary objects: show how to brush teeth, saw wood, stir sugar in a cup, etc. Performing symbolic actions: saying goodbye, silently calling someone, giving a military salute, etc.
Oral praxis. Simple movements of the lips and tongue, for example, sticking out the tongue; puff out your cheeks; place the tongue between the teeth and lower lip, etc.
Actions without objects, for example, showing how to blow out a burning match, depicting a kiss, spitting.
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22. Keneman A.V. Theory and methods of physical education of preschool children. - M, 1985.
23. Matveev L.P. Theory and methodology of physical culture. - M., 1991.
24. Pavlov I. P. Complete works: In 4 vols. - M., 1951. - T. 3. - Book. 12.
25. Anokhin P.K. Selected works: Philosophical aspects of the theory of functional systems. - M., 1978.
26. Bernstein N.A. About dexterity and its development. - M., 1991.
27. Bernstein I.A. Physiology of movements and activity. - M, 1990.
28. Krasnogorsky I. I. Works on the study of higher nervous activity. - M, 1964.
29. Zatsiorsky V.M. Physical qualities of an athlete. - M., 1970.
30. Motylyanskaya R. E. Ways to study the problem of endurance development in young athletes. Endurance in young athletes / Ed. R. E. Motylyanskoy. - M., 1969.
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32. Kornienko I.A. Age-related changes in energy metabolism and thermoregulation. - M., 1979.
33. Danko Yu.I. Fundamentals of age-related physiology of muscle activity // Children's sports medicine / Ed. S.B. Tikhvinsky, S.V. Khrushchev. - M., 1980.
34. Yurko G. P. Functional capabilities and physical performance of preschool children // Mental and physical performance of preschool children. - M., 1977.
35. Matveev L. P., Novikov A. D. Theory and methods of physical education. - M., 1982.
36. Farfel V.S. Method for determining the symmetry tone of the trunk muscles. - M., 1960.
37. Hannah T. The art of not growing old: How to regain flexibility and health. - St. Petersburg, 1997.
38. Doman G., Doman D., Hagi B. How to make a child physically perfect. - M., 1998.
39. Koltsova M.M. Motor activity and development of child brain functions. - M., 1973.
40. Sechenov I. M. Selected philosophical and psychological works. - M., 1947.
\ 41. Golubeva L.P. Gymnastics and massage for the little ones. - M., 1996.
42. Dubrovsky V.I. All types of massage. - M., 1992.
43. Turner R., Nanayakkara. Massage for children: A practical guide to massage at home. - M., 1998.
44. Galperin P. Ya. On the question of human instincts // Questions of psychology. - 1976. - No. 1.
45. Arkin E.A. Preschool age. - M., 1927.
46. Lesgaft P.F. Selected pedagogical works: In 2 vols. - M., 1951. - T. 1.
47. Bykova A. I. Basic means and methods of physical education of preschool children in the light of the principle of comprehensiveness: Dis... cand. ped. Sciences - M., 1949.
48. Physical education at school: Lesson methods in grades I-III. - M., 1971.
49. Ivanitsky M. F. Movements of the human body // Anatomical essays. - M., 1938.
50. Gonikman E.I. Taoist healing gestures. - Minsk, 1999.
51. Rudestam K. Group psychotherapy. - M., 1990.
52. Turdzhiev G. Stop exercises // Science and religion. - 1989. - No. 9.
53. Krupskaya I.K. About preschool education. - M., 1967.
Adashkyavichene E.I. Basketball for preschoolers. - M., 1983.
Arkin E.A. Preschool age. - M., 1948.
Vavilova E.N. Develop agility, strength, and endurance in preschoolers. - M., 1981.
Vavilova E.N. Teach children to run, jump, climb, throw. - M., 1983.
Introduction to the theory of physical culture / Ed. L.P. Matveeva. - M., 1983.
Goloshchekina M.P. Skiing in kindergarten. - M., 1977.
Gryadkina T.S. Exercise equipment for preschoolers. - St. Petersburg, 1992.
Children's folk outdoor games / Comp. A. V. Keneman, T. I. Osokina. - M., 1995.
Zmanovsky Yu.F. Let's raise children healthy. - M., 1989.
“Origins” is a basic development program for a preschool child. - M., 1977.
History of physical culture and sports / Ed. V.V. Stolbova. - M., 1985.
Karmanova L.V. Physical education classes in the senior group of kindergarten. - Minsk, 1980.
Keneman A.V., Khukhlaeva D.V. Theory and methods of physical education of preschool children. - M., 1978.
Kilpio N.N. 80 games for kindergarten. - M., 1973.
Kistyakovskaya M. Yu. and others. Physical education of preschool children. - M., 1978.
Kistyakovskaya M.Yu. Development of movements in children of the first year of life. - M, 1970.
Laizane S.Ya. Physical education for kids. - M., 1978.
Leskova G. P., Butsinskaya I. I., Vasyukova V. I. General developmental exercises in kindergarten. - M., 1981.
Litvinova M. F. Folk games. - M., 1986.
Lysova V.Ya., Yakovleva T. S., Zatsepina M.B. Sports events and entertainment for preschoolers: Scenarios: Senior preschool age. - M., 1999.
Notkina N.A. Motor qualities and methods of their development in preschool children. - St. Petersburg, 1993.
Osokina T.I. Physical education in kindergarten. - M., 1978.
Osokina T.I. How to teach children to swim. - M., 1985.
Osokina T.I., Timofeeva E.A., Bogina T.L. Swimming lessons in kindergarten. - M., 1984.
Pedagogical practice of students in the course “Theory and Methods of Physical Education of Preschool Children” / Ed. A. V. Keneman, T. I. Osokinoy. - M., 1984.
Education and training program in kindergarten / Ed. M.A. Vasilyeva, V.V. Gerbova. - M., 2005.
Runova M.A. Motor activity of a child in kindergarten. 5-7 years. - M., 2000.
Seminar, laboratory and practical classes in the course “Theory and methods of physical education of preschool children” / Comp. A.V.Keneman. - M., 1985.
Sister-teacher of nurseries and junior groups of kindergartens / Ed. M.D. Kovrigina. - M., 1974.
Handbook of children's physical therapy / Ed. M. I. Fonareva. - L., 1983.
Theory and methodology of physical culture / Ed. L.P. Matveeva. - M., 1991.
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Physical preparation of children 5-6 years old for classes at school / Ed. A. V. Ke-neman, T. I. Osokina. - M., 1980.
Physical education of preschool children / Ed. M. Yu. Kistyakovskaya. - M., 1978.
Fonarev M.I., Fonareva T.A. Therapeutic physical culture for childhood diseases. - L., 1977.
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Yurko G. P. Physical education of children of early and preschool age. - M., 1978.
Preface........................................................ ........................................................ ............ 3
Part one. General questions of the theory of physical education of a child... 5
Chapter 1. Theory and methods of physical education of a child.................. 5
1.1.1. The subject of the theory of physical education and its basic concepts 5
1.1.2. Relationship between theory and methods of physical education
with other sciences........................................................ .................. 8
1.1.3. On the unity of the organism and the environment................... 11
1.1.4. Research methods in the theory of physical education 14
Chapter 2. Development of the theory of physical education of a child.................. 17
1.2.1. Foreign systems of child physical education 17
1.2.2. Development of the theory of physical education
child in Tsarist Russia......................................................... ..... thirty
1.2.3. Child physical education system
during the Soviet period........................................................ ................. 36
Chapter 3. Objectives and means of physical education.................................... 39
1.3.1. The purpose and objectives of physical education.................................. 39
1.3.2. Means of physical education................................... 42
1.3.3. Physical exercises are the main means of physical education 43
Part two. Methods of physical education and child development.... 52
Chapter 1. Age-related features of child development
from birth to 7 years................................................... ........................... 52
2.1.1. Peculiarities of development of a young child...... 52
2.1.2. Peculiarities of development of a preschool child.................... 59
2.1.3. Characteristics of physical education programs 62
Chapter 2. Basics of learning and development of a child in the process
physical education........................................................ ................. 64
2.2.1. The unity of training, education and development of the child in the process of physical education 64
2.2.2. Principles of physical education................................... 66
2.2.3. Methods and techniques for teaching a child.................................... 72
2.2.4. Formation of motor skills
and education of psychophysical qualities ........................... 87
2.2.5. Patterns of formation of motor skills in a child during the learning process 96
2.2.6. Stages of learning motor skills.................................... 98
2.2.7. Methods of education of psychophysical qualities.... 102
Chapter 3. Physical education of a young child.................. 128
2.3.1. Physical education of the first child
years of life................................................... ........................... 128
2.3.2. Physical education of the second child
and third year of life......................................................... .......... 138
Chapter 4. Gymnastics for preschool children.................................. 142
2.4.1. Gymnastics as a means and method of physical education of a child 142
2.4.2. Types of gymnastics and their characteristics.................................. 143
2.4.3. Basic gymnastics in the system of physical education of preschool children 145
Chapter 5. Outdoor games as a means of harmonious development
child. Sport games................................................ .......... 188
2.5.1. Outdoor game, its definition and specifics........... 188
2.5.2. Outdoor play as a means and method of physical education 192
2.5.3. Theory of outdoor games........................................................ ....... 194
2.5.4. Classification of games................................................... ............. 201
2.5.5. Methodology for conducting outdoor games................................... 201
2.5.6. Russian folk outdoor games.................................... 210
2.5.7. Development of creativity in outdoor games.................................... 219
2.5.8. Developing expressiveness of movements
in outdoor games........................................................ ............... 227
2.5.9. Sports games for preschoolers.................................... 231
Chapter 6. Sports exercises for preschoolers.................................... 247
2.6.1. Characteristics of sports exercises................... 247"*
2.6.2. Learning to ski................................................................... 248
2.6.3. Ice skating training.................................................... 249
2.6.4. Roller skating.................................................... 253
2.6.5. Sledging............................................... ............... 254
2.6.6. Riding on rocking chairs, swings, carousels.................................. 254
2.6.7. Biking............................................... ....... 255
2.6.8. Swimming lessons................................................................ .......... 257
Chapter 7. Forms of organization of physical education
in preschool educational institutions................................... 262
2.7.1. Physical education activities for preschoolers.................................... 262
2.7.2. Morning exercises in kindergarten.................................... 280
2.7.3. Physical education minute......................................................... ............... 285
2.7.4. Hardening activities in combination
with physical exercise............................................. 286
2.7.5. Outdoor games and physical exercises
on a walk................................................ ........................... 290
2.7.6. Organization of excursions and tourist walks......... 291
2.7.7. Individual work with a child.................................... 295
2.7.8. Organization of independent motor activity of a child 296
2.7.9. Active recreation for preschoolers.................................................... 297
Chapter 8. Planning and organization of physical work
education in preschool institutions ................................... 302
2.8.1. Physical work planning
education of preschoolers......................................................... 302
2.8.2. Organization of work on physical education in preschool institutions 311
2.8.3. Medical and pedagogical control over the physical education of preschool children 315
2.8.4. Medical supervision......................................................... .......... 316
2.8.5. Medical and pedagogical observations in the process of physical education of preschool children 320
2.8.6. Control over sanitary and hygienic conditions and clothing of children 324
2.8.7. Sanitary education work................................... 325
2.8.8. Physical education of a child in the family.................................... 326
2.8.9. Equipment and supplies for physical exercise 328
Part three. Work of a methodologist in a preschool institution............................... 335
Chapter 1. Job responsibilities of a physical methodologist
child's culture................................................... ............................ 335
3.1.1. Basic qualities of a physical education specialist 335
3.1.2. Design of the methodological room.................................... 336
3.1.3. Forms of work of a child physical education methodologist with teaching staff 337
Chapter 2. Teaching the course “Methods of physical education”
and Child Development" at the Pedagogical College................................. 339
3.2.1. The main tasks of professional training of specialists in preschool education 339
3.2.2. Methodology for conducting educational work............................. 342
Applications........................................................ ........................................................ .... 346
References................................................ ........................ 360
 |
Educational edition
Stepanenkova Emma Yakovlevna
In order to measure mobility in joints, angular and linear measures are used. When using linear measures, the measurement results may be affected by the individual capabilities of the subjects, for example, the length of the arms or the width of the shoulders, which will affect the measurement results when bending forward or when performing a twist with a stick. Therefore, in all cases where this is possible, measures should be taken to eliminate the negative influence of the individual characteristics of those involved in the correctness of measuring mobility in joints using linear measures.
For example, when performing a twist with a stick, it will be effective to determine the flexibility index, which is the ratio of the grip width to the shoulder width (in cm).
Mobility in joints is most accurately determined in angular measures using a goniometer.
When measuring the amplitude of flexion, extension and abduction of the shoulder, the legs of the goniometer compass are placed on the head of the lateral condyle of the humerus. When shoulder supination is measured, the arm is bent at the shoulder joint to a horizontal position with the hand thumb up. The legs of the compass are placed on the most prominent points of the medial and lateral condyles of the shoulder.
When measuring mobility in the elbow joint, the legs of the compass are placed on the ulna and styloid processes of the ulna. When measuring forearm supination, the shoulder is fixed in a vertical position, the forearm in a horizontal position, and the hand is placed with the thumb up. The legs of the compass are placed on the most protruding points of the styloid processes of the radius and ulna.
By changing the amplitude of flexion, extension, adduction and abduction of the hand in the wrist joint, in the initial position it is positioned with the thumb upward, the forearm is placed on a horizontal stand. The legs of the compass are placed on the head of the third metacarpal bone and in the middle of the line connecting the radial and ulnar styloid points.
To assess mobility in the hip joint, the amplitude of flexion, extension, abduction, and adduction of the hip is determined. The legs of the compass are placed on the lateral epicondyle of the femur and the apex of the greater trochanter. The measurement is taken in a standing or lying position. In a standing position, mobility is determined with the lower leg extended. In the initial position, the thigh is vertical. In the supine position, the amplitude of flexion is measured with the shin bent and straightened; the amplitudes of extension, abduction and adduction are measured only with the shin straightened. The starting position of the thigh is horizontal.
To determine mobility in the knee joints, you need to measure the amplitude of flexion of the lower leg, which is measured in the prone position. When measuring, the legs of the compass are placed on the ends of the lateral malleolus and the top of the head of the tibia.
Mobility in the ankle joint (flexion, extension, abduction and adduction of the tibia) is assessed from the initial position of the foot at a right angle to the axis of the tibia. The legs of the compass are placed flat on the plantar surface of the foot, the goniometer disk is oriented in the plane of movement of the foot.
The main pedagogical tests are simple control exercises that allow you to assess the mobility of various joints (shoulder, hip, knee, ankle, mobility of the spinal column, etc.).
They are based on the implementation of exercise complexes that impose maximum mobility requirements in the corresponding joints.
When determining flexibility, testing should be carried out in the morning, preferably at the same time. On the eve of the examination day, strenuous training sessions are not carried out. Before measuring flexibility, a special warm-up is performed, including exercises with a large range of motion.
J.K. Kholodov and V.S. Kuznetsov identified the following main pedagogical tests for assessing the mobility of various joints:
1. Mobility in the shoulder joint. The subject, holding the ends of a gymnastic stick (rope), twists his straight arms backwards. The mobility of the shoulder joint is assessed by the distance between the hands when twisted: the smaller the distance, the higher the flexibility of this joint, and vice versa. In addition, the smallest distance between the hands is compared with the width of the subject’s shoulder girdle. Active abduction of straight arms upward from a position lying on the chest, arms forward. The greatest distance from the floor to the fingertips is measured.
Test: Raising your arms up while lying on your stomach.
This test is used to assess the level of flexibility of the upper shoulder girdle.
Equipment: tape measure, 1.5 m long stick, bench.
Testing procedure. The subject lies on the bench with his stomach, resting his chin on it, and stretches his arms forward. He holds a stick with both hands. Without lifting his chin from the bench, he raises his straight arms as high as possible above his head.
The teacher uses a tape measure to measure the length of an imaginary perpendicular from the stick to the bench. The interpretation of this result is carried out in the same way as in the previous test.
Test: Moving away from the wall. This test is also used to measure the flexibility of the upper shoulder girdle.
Equipment: tape measure.
Testing procedure. The subject stands with his back to the wall, legs together, arms spread to the sides so that the little fingers of both hands touch the wall.
Then, without lifting your little fingers from the wall, he moves as far forward as possible.
The teacher measures the distance from the subject’s back to the wall at the level of the shoulder blades. The interpretation of this result is carried out in the same way as in the previous test.
2. Mobility of the spinal column.
Test: Bend the body forward in a sitting position.
Testing procedure. The subject sits on the floor or bench, resting his feet against the wall, tilts his torso forward and down. The teacher uses a tape measure to measure the distance from the subject’s chest to the floor (bench).
The result is an indicator of the student’s level of development of flexibility.
There are two possible interpretations of the result: a) comparison of the test taker’s indicator with the indicators of other students in this test; b) comparison of his result in the specified test with the results in other flexibility tests.
Option. The same test, but performed from a standing position.
Test: "Bridge".
The procedure for performing this exercise is known.
The result is the distance from the heels to the fingertips of the subject. The shorter the distance, the better the result.
Test: Torso bending.
Equipment: bench, tape measure.
Testing procedure. The subject lies on his stomach on a bench or on the floor, puts his hands behind his back, and the partner fixes his legs, pressing them to the floor (bench). Then the test taker raises his head and back as high as possible.
The net result is the distance from the floor (bench) to the jugular fossa of the person being tested. However, more informative is the result calculated according to the following scheme: the net result multiplied by 100 and divided by the length of the torso, measured in centimeters.
- 3. Mobility in the hip joint. The subject strives to spread his legs as wide as possible: to the sides and back and forth, supporting himself on his hands. The level of mobility in a given joint is assessed by the distance from the floor to the pelvis (tailbone): the shorter the distance, the higher the level of flexibility, and vice versa.
- 4. Mobility in the knee joints. The subject performs a squat with his arms extended forward or his arms behind his head. A full squat indicates high mobility in these joints.
- 5. Mobility in the ankle joints. Various parameters of movements in joints should be measured based on compliance with standard testing conditions: identical initial positions of body parts; same (standard) warm-up; Repeated flexibility measurements should be carried out at the same time, since these conditions somehow affect mobility in the joints.
Test to assess the flexibility of the ankle flexor and extensor muscles.
Equipment: bench, sheet of paper, tape measure.
Testing procedure. The subject sits on a bench with his feet together. A blank sheet of paper is placed on the inside of the leg perpendicular to the bench. The subject extends his leg at the ankle joint. At this moment, the position of the thumb is recorded with a dot on the paper. Then the student bends the leg at the ankle joint, the position of the heel is recorded with a point, as well as the top point of the instep. The same is done with the second leg.
The result is determined as follows: connect the points on the paper and measure the resulting angles from the horizontal. The interpretation of this result is carried out in the same way as in previous tests.
Thus, when providing a targeted effect on the development of flexibility, it should be taken into account that stretching exercises give the greatest effect if they are performed daily or even 2 times a day. When you stop performing flexibility exercises, its level gradually decreases and after 2-3 months it will return to its original level. Therefore, a break in classes can be no more than 1-2 weeks.
When developing flexibility, the following ratios of various stretching exercises are advisable: 40% active, 40% passive and 20% static. But there is such a pattern: the younger the age, the larger the proportion should be active exercises and the smaller - static, it is important to ensure the harmonious development of mobility in all joints. In this case, one must keep in mind, first of all, those parts of the musculoskeletal system that are of greatest importance in mastering applied vital actions (shoulder, hip, ankle joints, hand joints). In the case of individual mobility limitations (hereditary or resulting from diseases), special attention is paid to restoring the normal range of motion.
An important point in developing flexibility is control over it. There are various instrumental methods for controlling mobility in joints, but in general practice it is more advisable to use the method of tests and control exercises. The main criterion for assessing flexibility is the greatest range of motion that can be achieved by the subject. The amplitude of movements is measured in degrees or linear measures using equipment or pedagogical tests.
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Walter Norton, coach of Olympic champions and director of the Institute of Physical Culture and Sports in North Reading (USA), asks each of his clients to perform these simple exercises during the first lesson. This helps him understand the client’s physical condition and the degree of his preparation for training.
"Spider-Man"
What we check: How elastic are the thigh muscles?
- Get into a push-up position. Make sure your arms are parallel to your shoulders.
- Place your right foot level with your palms. The right knee should be bent at a right angle, and the left knee should touch the floor.
- Smoothly move your right shoulder down, bending your elbow and placing your right palm on your left. Feel the pull in your thigh. Hold this for a couple of seconds. Breathe deeply.
- Return to the starting position and repeat the same with your left leg. Repeat three times.
There is a problem in that case, if the right or left leg is at a different level with the palm or if one leg stretches better than the other.
What is the danger?
“The reason for lack of stretch is muscle weakness,” says Walter Norton. - The hip that stretches the hardest is the weakest. This causes serious balance problems, forcing all other muscles to compensate for the misalignment and become overexerted. And overexertion can lead to muscle fatigue and serious injury.” For example, if your right hip is weaker than your left, it means you are putting more weight on your left leg when walking. If this is not corrected, over time it can lead to “wear and tear” of the muscles in the left knee and ankle.
"Caterpillar"
What we check: shin and hamstring.
- Get into a push-up position. Then start taking tiny steps towards your hands. Keep your back, arms and knees straight. Gradually you should turn into the letter "A". Stay in this position for a few seconds.
- Then begin to gently move your arms, returning to the original position. Don't bend your knees or elbows.
- Repeat this exercise three times.
There is a problem in that case, if you cannot do this without bending your knees and elbows.
What is the danger?
Excessive tension in your shins and hamstrings can mean your legs aren't working properly. “I see this a lot with treadmill enthusiasts,” says Walter Norton. - They run, forgetting to raise their knees, and for each new step they stretch their feet forward, injuring the muscles on the back of their legs. Poor footwork can also mean putting too much stress on your back, which can lead to serious injury.”
"Perpetual motion machine"
What we check: how well your hips can move together.
- Get on all fours, lean on your elbows. Spread your knees as wide as you can.
- Without lifting your elbows and forearms from the floor, begin to move your hips back and forth. Hold each position for a couple of seconds.
- Each time, try to increase the range of motion.
- Repeat ten times.
There is a problem in that case, if you can't spread your knees wide enough or you can't increase your range of motion.
What is the danger?
If there is tension in your hips, then there is a high probability that all the muscles in your body are in the same tension. “You're probably leading a sedentary, too-still lifestyle,” explains Walter Norton. - As soon as you start playing sports or at least walking more, your whole body will begin to move more easily. This problem is often found in older people, who, as a rule, repeat only one movement (“sit down and stand up”) during the day.” A sedentary lifestyle is dangerous because it can lead to heart disease and high blood pressure.
"Pretzel"
What we check: gluteal muscles.
- Sit on the floor with your legs as wide apart as possible and your knees bent.
- Bend towards your right leg, while trying to place your left knee on the floor without bringing your legs together. As you bend over, twist your torso and place both hands on the outside of your right leg.
- Now try to touch your chest to the floor. Go down to the highest possible height. Stay in this position for a few seconds.
- Return to the starting position and do the same with your left leg.
- Repeat the exercise twice on each side.
There is a problem in that case, if you can’t touch the floor with your knee or bend low enough.
What is the danger?
When your gluteal muscles are tight, they are unable to move as they should. And then your back takes on additional stress, which can lead to strain and pain. Train yourself to stretch equally well on both sides, even if you feel more tension in the unstretched muscle. Otherwise, there is a high risk of injury due to uneven load distribution.
How to fix the situation?
“Of course, all the problems voiced sound unpleasant, but there is a solution, and it is very simple,” reassures Walter Norton. -Move more. If you lead a sedentary lifestyle at the office, walk more. If you go to the gym regularly but still struggle with flexibility, try to give yourself a balanced workout without focusing on the same muscle group all the time. Don't forget to stretch! Stretch 3-4 times a week, and within a month everything will change.”
For more information, visit The Huffington Post website.
The main criterion for assessing flexibility is the greatest range of motion that the subject is able to achieve. It is measured in angular degrees or linear measures using special equipment or pedagogical tests.
The main instrumental measurement methods are:
· mechanical (using a goniometer);
· mechanoelectric (using an electrogoniometer);
· optical;
· radiographic.
If it is necessary to carry out extremely accurate measurements of joint mobility, electrogoniometric, optical or radiographic methods are used. Electrogoniometers make it possible to monitor changes in joint angles in various phases of movement on a graphic image. Optical methods involve the use of photo, film and video equipment. When using the radiographic method, the theoretically permissible range of motion is determined, which is calculated by X-ray analysis of the structure of the joint.
In sports, the most common method, due to its accessibility, is to measure flexibility using a mechanical goniometer - a protractor to one of the legs of which is attached. The legs of the goniometer are attached to the longitudinal axes of the joint segments, which makes it possible to determine the angle of flexion, extension or rotation between the axes of the joint segments.
The most popular pedagogical tests for monitoring the mobility of various joints are:
Mobility in the shoulder joint
In sports practice, the following variations are most widespread:
a) The athlete, holding a gymnastic stick, twists his arms straight back. The degree of mobility of the shoulder joint is judged by the distance between the hands when twisted: the smaller it is, the higher the flexibility of this joint, and vice versa. In addition, the obtained indicator is compared with the width of the subject’s shoulder girdle, on the basis of which the final result is derived.
b) The subject takes the basic stance position, clenches his fingers into fists, with his thumbs inside the fists. The athlete performs the maximum possible adduction and rotation of the right arm inward, bending it as much as possible at the elbow joint; and at the same time, the maximum possible abduction and rotation of the left arm outward, bending it as much as possible at the elbow joint. Thus, both fists should be located behind the subject's back.
The researcher measures the distance between the two fists.
After completing the first attempt, the exercise is repeated with the position of the hands changed to the opposite.
c) Another way to control mobility in the shoulder joint is to actively abduct straight arms with a gymnastic stick upward from a position lying on the chest, arms straightened above the head. The distance from the floor to the gymnastic stick is fixed. The larger it is, the higher the flexibility.
Spinal column mobility
In sports practice, several methods are used to assess the mobility of the spinal column:
a) One of them involves bending the torso forward while standing on a bench, without bending your knees. The flexibility of the spine is determined using a ruler or measuring tape based on the distance from the zero mark to the third finger of the hand. In cases where the fingers do not reach the zero mark, the recorded distance is indicated with a minus sign (-), when they fall below the zero mark, with a plus sign (+).
b) The second type of this test is the so-called “Sit and reach test”, which is used when testing NHL players.
During its execution, the subject, sitting on the floor without shoes, leans forward to the limit, without bending his knees. The subject must fix this position for 2 seconds. The flexibility of the spine is assessed using a ruler or tape based on the distance in centimeters from the zero mark to the third finger of the hand. To avoid negative marks, a mark of 25.4 cm is set instead of zero. Therefore, the test subject, going beyond the toes, gets a result above 25.4 cm.
c) "Bridge". During this test, the subject is tasked with adopting a “bridge” position, while placing his arms and legs as close to each other as possible. The distance from the heels to the fingertips of the subject is recorded. The smaller it is, the higher the flexibility, and vice versa.
Mobility in the hip joint
When performing this control exercise, the subject’s task is to spread his legs as wide as possible: 1) to the sides and 2) back and forth with support on his hands. The level of mobility in a given joint is judged by the distance from the floor to the tailbone: the smaller it is, the higher the flexibility, and vice versa.
You can also perform leg extensions while lying against a wall with a scale drawn on it.
Mobility in the knee joints
The subject is given the task of performing a squat with his arms extended forward or with his arms placed behind his head. Using a goniometer, the angle of flexion in the knee joints is measured, which serves as a quantitative assessment of mobility.
Mobility in the ankle joints
The subject takes a sitting position, then performs flexion ("dorsial flexion") and extension (the term "plantar flexion" is also found in the literature) in the ankle joints. The distance from the tips of the toes to the heels is recorded. Quantitative assessment of flexibility is carried out using a goniometer.
Passive flexibility is determined in the same control exercises and according to the same methodological instructions, only using external influences. The measurement is stopped when the subject begins to feel pain.
The difference between the values of active and passive flexibility, the so-called “active flexibility deficit,” is considered an informative indicator of the condition of the subject’s joint and muscular system.
When measuring joint flexibility, the test standardization conditions should be especially carefully observed, since failure to comply with them can significantly affect the final result:
· identical warm-up;
· identical initial positions of body links;
· repeated flexibility measurements are carried out at the same time.
Regardless of the type of flexibility being measured, it is prohibited to use springy (ballistic) movements when performing control exercises. For an attempt to be counted, the pose must be held for several seconds.
Bibliography
Khripkova L. T. Age physiology. M. Education, 1988
Gymnastics. Training program. M. Federation of Rhythmic Gymnastics, 1991
M. J. Atler The Science of Flexibility. – Publishing house “Olympic Literature” 2001
Matveev, L.P. Theory and methodology of physical education (general foundations of the theory and methodology of physical education; theoretical and methodological aspects of sports and professionally applied forms of physical education): Textbook, for the Institute of Physics. culture / L.P. Matveev. - M.: Physical culture and sport, 1991. - 543 p., ill.
Solodkov, A.S. Physiology of sports: Textbook / A.S. Solodkov, E.B. Sologub. - SPbGAFK im. P. F. Lesgaft. St. Petersburg, 1999. -231 p.
Find out how young your body is with this simple flexibility test. Try it and draw conclusions.
One of the indicators of excellent physical condition is body flexibility. This is the ability to give maximum amplitude to each or most body movements. Body flexibility can and should be developed. But it does not always depend on the effort expended. The flexibility of the body is directly proportional to the mobility of the joints, which is reflected in the range of motion. Developed body flexibility is one of the components of overall tone and good physical shape. Do you want to check how well you are stretched, whether all parts of your body are flexible and mobile, or whether there is something to work on? Then take this flexibility test.
Flexibility Test: How Well Stretch Are You?
Standing on a step, straight legs together, bend forward and down and touch the edge of the step with your fingers, and then with maximum effort try to touch the side surface of the step, marking the level (height) of contact with chalk. The difference between the edge of the step and the level of contact in centimeters will reflect flexibility, which in this case is determined by the mobility of the spine and hip joints.
Evaluation of test results. The numbers with a minus sign reflect the distance between the fingers and the surface of the step at maximum bending, that is, in this case it is not possible to touch the edge of the step.
Evaluation of Flexibility Test Results
From the data in the table it follows that with age, flexibility and mobility in the joints decrease. Regularly performing flexibility exercises can slow down this process.
